Start your teaching journey in primary education with the TNTET Paper 1 syllabus, specifically designed for candidates aspiring to teach Classes I to V in Tamil Nadu government schools.
The syllabus focuses on key foundational subjects including Child Development and Pedagogy, Tamil/English Language, Mathematics, and Environmental Studies.
At Professor Academy, our bilingual coaching equips you with strong subject clarity and exam-smart techniques to crack Paper 1 confidently.
Download the full TNTET Paper 1 syllabus and take the first step towards your teaching career.
TAMILNADU TEACHER ELIGIBILITY TEST (TNTET) Paper 1 Syllabus
In the Notification it is mentioned that the questions in the TNTET Paper I will be based on the topics of the prescribed syllabus of the State for Classes I to V with their difficulty level as well as linkages up to the Secondary Stage. Now the Teachers Recruitment Board releases the detailed syllabus for Paper I (Classes 1-5)
Detailed Syllabus for TNTET Paper I (Classes 1-5)
SI. No.
Content (All Compulsory)
Syllabus (Page No.)
MCQs
Marks
Medium
i.
Child Development and Pedagogy(relevant to the age group of 6 11 years)
1-3
30
30
*Tamil/English
ii.
Language-ITamil/ Telugu/ Malayalam/ Kannada/Urdu(For Telugu, Malayalam, Kannada and Urdu the same pattern will be followed as Tamil)
4-16
30
30
iii.
Language II – English
17-68
30
30
iv.
Mathematics
69-87
30
30
*Tamil/English
V.
Environmental Studies
88-101
30
30
*Tamil/English
Total
150
150
TAMILNADU TEACHER ELIGIBILITY TEST (TNTET) – 2022
Syllabus for Paper I (Classes 1-5) (All Compulsory)
I. Child Development and Pedagogy (Classes 1-5)
Syllabus – (Relevant to Age Group 6-11)
Part (A): Child Development
Unit-I: The Children’s Profile at the Beginning of Primary Education-Physical and Cognitive.
Trends in physical growth-Hormonal influences on physical growthDevelopment of neurons Symbolic thinking and limits of logic-Sensory motor stage-Pre operational stage-Language Development-Influence of home environment, attitude of family members on cognitive development of the child-Identity status and psychological well being.
Unit-11: The Children’s Profile at the Beginning of Primary Education-Social and Emotional.
Self concept and Social Awareness-Sibling relationships-Peer relationship and play-Self awareness-Cultural influence on self-concept corresponding stages of Erickson’s Psycho-social development Emotional development in a Social context affection- sympathy-laughter-anger, sadness, fear-Parent-child relationship-Emotional well being emotion and health.
Unit-III: Physical & Intellectual Development during Primary School Years ( 6 to 10 Years)
Physical growth cycles-Body proportions-Muscles and fat-Capacity for attention and concentration-Selective attention-Memory strategiesprocessing speed and capacity-Thinking skills. Cognitive development. Concrete operational stage-Piaget’s tasks-concept of intelligence as a mental ability. Development of mental/intellectual abilities. Intelligence tests-Creativity in primary school Children.
Unit-IV: Social and Emotional Development during Primary School Years ( 6 to 10 Years)
Meaning of social development-social expectations-Children’s Friendshipsfactors in friendship and choices of companions social acceptance-the desire to belong-peer grouping-Effects of schooling on social, emotional, and cultural spheres-Pattern of emotional development-common emotional patterns-the role of maturation and-learning in emotional development how children develop likes and dislikes to subjects, teachers, school, other students-emotional balance impact of media on emotional development.
Unit-V: Moral Development during Primary School Years (6 to 10 Years)
Meaning of moral development-factors in moral training of children-Honesty-Generosity-Children’s heroes and ideals-Meaning of disciplineessentials of discipline-media and their influences on moral development.
Part (B): Learning.
Unit-I: Learning.
Dynamic internal process-connecting old knowledge to new information-language learning-acquiring learning habits-learning to adapt to diverse situations in life- Nature of learning-learning through interactions.
Unit-11: Types, levels and approaches to Learning.
Types of learning-Learning Hierarchy-signal learning stimulus-response learning-Motor and verbal chain learning-Multiple discriminations concept learning-Learning rules and problem-solving. Learning Levels from imprint to intuition- examples of learning at different levels. Approaches-Behaviourist-cognitivist and constructivist.
Unit-II I: Concepts and constructs.
Concepts and constructs-concept-formation-Use of materials activities, scheme pictures, real life experiences-construct mental representations of external reality-connecting ideas generated by students due to exposure to peers, media and community-concept mapping.
Unit-I V: Factors Contributing to Learning.
Personal psychological, social, emotional factors and school related factors, Learning style; teaching strategies; media; technology;
1. Teaching Learning Process
2. Teacher’s personality traits.
Unit-V: Constructivist Approach to Learning.
Learners construct knowledge for themselves-constructing meaning is learning-focus on the learner not on the lesson taught- Personal and social construction of meaning-Learning to Learn making meaning Learning, a social activity-ZPD.
Unit-VI: Learning and Knowledge
Active learner-Nurturing learners’ active and creative activities children’s voices and experiences-integrating their experiences with School Knowledge-Right to learn-Physical and emotional security for learning. Conceptual development-continous process-All children capable of learning-important aspects of learning-various ways of learning-Cognitive readiness for learning-Learning in and outside the school-knowledge and understanding-recreating knowledge-manifesto for learning.
II. Language – Tamil (Classes 1-5) – (Telugu / Malayalam / Kannada / Urdu – Same pattern)
-படங்கள்/ ஓவியங்கள் கதைப்படங்களைநுட்பமுடன் உற்று நோக்கல்/ சுவைத்தல்.-எளிய, கேட்டறியாதசொற்களமைந்தபாடல்களைக் கவனத்துடன்கருத்தூன்றிக் கேட்டுப் புரிந்து கொள்ளுதல்.
-கேட்டறியாத, எளியசொற்களமைந்தபாடல்களையும்,கதைகளையும் கவனத்துடன்கருத்தூன்றிக் கேட்டுப் புரிந்து கொள்ளுதல்.-அவற்றின் மீதான கருத்தினை/ நோக்கினைவெளிப்படுத்துதல்.
-ஓசைநயமும் கருத்தும் மிக்க பாடல்கள், புதிர்க் கதைகளைக்கேட்டுப்புரிந்துகொள்ளுதல்.-எளிய உரைகளைக்கேட்டுப் புரிந்துகொள்ளுதல்
-எளிய, சந்தநயமுள்ளபாடல்களை உடல்அசைவுகளுடன்குழுவாகவும், தனியாகவும் பாடுதல்/ ஒப்பித்தல்.பாடல், கதை, படக்கதை ஆகியவற்றைஇனங்காணுதல்.
-படக் கதையைப் பார்த்து நிகழ்வைக் கூறுதல்.- செய்திதிரட்டும்பொருட்டு வினா எழுப்புதல்.-பார்த்த/ கேட்டவற்றைப் பற்றிப் பேசுதல்.
-பாடல்களை இசையுடன்உரிய உணர்ச்சியுடன் பாடுதல்.-கேட்டுணர்ந்த கதை, கதைப்பாடல்களின்தலைப்புகள், கதாமாந்தர்கள் பற்றி வினாக்கள் கேட்டல், கருத்தாடல் செய்து கருத்துகளை வெளிப்படுத்துதல்.
-கதைகள்,பாடல்களைத் தங்கள் சொந்த நடையில், தாம் விரும்பும் வகையில் தம் கருத்துகளையும் இணைத்துச்சொல்லுதல்.-விடுகதைகளுக்கு விடை கூறுதல்.
-கேட்ட, படித்த பகுதியின் மையக்கருத்தினைக் கூறுதல்.-கேட்ட, படித்த பல்வேறு இலக்கியங்கள்பற்றிப் பேசுதல், விவாதித்தல், பகுப்பாய்வு செய்தல்.
-படத்தைப் பார்த்துஅதுகுறித்து உரையாடுதல், கதை கூறுதல்.-விவரங்கள் அறிய வினா எழுப்புதல்.-கேட்டறிந்தவற்றைப்பேச்சில் வெளிப்படுத்துதல்.
-கேட்ட/ படித்த பாடல், கதைகளிலிருந்துகேட்கப்படும் எளிய வினாக்களுக்குமுழுமையானசொற்றொடரில் விடை கூறுதல்.
-தமக்கு அறிமுகமான,செய்திகளையும்விவரங்களையும் சரியான ஒலிப்புடனும், தங்கு தடையின்றியும் விவரித்துக் கூறுதல்.
-எளிய சொற்கள், சிறு சிறுதொடர்களை உரிய ஒலிப்புடன் உரக்கப் படித்தல்.
-எளிய தொடர்களைத் தங்குதடையின்றிப் படித்தல்.
– சிறு சிறு கதைகள், பாடல்களை உரிய ஒலிப்புடன் பொருள் விளங்கப் படித்தல்.
-கதை, உரையாடல், நாடகம், கடிதம் ஆகியவற்றை உரிய உணர்ச்சியுடனும், குரல் ஏற்றஇறக்கத்துடனும் பொருள் விளங்குமாறு படித்தல்.
திறன்
முதல் வகுப்பு
இரண்டாம் வகுப்பு
மூன்றாம் வகுப்பு
நான்காம் வகுப்பு
ஐந்தாம் வகுப்பு
-தமிழ் எழுத்துகளைஇனங்கண்டு (ஒலி வடிவ, வரி வடிவத் தொடர்புகளை அறிந்து) முறையான ஒலிப்புடன் படிக்க அறிதல். (உயிர் எழுத்துகள், மெய் எழுத்துகள், உயிர்மெய் எழுத்துகள், ஆய்த எழுத்து என்ற வரிசையில் எழுத்துகளுக்கிடையேயான ஒலி வடிவ, வரி வடிவத் தொடர்புகளை அறிதல்)
-வடமொழிஒலிப்புகளுக்குரிய, கிரந்த வரிவடிவங்களை அறிந்து படித்தல்.
-முற்றுப் புள்ளி, வினாக் குறி ஆகிய நிறுத்தக்குறியீடுகளை அறிந்து படித்தல்.
-படிக்கும் பகுதியில் இடம்பெறும்பழமொழிகள், மரபுச் சொற்களை அறிதல்.
-உரைப்பகுதிகளைப் படித்துஅதிலிருந்து கேட்கப்படும் பல்வேறு வகையான வினாக்களுக்கு விடையளித்தல்.
– எழுத்துகளைத் தனியாகவும் சொற்களிலும் அடையாளம் காணுதல் •
-எளிய சந்தப் பாடல்களை இசையுடன் பாடுதல்.
-மூன்று (அ) நான்கு தொடர்களைக் கொண்ட சிறுசிறுஉரைப்பகுதிகளைப் படித்து வினாக்களுக்கு விடையளித்தல்.
-செய்தித்தாள்கள், சுவரொட்டிகள், அறிவிப்புகள், விளம்பரங்கள் ஆகியவற்றைப் படித்துப் புரிந்துகொள்ளுதல்.
-எளிய பட விளக்கங்கள், எண் விவர அறிவிப்புகள், வரைபடங்கள்ஆகியவற்றைப் படித்து, பொருள் உணர்தல்.
– நான்கு எழுத்துகளுக்குமிகாத சொற்களைச்சேர்த்துப் படித்தல்.-சிறு சிறு தொடர்களைப் படித்தல்.
-எளிமையான சிறுசிறு படக்கதைகளைப் / பாடல்களைப் படித்தல்.
-சூழல் சார்ந்து, புதிய சொற்களின் பொருள் புரிந்து படித்தல்.
-சுற்றுப்புறத்தில் நடக்கும் நிகழ்வுகளை உற்று நோக்கி, அவைசார்ந்த தமது கருத்துகளை எழுத்தில் பதிவு செய்தல்.-நாட்குறிப்பு எழுதுதல்-நிகழ்வுகளை விவரித்து எழுதுதல்.
திறன்
முதல் வகுப்பு
இரண்டாம் வகுப்பு
மூன்றாம் வகுப்பு
நான்காம் வகுப்பு
ஐந்தாம் வகுப்பு
-இரண்டு அல்லது மூன்று எழுத்துச் சொற்களைச் சொல்லக் கேட்டு, குறில் நெடில், மயங்கொலிப் பிழையின்றி எழுதுதல்.
-அறிந்த சொற்களைக் கொண்டு, தமக்கான நடையில், நிறுத்தக் குறியீடுகள், எளிய வருணனைச் சொற்களைப் பயன்படுத்திச் சிறுசிறு தொடர்கள் எழுதுதல்.
பல்வேறுநோக்கங்களுக்கேற்ப / சூழல்களுக்கேற்ப எழுதுதல்-ロறவு முறைக் கடிதம் எழுதுதல்.- சிறுசிறு கட்டுரை எழுதுதல்.- புதியபொருண்மைகளை உணர்ந்து தம் சொற்களில் (பேச்சில் / எழுத்தில்) பயன்படுத்துதல்.-கற்பனையாகக் கதை எழுதுதல்.-எழுதியவற்றைத் தாமே மதிப்பீடு செய்தல்.
– பல்வேறுசூழல்களுக்கேற்ப எழுதும்போது, மொழியின் இலக்கணக் கூறுகளைப் புரிந்துகொண்டு,பொருத்தமான சொற்கள், தொடர்கள், பழமொழிகள், நிறுத்தக் குறிகளைப் பயன்படுத்தி, கவனமாக எழுதுதல்.- கற்பனையின் அடிப்படையில் கதைகள், பாடல்கள், கவிதைகள், கடிதங்கள் எழுதுதல்.- விண்ணப்பக் கடிதம் எழுதுதல்.- குறிப்புச் சட்டகத்தைப் பயன்படுத்தி, கட்டுரை எழுதுதல்.
திறன்
முதல் வகுப்பு
இரண்டாம் வகுப்பு
மூன்றாம் வகுப்பு
நான்காம் வகுப்பு
ஐந்தாம் வகுப்பு
-ஒத்த ஓசையில் முடியும் சொற்களை இனங்காணல்.
-ஒலி இயைபுச் சொற்களைஉருவாக்குதல்-ஒருமை,பன்மைவிகுதிகளைச்(கள், க்கள், ங்கள்) சேர்த்து எழுதஅறிதல்
-மூவிடம் அறிதல் (தன்மை, முன்னிலை, படர்க்கை )-உரிய இணைப்புச் சொற்களைப் பொருத்தமான இடங்களில் சேர்த்து எழுதுதல். (ஏனெனில், அப்படியானால்,அப்படியில்லாவிட்டால்)
. 8
-படத்தொகுப்பைப் பார்த்துஉரையாடுதல்.-கணினியில் சித்திரக் கதைகள், பாடல்கள் கேட்டு மகிழ்தல்,திரும்பப் பாடுதல்.
-படக் கதைகளைப் பார்த்தறிந்து / படித்தறிந்து கதை கூறுதல்.-கணினியில் எளிய மொழி விளையாட்டுகளை விளையாடி மகிழ்தல்.
-சிறுவர்களுக்கான படவிளக்க அகரமுதலியைப் பயன்படுத்துதல்.-கணினியில் குழந்தைகளுக்கான புதிர்கள்,மொழி விளையாட்டுகள் விளையாடி மகிழ்தல்.
-குழந்தைகளுக்கான எளிய அகரமுதலிகளைப் பயன்படுத்த அறிதல்.-கணினியில் உரைகள், வசனங்கள்,முழக்கத்தொடர்கள் கேட்டல்.-தகவல்கள், சொற்பொருள் தேடி அறிதல்
-எளிய அகரமுதலியைப் பயன்படுத்துதல்.-செய்தித்தாள்கள், கதை நூல்கள் படித்தல்.-கணினியைப் பயன்படுத்தி நாடகங்கள், சொற்போர்,உரைகள், கேட்டல்.
– சிறுவர்களுக்கான கதை, படக்கதை, படத்தொகுப்பு நூல்களைப் பார்த்தும் படித்தும் மகிழ்தல் .
-பெயர்ப் பலகைகள், சிறுவர்களுக்கான பெரியஎழுத்து சித்திரக் கதைகள் படித்தல்.
-படக்கதைகளைத் தேடிப் படித்தல்
-கதை நூல்கள் படித்தல்.
-இணையத்தில் தேடிப் படித்தல்.
திறன்
முதல் வகுப்பு
இரண்டாம் வகுப்பு
மூன்றாம் வகுப்பு
நான்காம் வகுப்பு
ஐந்தாம் வகுப்பு
கீழ்க்காணும் சொற்களைக் கேட்டும் படித்தும் அறிந்து, அவற்றைப் பேச்சிலும் எழுத்திலும் பயன்படுத்துதல்- விலங்குகளின் பெயர்கள்- பறவைகளின் பெயர்கள்- வாகனங்களின் பெயர்கள்- நிறங்களின் பெயர்கள்- சுவைகளின் பெயர்கள்- கிழமைகளின் பெயர்கள்- தமிழ் மாதங்களின்பெயர்கள்- எண்ணுப் பெயர்கள்- உறவுமுறைகளின்பெயர்கள்- திசைகளின்பெயர்கள்- வடிவங்களின் பெயர்கள்
கீழ்க்காணும்சொற்களைக் கற்றறிந்துபேச்சிலும் எழுத்திலும் பயன்படுத்துதல்- பெயர்ச் சொற்கள்- வினைச்சொற்கள்- எதிர்ச்சொற்கள்- இரட்டைச் சொற்கள் (பள பள, மடமட..)- எளிய வருணனைச் சொற்கள்- ஆங்கில மாதங்களின்பெயர்கள்- வீடு, பள்ளிகளிலுள்ளபொருள்களின் பெயர்கள்- குடும்ப உறுப்பினர்பெயர்கள்- காய்கள், பழங்களின்பெயர்கள்- தின்பண்டங்களின்பெயர்கள்
கீழ்க்காணும் சொற்களைக் கற்றறிந்து பேச்சிலும் எழுத்திலும் பயன்படுத்துதல்- உணவுப் பொருள்களின்பெயர்கள்- ஆடை வகைகளின்பெயர்கள்- அணிகலன்களின் பெயர்கள்- மரம், செடி, கொடிகளின்பெயர்கள்- பொது இடங்களின் பெயர்கள் (பள்ளி, வங்கி, பேருந்து நிலையம், மருத்துவ மனை …)-தன் ஊர், மாவட்டம், மாநிலம், நாடு ஆகியவற்றின் பெயர்கள்- இன்றியமையாஆளுமைகளின் பெயர்கள் (நாட்டின் பிரதமர், குடியரசுத் தலைவர், முதலமைச்சர்,ஆளுநர், கல்வி அமைச்சர்…)- பழமொழிகள்- மரபுத் தொடர்கள்- சொற்களஞ்சியப்பெருக்கத்திற்காகப் படித்தல்- சிறுவர்களுக்கான பெரிய எழுத்து படக்கதைகள்
கீழ்க்காணும்சொற்களைக் கற்றறிந்து பேச்சிலும் எழுத்திலும்பயன்படுத்துதல்- தொழிலாளர்,தொழிசார் பெயர்கள்- சிறப்பு வாய்ந்தநகரங்கள், ஊர்களின்பெயர்கள்- இன்றியமையாஇடங்களின்பெயர்கள் (இந்திய மாநிலங்கள்,தமிழ்நாட்டின் மாவட்டங்கள்)பழமொழிகள்- மரபுத் தொடர்கள்- கணினி இணையம் சார்ந்தகலைச்சொற்கள்- சொற்களஞ்சியப்பெருக்கத்திற்காகப்படித்தல்சிறுவர்களுக்கான கதைகள், பாடல்கள்
கீழ்க்காணும் சொற்களைக் கற்றறிந்து பேச்சிலும் எழுத்திலும் பயன்படுத்துதல்- பழமொழிகள், மரபுத்தொடர்கள்- நேரிணை(உயர்ந்தோங்கிய)எதிரிணைச் (ஏற்றஇறக்கம்) சொற்களைப் பயன்படுத்துதல்- பிற நாடுகள், உலகத் தலைவர்கள்,இன்றியமையாஇடங்களின் பெயர்கள்- ஆங்கிலச் சொற்களுக்குஇணையான தமிழ்ச்சொற்கள்- பலதுறை சார்ந்த கலைச்சொற்கள்- அறிவியல் கலைச்சொற்கள்- சொற்களஞ்சியப்பெருக்கத்திற்காகப்படித்தல்- சிறுவர்களுக்கானஇலக்கியங்கள்
-முதல் எழுத்தை மாற்றிவேறு சொல்உருவாக்குதல்-குறிப்பிட்ட எழுத்தில்தொடங்கும் பல்வேறுசொற்களை எழுதுதல்- கொடுக்கப்பட்டசொல்லிருந்து பல்வேறுசொற்களைஉருவாக்குதல்-முதல் சொல்லின் இறுதி எழுத்தைக்கொண்டு|அடுத்த சொல்லைத்தொடங்கி எழுதுதல்.-பாடலின் வரிகளைத்தொடர்ந்து பாடி முடித்தல் ( காகம் கா காகிளி கீ கீகுயில் கூ கூ ………….. -கதையின் முடிவை விருப்பம் போல மாற்றிக் கூறுதல்
-சொல் விளையாட்டுகளில் பங்கேற்றல்- ஒரேசொல்லில்தொடங்கும்,முடியும் பல்வேறு சொற்களைஉருவாக்குதல்-கதையைத் தொடர்ந்துகூறிமுடித்தல்( ஒரே ஒரு ஊரிலேஒரே ஒரு ………………………….
-விளம்பரங்கள்உருவாக்குதல்-அறிவிப்புகள்,நிகழ்ச்சி நிரல்உருவாக்குதல்-குறுந்தகவல்கள்,நகைச்சுவைத்துணுக்குகள்உருவாக்குதல்-பாடலின் வரிகளை மாற்றிப் பாடுதல்-கற்பனைக் கடிதம் எழுதுதல்
-குறிப்புகளைக் கொண்டுகதைகளை உருவாக்குதல்-பாதிக்கதையைத்தொடர்ந்து மீதிக் கதையைக் கூறி முடித்தல்-பாடல் அடிகளை நீட்டிக் கொண்டே செல்லுதல்-நிகழ்ச்சியைச் செய்தியாக்குதல்-தலைப்புச் செய்தியை விரித்து எழுதுதல்-விளம்பரங்கள்,அறிவிப்புகள், முழக்கத்தொடர்கள் உருவாக்குதல்-குறிப்பிட்ட தலைப்பில் கதை, கவிதை, உரை எழுதித் தயாரித்தல்/ படித்துக்காட்டல்
திறன்
முதல் வகுப்பு
இரண்டாம் வகுப்பு
மூன்றாம் வகுப்பு
நான்காம் வகுப்பு
ஐந்தாம் வகுப்பு
－நேரந்தவறாமை
－நேரந்தவறாமை
－நேரந்தவறாமை
－நேரந்தவறாமை
－நேரந்தவறாமை
－விதிகளைப் பின்பற்றுதல்
－விதிகளைப் பின்பற்றுதல்
－விதிகளைப் பின்பற்றுதல்
விதிகளைப்
－விதிகளைப் பின்பற்றுதல்
－தூய்மை பேணுதல்
－தூய்மை பேணுதல்
－தூய்மை பேணுதல்
பின்பற்றுதல்
－பொருள்களைப்
－பொருள்களைப்
－பொருள்களைப்
－பொருள்களைப்
－தூய்மை பேணுதல்
－பிறர்க்கு உதவுதல்
பாதுகாத்தல்
பாதுகாத்தல்
பாதுகாத்தல்
－பொருள்களைப்
－பிற உயிர்களிடத்தில் அன்பு
காட்டுதல்
－பிறர்க்கு உதவுதல்
－பிறர்க்கு உதவுதல்
பாதுகாத்தல்
－கூட்டுணர்வு
－பிற உயிர்களிடத்தில்
－பிற உயிர்களிடத்தில் அன்பு
－பிறர்க்கு உதவுதல்
－நட்புணர்வு
－セண்மை பேசுதல்
அன்பு காட்டுதல்
காட்டுதல்
－பிற உயிர்களிடத்தில்
－சேமிப்பு உணர்வு
－கூட்டுணர்வு
－கூட்டுணர்வு
அன்பு காட்டுதல்
－சிக்கனம்
－நேர்மை
－நட்புணர்வு
－கூட்டுணர்வு
－நன்றியுணர்வு
－セண்மை பேசுதல்
－நட்புணர்வு
－தன்னம்பிக்கை
－சேமிப்பு உணர்வு
－セண்மை பேசுதல்
－ஒற்றுமை
－விட்டுக் கொடுத்தல்
－சேமிப்பு உணர்வு
－நாட்டுப்பற்று
－சிக்கனம்
－விடாமுயற்சி
－மொழிப்பற்று
－நேர்மை
－モழைப்பு
－நன்றியுணர்வு
－அறிவியல் மனப்பான்மை
－இயற்கையை நேசித்தல்
－தன்னம்பிக்கை
－சகோதரத்துவம்
திறன்
முதல் வகுப்பு
இரண்டாம் வகுப்பு
மூன்றாம் வகுப்பு
நான்காம் வகுப்பு
ஐந்தாம் வகுப்பு
-தன்னை அறியும் திறன்
-தன்னை அறியும் திறன்
-தன்னை அறியும் திறன்
-தன்னை அறியும்
-தன்னை அறியும் திறன்
-சிக்கல் தீர்க்கும் திறன்
-சிக்கல் தீர்க்கும் திறன்
-சிக்கல் தீர்க்கும் திறன்
திறன்
-சிக்கல் தீர்க்கும் திறன்
-முடிவெடுக்கும் திறன்
-முடிவெடுக்கும் திறன்
-முடி வெடுக்கும் திறன்
-சிக்கல் தீர்க்கும் திறன்
-முடிவெடுக்கும் திறன்
-கூர்சிந்தனைத் திறன்
-கூர்சிந்தனைத் திறன்
-கூர்சிந்தனைத் திறன்
-கூர்சிந்தனைத் திறன்
-கூர்சிந்தனைத் திறன்
-படைப்பாக்கச் சிந்தனைத்
-படைப்பாக்கச் சிந்தனைத்
-படைப்பாக்கச் சிந்தனைத்
-படைப்பாக்கச்
-படைப்பாக்கச் சிந்தனைத்
சிந்தனைத் திறன்
திறன்
திறன்
திறன்
-சிறந்த தகவல்
திறன்
-சிறந்த தகவல் தொடர்புத்
-சிறந்த தகவல் தொடர்புத்
-சிறந்த தகவல் தொடர்புத்
தொடர்புத் திறன்
-சிறந்த தகவல் தொடர்புத்
திறன்
திறன்
திறன்
-இணக்கமான
திறன்
-இணக்கமான உறவுக்கான
-இணக்கமான உறவுக்கான
-இணக்கமான உறவுக்கான
உறவுக்கான திறன்கள்
-இணக்கமான உறவுக்கான
திறன்கள்
திறன்கள்
திறன்கள்
நிலையிலிருந்து
திறன்கள்
-பிறரை அவர் நிலையிலிருந்து
-Gிறரை அவர்
-けிறரை அவர் நிலையிலிருந்து
புரிந்துகொள்ளும் திறன்
-Gிறரை அவர்
-உணர்வுகளைக் கையாளும்
நிலையிலிருந்து
புரிந்துகொள்ளும் திறன்
கையாளும் திறன்
நிலையிலிருந்து
திறன்
-セணர்வுகளைக்
திறன்
கையாளும் திறன்
-உணர்வுகளைக் கையாளும்
-மன அழுத்தத்தைக்
கையாளும் திறன்
-மன அழுத்தத்தைக்
திறன்
கையாளும் திறன்
-மன அழுத்தத்தைக்
கையாளும் திறன்
-மன அழுத்தத்தைக்
கையாளும் திறன்
கையாளும் திறன்
III. Language – II English (Classes 1-5)
Syllabus – English – Class – 1
Learners at this level may begin at “silent stage” where they are unable to understand or produce English independently. They typically comprehend much better by listening than they are able to demonstrate by speaking and writing.
Learners have a basic level of vocabulary and ability to frame 2 or 3 – word phrases or sentences that would enable them to talk about themselves, members of their family and the people in their surroundings. They follow simple instructions, requests and questions and respond by using appropriate words or phrases. They enjoy doing simple language activities/playing language games such as singing a rhyme or identifying a person, object or thing. They recognise longer two/three syllable words or chunks of language and develop basic decoding competency to read simple words/short sentences. While reading, they recognise small and capital forms of the alphabet both in context and in isolation and read for understanding with the help of pictures. They write simple words/phrases/short sentences.
Competency /Skill
Objectives
Learning outcome
Classroom procedure
Evaluation
Listening – For Vocabulary building
– Recognise names of common objects, people, animals and plants
Can- recognise /identify things when named -names of objects, vegetables, fruits, animals, flowers, plants, basic parts of the body, things they use at home and school, games, birds, toys, vehicles match named objects to pictures or realia
– Flash cards- Matching spoken names to objects and pictures- Using pictorial charts, real objects- Using audio visual recordings and animations and other materials
– When a name is spoken, can choose the right picture or object- Can match spoken names to objects and pictures- When a name is
Listening for comprehension and communication
– Recognise names of colours, numbers and times of day- Recognise when one’s name is called, recognises names of teachers and classmates when they are called out- Understands simple instructions like ‘sit down’ ‘stand up’, ‘open your book.’- Understand simple classroom language andshort, simple word sentences for basic interactions.
– match names and word- identify colours- match colour to object/picture- match the time of the day with corresponding spoken word- identify a number name and match it with a figure or the count of objectsCan- Identify people/point to people when their names are called out- understand and carry out simple directions and classroom instructions like ‘open your book’, ‘join the dots’.- understand very simple questions and responses about basic everyday activities and events. For e.g shared experience during circle time- Can listen attentively, taking turns to speakCan- follow words of songs and
– Using audio visual content, colours, paints.- Using number rhymes and matching physical action, loud counting games,- Charts, pictures, flash cards- Pictures, texts with stories or information- Attendance and roll call, classroom instructions, playing games like Simon says, etc- Activities like picture talk or conversation about immediate concerns/ Circle Time for simple conversation or sharing ideas and experiences- Games, tasks using audiovisual media or teacher talk- Activities like classroom games requiring physical or simple verbal responses
spoken, can choose the right picture or object- Can match spoken names to objects and pictures- When shown two colours (or shapes), can pick out the colour (Shape) that is being named- Can identify a number name that is called out and match it with a figure or the count of objects- Picks out the correct picture to match the object, animal etc.- Points to the correct object/person etc. in a composite picture- Points to and says name of objects, animals, etc. in a picture- Understands and responds to
Listening for phonemic awareness
– Listen to others and take turns to speak in class- Listen attentively and enjoy age-appropriate poems, songs and simple stories with easy to follow plots and dialogue.
– Can recognize the names of the letters of the alphabetCan- recognize and distinguish the sounds (phonemes, consonant sounds, and short vowel sounds) of English- identify sounds at the beginning, middle and end of short words- identify rhyming words
– Poems, songs and stories (action songs, chain stories, choral lines in poems and stories) appropriate to age and interest by teacher as well as through audio-visual media for learner to repeat with actions.- Age-appropriate stories with audio-visuals/ puppets or other aids highlighting key words /very frequently occurring words and phrases- Listening and speaking activities based on the stories
instructions during Circle Time conversation- Understands and responds appropriately to classroom talk and activities- Responds to stories and enjoys poems- Choral and individual repetition of the poems or songs taught in class- Repeat a few lines of stories especially frequently occurring chunks or phrases- Responds to stories and poems by drawing- Identify characters and sequence of a story.- Enact or role play sections of story
words- Clap for their own names and identify the sounds- Activities like oral games, clapping games, songs and rhymes to build phonological awareness- Alphabet games; songs and rhymes; audio-visual animations
– Names the letters of the alphabet individually- Sounds the letters of the alphabet- Matches cards- Claps for rhymes
Speaking to communicate
– Recognizes pauses between words and sentences in poetry and stories when recited- Recognizes pauses between words and sentences and speaks with appropriate intonation.- Use simple phrases or expressions to talk about immediate environment or for interaction and in response to stories- Take turns speaking and
Can- repeat sentences with appropriate pauses- recite rhymes and poemsCan- greet and respond to greetings and use polite forms of expression- identify and call most of their classmates by name; refer to their teachers by their names; know the name of their school, their class and section- use the golden words (‘please’, ‘excuse me’, ‘thank you’ and ‘sorry’)
– Role plays or games requiring the use of polite expressions like making and responding to requests- Conversation activities like circle time about people and activities and events at home and school or expressing simple feelings like likes and dislikes or ability (can and cannot, do and do not etc.)- Conversation activities and games for turn taking
– Says a sentence on own likes or ability- Answers simple questions on self, home, food, school etc. with 3 or 4 word sentences e.g. I like oranges.- I can read a book. Please, give me that book.
– Reproduce and manipulate letter sounds
– ask for objects or make simple requests usingMay or can- talk about current activities in class- speak about feelings- respond with words or phrases to simple direct questions about immediate environment (home/ school, means of transport, food etc.)- respond with words or phrases to simple direct questions about storiesCan- take turns while participating in classroom talk/responding to questions- Ask questions to clarify meaningCan- identify and sound letters singly- segment short words
– Charts/ flash cards/ audio-visual materials; letter games and songs- Join in in refrains of songs or stories told by teacher or audio materials like podcasts stories, songs and games
– Takes turns during circle time and classroom activities
Speaking Phonemic awareness
– sound the beginning and ending sounds in words- give rhyming words
– Respond to charts or flash cards with the correct sound.
Reading Print awareness, alphabetic principle and phonics
– Has basic understanding of print (spacing, directionality, etc.)- Understands the purpose of print, that it conveys meaning- Recognizes the alphabet- Correlates letter names, with the written letters, both upper case and lowercase- Correlates letter sounds with the written letter (grapheme)- Uses basic reading strategies like fusing/blending sounds, phonics, sight words to decode- Reads simple short texts with
Can- hold book properly follow text on pageCan- identify letters connect sounds with appropriate letter of the alphabet- recognizes letter sounds and connects with written letters- recognize and read beginning or ending letters of words- decode simple 3 letter CVC words using basic phonics- recognize and read CVC word families and short rhyming words- read sight words appropriate for grade level- read common word lists
– Books in class to demonstrate reading for reading along- Teacher models reading- Basic oral phonic activities and games based on stories rhymes and poems to recognize and manipulate sounds and syllables- Games and drills: to recognize and read sight words to decode simple words in class English text
– Holds book correctly and reads- Identifies beginning sound of objects etc. in textbook or flash cards- Fill in missing letters in 3 letter CVC words- Gives rhyming words as part of games
Reading for Comprehension
understanding
(names of vegetables, animals, fruits, things, vehicles) as sight words- understand and use time words- understand and use the calendar to speak of the concept of timeCan- follow story on the page in the textbook- read and comprehend grade level text using knowledge of phonics and sight words.- use visual cues to make meaning- can recount the sequence of plot or action in the story- can identify characters by names and actions
– Activities based on the class text to support comprehension of information/ story and to work out the meaning of words and sentences from context
– Tasks like matching, sequencing, drawing, discussing, enacting
Writing
– Scribbles and draws as a first step to writing- Develops fine motor skills and hand eye coordination through colouring pictures, drawing, pattern writing, tracing and other activities as part of pre writing skills
– Can write patterns- Can write the letters of the alphabet (uppercase and lowercase)- Can colour within the lines- Can create drawings to convey a message or tell a story.
– Writing and copying letters and words- Colouring pictures
– Writes both uppercase and lowercase letters.- Copies three and letter words from the board or a book.- Writes familiar words and sentences from class text or other inputs- Writes letters and words
– Can copy words- Can write some words independently- Can write alphabet and familiar words
making letters out of playdough and clay.- Copying words- Writing words and simple sentences about self- Creative dictation activities/- Writing own words to complete sentences- Drawing pictures and writing independent sentences as titles or text
– Completes words with letters- Completes sentences with words- Draws and write a word or sentence about a person, animal, object or activity- Writes one or two 2-word sentences independently- May use invented spelling
Vocabulary
– Build vocabulary of simple, frequently used words- Comprehends, uses in speech and can read names of colours, numbers, days of the week, months, times of day, objects encountered in every day life, names of things in nature etc and Words related to Maths and EVS concepts
Can- Identify and name common people/ objects/ animals/ birds/ plants and simple actions in pictures- talk about self and others on topics connected to the immediate environment using appropriate words- describe in basic terms (give physical descriptions like size, colour of objects, places, people, actions
– Oral games and activities like I spy as well as charts, cards and audio-visual material- Games and activities to practice targeted vocabulary- Worksheets for meaningful context-based practice- Oral practice for verbalizing ideas and recounting experience
– Names objects in a composite picture- Describes activity in a picture- Respond to flashcard based activities to recognise and read basic vocabulary
Grammar
– Uses common verbs, common nouns; adjectives; location prepositions (e.g. in on at below); simple conjunctions (e.g. and and or); determiners: a, an, this that these those personal pronouns: I, you, he, she, they; in speech- Uses for simple communication and tasks in class- verb tenses such as present and simple past of ‘be’ and other frequently used verbs, present progressive of commonly used verbs in spoken language simple grammatical constructions (e.g. commands, some questions, statements- common social and instructional patterns or
Can- listen and comprehend meaning accurately in simple instructions, conversation, or stories.- give short oral responses to questions, requests or basic information- identify, name and describe objects, places, people, actions with basic vocabulary and structures.- respond to and give simple commands/ requests -Sit down, May I have, please give me- respond to and ask simple wh-questions- talk about self and others on topics connected to the immediate environment- speak to convey own ideas or information in phrases
– Games and activities to practice targeted grammar structures- Worksheets for meaningful structure based practice- Oral practice for verbalizing ideas in correct sentences
– Enacts or participates in roleplays based on stories heard or read- Looks at pictures/ realia to describe -objects, places, people -actions- Participates in games or activities to give simple commands/ requests (Sit down, May I have, please give me)- Asks and answers simple questions- Talk about self and others or on topics connected to the immediate environment during
forms like greetings, thanking, apologizing, requesting- While learners will be able to use the above items in productive skills, they are not expected to display formal knowledge of terminology or rules.
or short sentences.
circle time or other activities- Completes worksheet or writing tasks based on text or other classroom inputs
Extended reading
– Reads of own free will regularly, choosing books with interest and appeal from the school or class library- Reads independently or listens to picture books with simple text and profuse illustrations to inculcate the habit of reading- Develops positive reading attitudes and general knowledge
– Looks at books with interest and attempts to read
– Teacher/ school provide suitable and well-chosen books in classroom or school library- Teacher/ school provides suitable picture books of appropriate length for group / whole class and independent reading
Syllabus – English – Class – 2
Learners are able to use phrases and very simple sentences to respond in English. Learners listen and respond appropriately to stories and poems, sing songs and recite poems with enjoyment. They understand simple instructions, requests and questions and respond using appropriate words or phrases. They talk about themselves and their immediate environment, and express their feelings in simple language. They recognize larger chunks of language from poems and stories and use English in their personal, social and academic interactions. They read for understanding by using basic decoding skills and reading grade – appropriate sight words. They read, understand and enjoy grade appropriate picture books. They copy and transcribe letters, spell and write 2-3 syllable words and may construct simple, patterned sentences independently.
Area/ Skills
Competency/objective
Learning outcome
Content / classroom procedure
Evaluation
Listening to enjoy
Understand age and grade level wordsEnjoy listening to, understand and responds to stories, folktales and poems
Can- follow and learn the words of songs or poems- respond to songs and poems in various ways (clapping/keeping time/ drawing, actions)- follow simple stories with repetitive refrainsCan
Traditional and modern, culturally appropriate songs and short poems that are easy to understand and followSimple picture books, stories, animationsStories told using props like puppets
Sings songs and recites poems chorally or individually.Can complete lines of poems or songs as given or with own rhyming wordsCan retell all or parts of storiesCan take part in enactments with a few
Listening to communicate
Understand simple spoken language.Listen carefully to others and wait for turn to speak
– understand and respond to polite expressions and appropriate greetings.- understand requests, questions and instructions for simple games or classroom activities and responds with appropriate words or phrases- follow two-step simple instructions- follow instructions and draw- wait for turn, pay attention to others during classroom activities and respond appropriately- make meaning through understanding key words/ frequently occurring/ repeated words in conversations, narratives or
Instructions for games/ word games to play in class. Games on word order with questions and answers.Giving questions for answers and other tasks based on a story or the textSuitable audio-visual materials for listening to short bits of conversation or information.Question and answer poemsCircle time and other conversation activities
words of dialogueFollows instructions to play gamesOral games. like spotting the correct questionQuestion tasks based on poems like ‘What is pink?’Asks and answers peers questions about them, events or a story.
Listening to comprehend
Understands and follows simple stories told or read aloud
descriptionsCan- follow simple stories told or read aloud- recall events/plot in stories and identify characters.- understand the feelings and motivation of characters
Story telling sessions on audio visual media or oral sessions, read aloud sessions of age appropriate booksRecalling from memory characters and sequence of plot, identifying main idea of the text, identifying details like names of characters, place, time of action, main action etc
Listening for PhonologicalAwareness
Hear and recognise letter sounds
sounds (phonemes, consonant blends, vowel digraphs, and long vowel sounds) of English- identify sounds (blends and digraphs) at the beginning, middle and end of short words- identify rhyming words
Draws character and scenes based on comprehensionUse word wall, word cards, flash cards and aural content to build phonemic awareness and correspondence of written and spoken word (graphemes and phonemes)
Reading- Phonological awareness
Developing knowledge of phonics to include longer vowel sounds and consonant blends-Increased vocabulary of simple, frequently used and sight words appropriate to class and age
Can- decode one/two syllable words using phonic knowledge- connect sounds with blends of vowels or consonants appropriate for level- read beginning or ending syllables- recognize and read rhyming words- read sight words appropriate for level- guess new words while
Basic oral phonic activities and games based on stories, rhymes and poems to recognize and manipulate sounds and syllables.Games and drills-to recognize and read sight words-to decode levelappropriate words (one/two syllables) to
Reads aloud in groups or individually
Reading comprehension
Notices the progression of text on the pageUnderstands the link between illustrations and textUnderstands the link between title and storyReads very simple text with understanding, initially with help and then independently using knowledge of phonics and sight words
reading- read without substituting or skipping words- read with expressionCan- follow text on page as teacher reads- connect pictures with the text being read- read with the teacher, pausing at appropriate placesCan- read and comprehend grade level text using knowledge of phonics and sight words.- use visual cues and pictures to make meaning- comprehend main idea and details such as plot elements, background and context and characters in stories- comprehend main idea and developing details in poetry
comfortably read the English textBooks in class to demonstrate readingTeacher models readingStudents read aloudStory cards for sequencing, drawing sequenced scene from story
Arrange pictures/ sentences in sequence based on the story.Enacts parts of the story as role-playsUnderstands and responds appropriately to classroom talk and activities-wh questions based on the story
– comprehend the sequence of events in a story- comprehend the role and motivation of characters- answer ‘why’ questions based on the story- read with enjoyment stories and respond to humour, suspense etc. in the story- understand the concept of time and use a calendar
Activities based on the class text to support and scaffold comprehension of information/ story and to work out the meaning of words and sentences from contextStories /folktales told by teacher or through audio-visual meansSequencing activitiesSimple discussion on characters with ‘Why’ questionsRole-play; enactments etc. Take active part in classroom activities with enjoyment.
SpeakingTo communicate
Use simple phrases or expressions to talk about immediate environment or for interaction and in response to storiesUses appropriate expressions to interact or talk about immediate environmentDevelops control over simple sentencesDevelop control over simple sentencesDevelop increased vocabulary of basic frequently used wordsUses familiar words appropriately in different contexts
Can- use polite forms of expression for greeting, thanking, apologizing- ask for help or make requests- give two-step directions in clear simple sentences- talk about current and past activities in class in two or three sentences- respond to simple statements/ questions using descriptive sentences- speak about feelings- take turns while participating in classroom talk/responding to questions- talk about home, school or known environments in one or two sentences- ask and answer simple questions like what is your
Oral games and activities as well as charts, cards and audiovisual materialWord games and quizzesSing-along songs, poems and stories told by teacher or through audio-visual mediaConversation activities like circle time-about people and activities and events at home and school describing using simple, single adjectives like
Names objects in a composite pictureTalks a few sentences about experience at home and schoolDescribes activity in a pictureRole plays or plays games about the home and school and stories told or read in classSays 2 or 3 sentences on own likes or abilityAnswers simple questions on self, home, food, school etc. in sentences giving some detail. E.g. I wore a red dress yesterdayMy friend is tall and thin.She can run fast.
Speaking/Sounding words for phonemic awareness
Canreproduce the sound patterns of English letters and words
texts.Activities for singing by oneself, performing action songs and poems,Doing action when a song is sung or singing when the action is performed by others
Writing
Developing handwriting with correct formation of lettersWrites with speed and fluencyWrites sentences spacing out words and using capital letters and full stops.Makes patterned sentences
Can- form letters using the right order and sequence of strokes and connectors- develop good handwriting by practising measured gaps between words- copy words and sentences.- write sentences properly set out on the page.
Writing captions for pictures.Writing single-sentence text for picturesWriting words and simple sentences about selfWriting own words to complete sentencesDrawing pictures and writing independent
Writing and copying sentencesCompletes words with lettersCompletes sentences with wordsDraws and write a word or sentence about a person, animal, object or activityWrites one or two word sentences
Makes original sentences with given wordsWrites simple words and simple sentences to convey information, story or ideas
– write with speed and fluency- write some words independently.- write some basic sentences independently.- convey simple information through a combination of simple sentences- make a list of words- make rhyming words
sentences as titles or textWriting a few sentences conveying information or story
independently May use invented spelling
Grammar
Uses- verb tenses such as past tense (some
Can- describe objects, places, people (using simple present/ adjectives)
Games and activities to practice targeted grammar structures
Chooses correct sentence from a choice of two
irregular), past progressive, simple future (will, going to) in basic short sentence patterns- Frequently occurring nouns, prepositions, adjectives, adverbs, pronouns, determiners and conjunction articles a, an theWhile learners are expected to use the above items in speaking or writing, they are not expected to display formal knowledge of terminology or rules
– actions (using simple verbs, common adverbs)- respond to and give simple commands/requests- Sit down, May I have, please give me- respond to and ask yes/no questions and wh-questions with the correct word order
Worksheets for meaningful structure based practiceOral practice for verbalizing ideas in correct sentences
Completes sentences with own wordsPunctuates with full stop or question mark
Vocabulary
– Increased vocabulary of common, frequently used semantic words and sight words appropriate to class and ageAdded words in the domains mentioned in class 1Words connected with Math and EVS conceptsPlays basic vocabulary games (like jumbles, word searches, crosswords) to express knowledge of wordsDemonstrates understanding that some words are used to express specific situations or in specific contexts or domains.
Canidentify and name common people/ objects/ animals/ birds/ plants in pictures or simple texts- talk about activities using appropriate verbs- use terms learnt in other subjects or vice versa.- solve crosswords, wordsearches, jumbles- sort and classify words based on themes and categories.
Oral games and activities as well as charts, cards and audiovisual materialWord games and quizzes
Names objects in a composite pictureSays a few sentences about experiences at home and schoolDescribes activity in a picture
Literary appreciation
Reads of own free will regularly, choosing books with interest and appeal
Can- comprehend text with the
Teacher/ school provide suitable and wellchosen books in
Eager to read books and talk about them
from the school or class libraryReads with help or listens to picture books with simple text and profuse illustrations to inculcate the habit of reading
help of pictures- understand the organisation of a story.- Develops positive reading attitudes and increased general knowledge- read with help and using knowledge of sight words and phonics- comprehend slightly longer text- Develops positive reading attitudes and increased general knowledge
classroom or school libraryTeacher/ school provides suitable picture books of appropriate length for group / whole class and independent reading
Role-playsEnactmentsDrawing to respond
Syllabus – English – Class – 3
Learners are able to communicate basic and familiar ideas with simple sentences. They can understand and are able to engage in simple discussions of lesson content. Learners will be able to mimic the stress and intonation patterns in words and sentences. They listen to and understand stories and poems.
They can understand simple information or instructions given in class.
They express opinions and feelings and describe experiences and events in their everyday lives in simple sentences. They interact confidently and appropriately while seeking information pertaining to their immediate needs in class or outside. They speak and write with greater accuracy showing a grasp of basic sentence structure.
They use phonic skills to read aloud and pronounce longer words with complex vowel sounds and consonant blends. They identify and pronounce longer words by sight. They become more familiar with the conventions of a printed text and read short illustrated, informational texts for understanding. They develop an interest in reading short stories in familiar contexts, poems etc. for pleasure. They recognise alphabetical order and consult a simple picture dictionary. They attempt reading silently for understanding.
They gain knowledge of the basic conventions of writing; take dictation of simple sentences and copy a text from the blackboard and textbook.
They can write short paragraphs of two or three connected sentences on familiar topics containing previously taught vocabulary and sentence structures, based on a visual input. They frame simple questions using appropriate sentence pattern/s
Competency Area/ Skills
Objective
Learning outcome
Content / classroom procedure
Evaluation
Listening
Become more familiar with the sound patterns in English and can understand spoken English when spoken slowly and clearlyEnjoy listening to and
Can- mimic or repeat the language heard especially while repeating songs and poems- respond to songs
Hear simple English songs, with a focus on everyday conversational language, and learn to sing themSimple picture books,
Sings songs reproducing the words and tones fairly accuratelyCan complete lines of poems or songs as given or with own rhyming
Listening Comprehension
understand stories, folktales and poemsListens to and comprehends stories, texts and other inputsWaits for turn to speak and listens carefully to others before responding.
and poems in various ways(clapping/ keeping time/ drawing, actions)Can understand and follow stories, instructions and conversations by- Drawing on previous knowledge- Asking questions to clarify meaning and checking their understanding- Discussing the key elements of story or text- listen with enjoyment to stories and respond to humour, suspense etc. in the story
stories, animationsStories told using props like puppetsInstructions for games/ word games to play in class. Games on word order with questions and answers.Stories with a focus on questions and answersSuitable audio-visual materials for listening to short bits of conversation or information.Stories /folktales told by teacher or through audiovisual meansDiscussion, role-plays, sequencing activities on
wordsCan retell all or parts of storiesCan take part in enactments with a few words of dialogueFollows instructions to play gamesOral games like spotting the correct questionAsks and answers peers’ questions about themselves, events or a story.Giving questions for answers and other tasks based on a story or the textArrange pictures/ sentences in sequence based on the story.Enacts parts of the story
Can understand and recall- the sequence of main events in a story- the role and motivation of characters.- link direct events and cause and effect
theme, story being used in class.
as role-playsUnderstands and responds appropriately to classroom talk and activities
Speaking
Follow and reproduce the sound patterns of EnglishUses appropriate expressions about immediate environment and social interaction with some degree of detailDevelops control over simple sentences.
Can- sing songs and recite poems- follow refrains in stories or songsCan- describe people places animals and objects giving 3 or 4 details- talk about activities using verbs in the past or present as appropriate
Oral games and activities using charts, cards and audio-visual materialWord games and quizzesShow and tell using objects or picturesConversation activities like circle time about people, activities and events at home and schoolDescribing, using simple, single adjectives like
Names objects in a composite pictureSays a few sentences about experiences at home and schoolDescribes actions or happenings in a pictureRole plays or plays gamesAbout the home and school and stories told or read in classSays 2 or 3 sentences on
Enjoys speaking, reciting or telling stories in English
– use polite forms of expression for greeting, thanking, apologizing- ask for help or make requests- give two-step directions in clear simple sentences- talk about current and past activities in class in two or three sentences- respond to simple questions using descriptive sentences- interact in a conversation of two or three turns or speak continuous senses
colour, shape size etc.Expressing simple feelings like likes and dislikes or ability (can and cannot, do and do not etc.)
own likes or abilityAnswers simple questions on self, home, food, school etc. in sentences giving some detail. E.g. I wore a red dress yesterdayMy friend is tall and thin.She can run fast.Listens politely and without interruption to others while speaking
Reading
Developing knowledge of phonics to include longer vowel sounds and complex consonant blendsBegin to use reading strategies to decode unfamiliar wordsNotices the progression of text on the pageUnderstands the link between illustrations and textUnderstands the link between title and storyRecognises that a sentence
Can- skim through a lesson to find out what it is about by looking at visuals, title of lesson and making predictions- read comprehend grade level text using knowledge of phonics and sight words- decode longer words using phonic knowledge- recognise different spelling patterns for vowel sounds.- read sight words appropriate for level- read aloud, pausing at appropriate places- use the a variety of reading strategies to work out words and storiesCan- follow text on page as teacher reads- connect pictures with
Spelling and phonic activities and games based on stories, rhymes and poems to recognize and read longer words.Games, songs and drills- to recognize and read sight words- to decode levelappropriate words to comfortably read the English textStandardized word lists and levelled readers to practice decodingBig Books in class to demonstrate readingTeacher models readingStudents read aloud
Reads aloud in groups or individuallyPractices sight words through activities and songsReads stories silently and retells them in classRunning Record Assessments- Levelled passages to assess reading fluencyArrange pictures/sentences in sequence based on the story.Enacts parts of the story as role-playsUnderstands and responds appropriately to classroom talk and activities
starts with a capital letter and ends with a full stopUses illustrations to understand text.Reads and understands stories and other level appropriate text
the text being read- read with the teacher, pausing at appropriate placesCan- use illustrations to understand text and tell story/recall information- predict future events in the story- summarise and retell stories from text- talk about information given in text and answer inference questions based on it- Identify main idea, details and the sequence of ideas and events and can draw conclusions- relate ideas with personal experiences and the real world
Use illustrations to retell story and explain detailsUse cause – effect diagrams to examine an event in the storyAnswer why and why not questions with a strong rationaleActivities based on the class text to support and scaffold comprehension of information/ story and to work out the meaning of words and sentences from context
Cause – Effect diagrams-wh questions to check comprehensionComprehension tasks similar to ones in the textbook on unseen text
Writing
Write sentences with spaces between words.Can use full stops and question marks to end sentences.Can spell short phonically regular words quite accurately. Unknown or infrequently met words provide a challenge.Writes simple words and simple sentences to convey information, story or ideasBegins developing the concept of paragraph
Canwrite three or four sentences with correct use of full stop or question mark.Express feelings through simple sentencesspell regular words and attempts to spell unknown words with phonically invented spellinguse simple spelling conventions like pluralisation rules, use of prefixes and suffixes and ing forms in progressive tenses.Can- write two or three connected sentences on a topic- convey an idea or
Writes 3/4 connected sentences about self or others or current topics in class.Dictation activities- For punctuation- Fill in structure (sight) words in a dictated paragraph of 2 or 3 sentences- Fill in content or semantic words in a dictated paragraph of 2 or 3 sentencesComposite pictures forming a story of events in orderCan use sentence starters provided to describe an object, person or place.Writing simple sentences about self
Writes sentences on a topic with some scaffolding or support like word cues etc.Takes dictation of different types.Label composite pictures with several nouns/verbs/adjectives etcRearranges sentences to make a meaningful paragraphUse pictures given as clues and write a few sentences about self/family/immediate environmentFill in the blanks with appropriate words to make a
describe an object, place or person through a combination of 3/4 simple sentences
Creative dictation activities to develop the idea of a paragraphRearranges sentences in a story or everyday activity to make a paragraphDrawing a picture and writing sentences to describe it .Writing a few sentences conveying information or story
meaningful passageDraws and writes three or four sentences a person, animal, object or activityExpresses own idea in two or three sentences.
Grammar
Uses verb tenses such as present, present progressive, past tense (some irregular), past progressive, simple future (will, going to,)Common phrases and basic sentence patterns with a focus on word order in questionsBuild up on previously learnt use of frequently occurring nouns, prepositions, adjectives,
Can describe using basic sentence patterns- Objects, places, people in greater detail- Actions (using simple verbs, common adverbs)Can- respond to and give simple commands/ requests
Games and activities to practice targeted grammar structuresWorksheets for meaningful structure based practiceOral practice for verbalizing ideas in correct sentences
Chooses correct sentence from a choice of twoCompletes sentences with own wordsRearranges scrambled (3 or 4 words) sentences correctlyDisplays awareness of grammatical use in speaking and writingRewrite grammatically incorrect sentences to use the suitable verb form
adverbs, pronouns and determiners and conjunctionsWhile learners are expected to use the above items in speaking or writing, they are not expected to display formal knowledge of terminology or rules
– (Sit down, May I have, please give me)- respond to and ask simple wh-questions and yes and no questions with the correct word order
Vocabulary
– Increased vocabulary of common, frequently used semantic words and sight words appropriate to class and ageAdded words in the domains of general exposureWords connected with Math, Science and Social sciences concepts
Can- identify and name items in word families and word groups- talk about activities using a greater range of vocabulary- use terms learnt in other subjects or vice versa- identify opposites of words; uses words of correct gender;- identify prefixes and common suffixes- use dictionary skills to
Oral games and activities as well as charts, cards and audio-visual materialWord games and quizzes
Names objects in a composite pictureSays a few sentences about experiences at home and schoolDescribes activity in a picture
identify word meanings of new words- use sequence words appropriately (cardinal and ordinal numbers, after, before, then, finally, lastly)
Literary appreciation
Reads of own free will regularly, choosing books of interest and appeal from the school or class libraryReads independently or listens to picture books with simple text and profuse illustrations to inculcate the habit of reading
Can- understand the organisation of a story,- Develop positive reading attitudes and increased general knowledge- Look at books with interest and attempts to read
Teacher/ school provide suitable and well-chosen books in classroom or school libraryTeacher/ school provides suitable picture books of appropriate length for group / whole class and independent reading
Syllabus – English – Class – 4
Learners at this level understand language when articulated slowly and clearly in familiar contexts.They can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g personal and family information, school activities, local geography). They will be able to recognise stress and intonation patterns in words and sentences and their significance in understanding spoken language.They describe feelings and emotions, describe abilities and express likes and dislikes, personal experiences and observations of events in their surroundings using a wider range of sentence patterns. They speak and write and use a wider range of grammatical structures and vocabulary mostly accurately. They frame questions using appropriate sentence pattern/sThey use phonic skills to decode and read unknown words with complex vowel sounds and consonant blends. They use appropriate stress and intonation while reading aloud/reciting. They use simple strategies while reading silently for understanding and pleasure. They summarise, recount, and predict based on their understanding. They consult a simple picture dictionary.They write in a well-formed hand. They complete guided writing tasks of 2 short paragraphs that require collecting of ideas, drafting, revising etc. using the concept of paragraph structure for different purposes.
Area/ Skills
Competency/objective
Learning outcome
Content / classroom procedure
Evaluation
Listening
Listens to songs, poems and stories and perceives the stress in words and tunes of sentences.Understands English of grade level when spoken slowly and clearly in familiar contexts
Can- recognize word stress and the intonation of sentences- follow English speech when spoken slowly and clearly
Sings songs, recites poems to internalise word stress and intonationAppropriate AV materials: movies/ cartoons/Children’s TV programmes / stories
Says words and sentences with the proper stress and intonationListens with enjoyment and discusses in class or groups.Responds with drawings and written comments
Listening comprehension
Listens to and comprehends stories, texts and other inputs appropriate for class levelWaits for turn to speak and listens carefully to others before responding.
Can understand and follow stories, instructions and conversations by- Drawing on previous knowledge- Asking questions to clarify meaning and checking their understanding- Discussing the key elements of story or textCan understand and recall- the sequence of main events in a story- the role and motivation of characters.- link direct events and cause and effect- factual details from the storyCan
Instructions for games/ word games to play in class. Games on word order with questions and answers.Stories with a focus on questions and answersSuitable audio-visual materials for listening to short bits of conversation or information.Stories /folktales told by teacher or through audiovisual meansDiscussion, role-plays, sequencing activities on theme, story being used in class.Classroom text to practice meaningful questions and answers requiring the use of linking to details and cause and effect.
Follows instructions to play gamesOral games like spotting the correct questionAsks and answers peers’ questions about themselves, events or a story.Giving questions for answers and other tasks based on a story or the textArrange pictures/ sentences in sequence based on the story.Enacts parts of the story as role-plays
– listen with enjoyment to stories and respond to humour, suspense etc. in the story- listen attentively, taking turns to speak
Understands and responds appropriately to classroom talk and activities
Speaking
Increased vocabulary of both content and structure words across domains based on the reading in class text and other materialExpress opinions and feelings about self, own abilities and likes and dislikes, experiences and events in their life using basic sentence patterns with some elaboration of details.Give instructions, make requests and ask and answer questions with a fair control over grammar and vocabulary; being more accurate when using short
Can- describe people places animals and objects giving a few details- talk about activities using verbs in the past or present as appropriateCan- use polite forms of expression for greeting, thanking, apologizing, making requests or asking for help- speak about feelings and time- give step
Oral games and activities using charts, cards and audio-visual materialWord games and quizzesShow and tell using objects or picturesConversation activities like circle time-about people and activities and events at home and schooldescribing using simple, single adjectives like colour, shape size etc.-expressing simple feelings like likes and dislikes or ability (can and cannot, do
Names objects in a composite pictureSays a few sentences about experiences at home and schoolDescribes actions or happenings in a pictureRole plays or plays gamesAbout the home and school and stories told or read in classSays 2 or 3 sentences on own likes or abilityAnswers simple questions
sentences.Listens carefully to others and waits for their turn to speak while participating in a conversation.
directions clearly- talk about current and past activities in class in two or three sentences- respond to simple questions using descriptive sentences- interact in a conversation of three or four turns and speak three or four continuous sentences- take turns while participating in classroom talk/responding to questions
and do not etc.)Conversation activities and games for turn takingGames for listening and responding to peers.
on self, home, food, school etc. in sentences giving some detail. E.g. I wore a red dress yesterdayMy friend is tall and thin.She can run fast.Listens politely and without interruption to others while speakingTakes turns during circle time and classroom activities
Reading Fluency
Uses phonic skills to decode and read unknown words with complex vowels and consonant blends.Read most word structures and many common words by sight.Can read texts with reasonable accuracy, proper intonation and
Can- decode longer words using phonological knowledge- recognise the different spelling patterns for vowel sounds.
Spelling and phonic activities and games based on stories, rhymes and poems to recognize and read longer words.Games, songs and drills- to recognize and
Reads aloud in groups or individuallyPractices sight words through activities and songsReads stories silently and retells them in class
self-corrects using the reading strategies learntBecomes quite familiar with printed texts, develops greater fluency in reading.Familiarises self with irregular words
– read sight words appropriate for level- use the reading strategies – Eagle Eye, Lips the Fish, Stretchy Snake, Chunky Monkey, Skippy Frog, Trying Lion, Dot the Giraffe, Flippy the Dolphin.- read aloud, pausing at appropriate places- read irregular words by sight- read the calendar
read sight words- to decode levelappropriate words to comfortably read the English textWord games that practice reading and increase exposure to irregular wordsPosters describing the reading strategiesStandardized word lists and levelled readers to hone reading fluency
Running Record Assessments – Levelled passages to assess reading fluency
Reading Comprehension
Reads and comprehends different kinds of grade level texts (narrative, informational, functional) Further develops reading comprehension to make inferences, predict, recount and summarise
Can- identify main idea- find details in text- make inferences- predict- sequence events- summarise- draw conclusions- distinguish between fact and opinion
Identify main idea and the author’s purposeUse illustrations to retell story and explain detailsOpinion questionsUse cause – effect diagrams to examine an event in the story
-wh questions to check comprehensionComprehension tasks similar to ones in the textbook on unseen text
Makes connection with real life, and personal experiencesReads beyond prescribed textbook material
Can- draw parallels from personal life or surrounding environment- Can give examples from different sources- read and at least partially comprehend billboards, banners,
Answer why and why not questions with a strong rationaleActivities based on the class text to support and scaffold comprehension of information/ story and to work out the meaning of words and sentences from context
captions and subtitles on television, news clippings and advertisements and newspaper headlines.
Writing
Writes with increasingly well formed handwriting.Uses punctuation and correct spelling appropriate for grade level.-Begins to learn how writing is structured from reading Absorbs the process of writing by guided writing tasks that require collecting of ideas, drafting, revising etc. and that strengthen the concept of paragraph structure. Writes short pieces (5 or 6 sentences) for different purposes including imaginative or creative pieces.
Can- write sentences with correct use of full stop or commas.- spell regular words and attempts to spell unknown word by segmenting- write four or five connected sentences on a topic- convey an idea or describe an object, place or person through a combination of 4 or 5 simple sentences organised in a logical paragraph.- write a narrative, descriptive or informational
Dictation activities- For punctuation- Fill in structure (sight) words in a dictated paragraph of 2 or 3 sentences- Fill in content or semantic words in a dictated paragraph of 2 or 3 sentencesCreative dictation activities to develop the idea of a paragraphRearranges sentences of a story or everyday activity to make a paragraphDrawing a picture and writing sentences to
Takes dictation of different types.Rearranges sentences to make a meaningful paragraphDraws and writes three or four sentences a person, animal, object or activityWrite a paragraph of 4 or 5 sentences.Revises and rewrites.Illustrates final draft for display
paragraph.- Write lists, rules and regulations, short messages, billboard text, complete short dialogues.- write a friendly or personal letter.
describe it.Writing 4 or 5 simple sentences about own experience or conveying information or storyRevises writing and makes corrections/ changes with the help of peers or teacher
Write a recipeWrite an informal letter to a friend about your experiences during the summer holidays.
Grammar
Uses verb tenses such as present, present progressive past tense (some irregular), past progressive, simple future (will, going to)Common phrases and basic sentence patterns with a focus on word order of sentences of different kinds.Build on common and useful nouns, prepositions, adjectives, adverbs, pronouns and determiners and conjunctionsKnows and uses different kinds of sentences in different
Can describe using basic sentence patterns- Objects, places, people in greater detail- Actions (using simple verbs, common adverbs)- EventsCan respond to and ask simple wh-questions and yes/no questions
Games and activities to practice targeted grammar structuresWorksheets for meaningful structure based practiceOral practice for verbalizing ideas in correct sentences
Chooses correct sentence from a choice of twoCompletes sentences with own wordsRearranges scrambled (4 or 5 words) sentences correctlyDisplays awareness of grammatical use in speaking and writingCorrects obvious errors in sentences
contextsWhile learners will be able to use the above items in speaking or writing, they are not expected to display formal knowledge of terminology or rules
Vocabulary
– Increased vocabulary of common, frequently used semantic words and sight words appropriate to class and ageAdded words in the domains of general exposureWords connected with Math, Science and Social sciences conceptsUses dictionary and knowledge of alphabetical order to look up the word for meaning, alphabetical order (up to two initial letters)
Can- identify and name items in word families and word groups- talk about activities using a greater range of vocabulary- use terms learnt in other subjects or vice versa- identify meaning of new words from dictionary- guess/infer the meaning of unfamiliar words by reading them
Oral games and activities as well as charts, cards and audio-visual materialWord games and quizzes
Use given sight words in the right contextNames objects in a composite pictureSays a few sentences about experiences at home and schoolDescribes activity in a picture
in context e.g Grocer means the person who sells ‘rations’
Literary appreciation
Reads of own free will regularly, choosing books with interest and appeal from the school or class libraryReads independently or listens to picture books with simple text and profuse illustrations to inculcate the habit of reading
Can- understand the organisation of a story,- develop positive reading attitudes and increased general knowledge- look at books with interest and attempts to read
Teacher/ school provide suitable and well-chosen books in classroom or school libraryTeacher/ school provides suitable picture books of appropriate length for group / whole class and independent reading
Syllabus – English – Class – 5
Learners at this stage can communicate outside of class with known persons, on familiar matters requiring a simple and direct exchange of information. They can describe in simple terms, with some details, aspects of their background, immediate environment and likes and dislikes.
Learners will be able to understand language spoken clearly in familiar contexts. They follow dialogues or commentary in AV materials, appropriate for their level. They frame questions accurately while seeking information or for clarification of meaning. They listen and respond confidently and appropriately during pair and group work in class. They follow instructions, requests and questions and respond appropriately. They speak with appropriate stress, intonation and correct pronunciation. They express opinions and feelings, personal abilities; express likes and dislikes and agreement and disagreement. They describe personal experiences and events in their surroundings with some elaboration of details. They use formulaic expressions appropriately and speak fluently but with a few mistakes, using a wider range of grammatical structures and vocabulary.
They use phonic skills to decode and read unknown words aloud. They read informational texts, short stories and poems for understanding and pleasure. They become aware of text structure and use this understanding to summarise, recount, predict, link cause and effect and make inferences. They consult a simple junior dictionary independently They compose a variety of short pieces by collecting ideas, drafting, revising etc. and apply the concept of paragraph structure. They write with a well-formed hand.
Area/ Skills
Competency/objective
Learning outcome
Content / classroom procedure
Evaluation
Listening
Understands English spoken clearly in a familiar contextAsks for clarification of meaning or misunderstanding. Understands English of
Can- follow English speech when spoken clearly- ask for clarification of meaning
Sings songs, recites poems to internalise word stress and intonationAppropriate AV materials: movies/ cartoons/ Children’s TV programmes
Says words and sentences with the proper stress and intonationListens with enjoyment and discusses in class or
grade level when spoken clearly in familiar contexts
/ stories
groups.Responds with drawings and written comments
Listening comprehension
Listens to and comprehends stories, texts and other inputs appropriate for class level Follows dialogues or commentary in AV materials appropriate for their age.Waits for a turn to speak and listens carefully to others before responding.
Can understand and follow stories, instructions and conversations by- Drawing on previous knowledge- Asking questions to clarify meaning and checking their understanding- Discussing the key elements of story or textCan understand and recall- the sequence of main events in a story- the role and motivation of characters.- link direct events and cause and effect
Instructions for games/ word games to play in class. Games on word order with questions and answers.Follows dialogues or commentary in AV materials and responds to the information/ storyListens to stories with a focus on questions and answersSuitable audio-visual materials for listening to short bits of conversation or information.Stories /folktales told by teacher or through audiovisual meansDiscussion, role-plays, sequencing activities on
Follows instructions to play gamesOral games like spotting the correct questionAsks and answers peers’ questions about themselves, events or a story.Giving questions for answers and other tasks based on a story or the textArrange pictures/ sentences in sequence based on the story.Enacts parts of the story as role-plays
– some detailsCan- listen with enjoyment to stories and respond to humour, suspense etc. in the story- listen attentively, taking turns to speak
theme, story being used in class.Classroom text to practice meaningful questions and answers requiring the use of linking to details and cause and effect.
Understands and responds appropriately to classroom talk and activities
Speaking-Fluency and grammatical awareness
Can be understood when they speak English to others.Stresses most words they know correctly and attempts to speak with the correct intonation.Speaks English with fair control over grammar and vocabulary being more accurate when using familiar types of sentences.Listens carefully to others and waits for their turn to speak while participating in a conversation.
Can- recognize and attempts to use stress and intonation in English speech- talk about activities using verbs in the past or present as appropriate- speak using basic sentence patternsCan express opinions and feelings using basic sentence patterns with adequate elaboration of details about:
Oral games and activities using charts, cards and audio-visual materialWord games and quizzesShow and tell using objects or picturesSuitable AV materials for viewing, and commenting
Names objects in a composite pictureSpeaks 6 or 7 about experiences at home and schoolDescribes actions or happenings in a picture or movie and discusses giving own opinion
– themselves, their abilities and likes and dislikes,- experiences and events in their lifefollow instructions, requests and questions, use formulaic expressions appropriately.
Can- use polite forms of expression for greeting, thanking, apologizing, making requests or asking for help- give directions clearly talk about current and past activities in class in two or three sentences- comment on happenings in school, the outside world or movies seen- respond to questions
Conversation activities like circle time-about people and activities and events at home and schooldescribing using simple, single adjectives like colour, shape size etc.-expressing simple feelings like likes and dislikes or ability (can and cannot, do and do not etc.)Conversation activities and games for turn taking
Role plays or plays gamesAbout the home and school and stories told or read in classSays 2 or 3 sentences on own likes or abilityAnswers simple questions on self, home, food, school etc. in sentences giving some detail. E.g. I wore a red dress yesterdayMy friend is tall and thin.She can run fast.
using descriptive sentencesCan- interact in a conversation of four or five turns and speak four or five continuous sentences- take turns while participating in classroom talk/responding to questions
Games for listening and responding to peers.
Listens politely and without interruption to others while speakingTakes turns during classroom activities and discussions
ReadingReading fluency and decoding skills
Segments and uses phonic skills to decode and read unknown words.Read most structures and many common words by sight.Becomes quite familiar with printed texts and develops greater fluency in reading.Read silently.
Can- decode longer words using phonic knowledge- recognises the different spelling patterns for vowel sounds and longer consonant blends.- read aloud, pausing at appropriate places and with expression
Reads class texts and supplementary readersRevision of decoding skills and sight words
Reads aloud in groups or individuallyPractices sight words through activities and songsReads stories silently and retells them in class
Reading Comprehension
Develops comprehension skills further to summarise, recount, predict, link cause and effect and make inferences based on what they read.Understands how different texts are structured.Consults a simple junior dictionary to look up meanings of unknown words.
Can- make inferences- predict- recount and summarise- understand how different texts are structured.- Understand the structure of a paragraphCan read class text or other books silently and comment on reading through discussions, enactments etc. or by completing worksheets focussed on comprehension
Use illustrations to retell story and explain detailsActivities based on the class text to support and scaffold comprehension of information/ story and to work out the meaning of words and sentences from contextEnactments, role plays, games etc.Dictionary based tasks
Oral wh questions to check comprehensionComprehension tasks similar to ones in the textbook on unseen textShows comprehension through participation in activitiesCan consult dictionary when needed
Mechanics of writing/ handwriting
Writes with increasingly well-formed handwriting. Uses punctuation accurately for grade level Improves ability to spell through segmentation and knowledge of suffixes and prefixes
Can- write sentences with correct use of full stop or commas.- spell regular words and attempts to spell unknown word by segmenting- spell using prefixes or suffixes
Dictation activities- For punctuation- Fill in structure (sight) words in a dictated paragraph of 2 or 3 sentences Fill in content or semantic words in a dictated paragraph of 2 or 3 sentences
Takes dictation of different types.
Writing
Begins to learn how writing is structured from readingAbsorbs the process of writing by guided writing tasks that require collecting of ideas, drafting, revising etc. Strengthens the concept of paragraph structure. Writes short pieces (5 or 6 sentences) for a wider range of purposes
Can- write six or seven connected sentences on a topic- convey an idea or describe an object, place or person through a combination of 5 or 6 simple sentences organised in a logical paragraph.
Creative dictation activities to develop the idea of a paragraphRearranges sentences in a story or everyday activity to make a paragraphDrawing a picture and writing sentences to describe it.Writing 4 or 5 simple sentences about own experience or conveying information or story
Rearranges sentences to make a meaningful paragraphDraws and writes three or four sentences a person, animal, object or activityWrite a paragraph of 4 or 5 sentences.Revises and rewrites.Illustrates final draft for display
Revises writing and makes corrections/ changes with the help of peers or teacher
Grammar
Uses verb tenses such as present, present progressive past tense (some irregular), past progressive, simple future (will, going to)Common phrases and basic sentence patterns with a focus on word order of sentences of different kinds.Build on common and useful nouns, prepositions, adjectives, adverbs, pronouns and determiners and conjunctionsWhile learners will be able to use the above items, they are not expected to display formal knowledge of terminology or rules
Can describe using basic sentence patterns- Objects, places, people in greater detail- Actions (using simple verbs, common adverbs)- EventsCan respond to and ask simple wh-questions and yes/no questions
Games and activities to practice targeted grammar structuresWorksheets for meaningful structure based practiceOral practice for verbalizing ideas in correct sentences
Chooses correct sentence from a choice of twoCompletes sentences with own wordsRearranges scrambled (4 or 5 words) sentences correctlyDisplays awareness of grammatical use in speaking and writingCorrects obvious errors in sentences
Vocabulary
– Increased vocabulary of common, frequently used semantic words and sight words appropriate
Can- identify and name items
Oral games and activities as well as charts, cards and audio-visual
Names objects in a composite picture
to class and ageAdded words in the domains of general exposureWords connected withMath, Science and Social sciences concepts
in word families and word groups- talk about activities using a greater range of vocabulary- use terms learnt in other subjects or vice versa
materialWord games and quizzes
Says a few sentences about experiences at home and schoolDescribes activity in a picture
Literary Appreciation
Reads of own free will regularly, choosing books with interest and appeal from the school or class libraryReads independently or listens to picture books with simple text and profuse illustrations to inculcate the habit of reading
Can- understand the organisation of a story- develop positive reading attitudes and increased general knowledge- look at books with interest and attempts to read
Teacher/ school provide suitable and well-chosen books in classroom or school libraryTeacher/ school provides suitable picture books of appropriate length for group / whole class and independent reading
IV. Mathematics – (Classes 1-5)
Syllabus – Maths – Class -1
Topic
Sub Topic
Learning Outcomes
1. GEOMETRY
1.1 Introduction to spatial orientation1.2 Introduction to shapes in real objects and its attributes1.3 Introduction to basic shapes (2D)1.4 Introduction to draw straight lines1.5 Differentiating, Sorting and classifying object based on shapes, locations and space
– To build a sense of spatial orientation.- To understand spatial relationships.- To understand the meaning of and use appropriate spatial vocabularyEg. Top, Bottom, On, Under, Inside, Outside, Above, Below, Near, Far, Before, After, Front – Rear, More -Less, Thin – Fat and Big – Small- To correlate concrete things to their shapes- To Learn vocabulary related to nature of shapesEg. Shapes, round, corner, edge, surface, plain, long & short.- To know basic names of shapes like square, circle, oval, rectangle, triangle- To observe and describe objects from the surroundings having different sizes and shapes like pebbles, boxes, balls, pipes, bottle caps, pencil and eraser.- To draw the border of objects and represent in 2D(Eg. Draw rectangle with border of eraser/pencil box)- To draw horizontal, vertical and slant lines (free hand)- To draw /represent straight lines in various orientations(vertical, horizontal, slant)- To collect objects from the surroundings and differentiates, Sorts, classifies and describes those objects on the basis of shapes and other observable propertiesEg .Sound produced by a group of students within the class, same done by one child (within the class and outside the class).- Observes and describes the way shapes affect movements like rolling and sliding.
2. NUMBERS
2.1 Numbers from 1 to 9
– To observe objects and make collection of objects- To arrange the collection of objects in order by- Matching and- One to one correspondence- To count the number of real objects in a collection.(concrete)- To count the number of objects by representing them in the form of
2.7 Addition and Subtraction (up to 20)2.8 Familiarizing numbers up to 202.9 Numbers from 21 to 49/992.10 Mental Arithmetic
– To use vocabulary like difference, take away, less etc., to denote subtraction.- To add and subtract using real objects and pictures.- To add and subtract the numbers using symbols ‘+’ and ‘-‘.- To add and subtract numbers up to 20. -using concrete, tangible objects -using pictures -using numbers- To observe and understand the different orientation in addition and subtraction- To reason out the sum values- To group objects into ones, twos, fives and tens (for numbers till 20).- To identify the predecessor and successor up to20.- To identify numbers “in between- To learn numbers from 21 to 99.- Write numerals for Twenty-one to Ninety nine.- To group objects into ‘tens’ and ‘ones’- To draw representation for groups of tens and ones- To represent numbers, tens and ones through pictures.- To group a number orally into tens and ones- To identify the predecessor and successor up to 99.- To identify numbers” in between” Eg: 24, _ , 26 .- To skip count by twos forward to backward up toNinety-nine.- To skip count by threes forward to backward up to Ninetynine[Ensure that this part(Numbers from 21 to 49/99 is an optional, so as to consider the pace of the learner]- To add two single digits numbers up to sum of 10 mentally
3. PATTERNS
3.1 Patterns in Sounds3.2 Patterns in Colours3.3 Patterns in Shapes3.4 Patterns in Numbers3.5 Patterns in body movements
– To identify the patterns in sounds- To make pattern through sounds- To identify the patterns in colours.- To make patterns through colours.- To identify the patterns in shapes- To make patterns through shapes.- To identify the patterns in numbers. (using elementary examples single digit numbers)- To identify the patterns in body movements
3.6 Iterative patterns and processes
– To observe and collect similar objects from surroundings such as flowers, leaves;- To draw similar objects and to compare them
4 MEAS UREMENTS
4.1 Introduction to Length Comparison of Objects Using Length through Non Standard Units.
– To distinguish between near , far,thinthick,longer/taller,shorter,high, low,lighter, heavier, bulk- To seriate objects by comparing their length and mass.- To measure short lengths in terms of non- uniform units( in the context of ‘games eg., ‘Kittipil’ ‘goligundu’, ‘naadupudiaatam’ or by leaping, jumping, etc.,)- To estimate distance,measures length and verifies using non uniform units ( e.g. hand span, cubit, etc.,)
5 MONEY
5.1 Notes and coins
– To identify common currency notes and coins- To put together small amounts of money
6 TIME
6.1 Comparison of events based on time6.2 Organizes events based on time
– To Distinguish between events occurring in time using term- earlier and later, old, new, less time , more time, shorter period or longer period, fast, slow , morning, evening, day and night- To observe changes in the position of sun throughout the day with time intervals- Narrates the sequence of events in a day
7 INFORMATION PROCESSING
7.1 Systematic Listing7.2Organizing simple data (shape and numbers)7.3 ModellingPuzzles:Making Connections:7.4Following and Devising Algorithms
– To collect simple data such as Mode of transport to School, Favorite TV program, favourite food items, Numbers of brothers and sisters etc.,- To represents and interprets Simple data sets(eg: in Venn diagram)- To visualize and arrange parts in order.(Eg: Picture of a dog torn into pieces like head, legs, tail, body. The child has to arrange neatly and form a complete picture of the dog, by placing everything intact.)- To form a shape, by connecting the numbers in sequence/colors.(eg: A lot of colored dots could be given such as 7 red dots for one shape, 8 blue dots for another shape. Now, the child has to connect similar colored dots to form shape)- To enable them to follow simple and different types of procedure[example: simple treasure hunt games]
Syllabus – Maths – Class – 2
Topic
Sub Topic
Learning Outcomes
1. GEOMETRY
1.1 Introduction to spatial orientation- 3D dimensional1.2 Identification of 2D shapes and 3D objects in everyday life1.3 Introduction to properties of shapes1.4 Introduction to draw different kinds of lines and figures of 2D and 3D.
– To observe objects in the environment and gets an intuitive feel for their geometrical attributes- To identify the basic 3D shapes such as cube, cuboid, cylinder, cylindrical, cone, conical, sphere and spherical by their names.- To trace the 2-D outlines of 3-D objects.- To Observe and identify these 2-D shapes viz., rectangle, square, triangle, circle by their names with 3 D objects- To describe intuitively the properties of these 2-D shapes.- To identify objects by blind folding and to use vocabulary such as curve, straight line, circle, cylinder, sphere, cone, square, rectangle, triangle, circle, corner etc.- Identifies and makes straight lines by folding, straight edged objects, stretched strings and draws free hand and with a ruler- To distinguish between straight and curved lines- To identify objects by observing their shadows
2. Numbers
2.1 Numbers from 21 to 992.2 Counting2.3 Ordering
– To learn numbers by rote from 21 to 99.- Write numerals for Twenty-one to Ninety nine.- Group objects in category.(eg: group the names based on alphabets)- Count the objects in each category(eg: count the number of students’ names starting “A”, number of students’ names starting “В”…)- To group objects into ‘tens’ and ‘ones’- To draw representation for groups of tens and ones- To group a number into tens and ones- To identify the predecessor and successor up to 99.- To identify numbers” in between” Eg: 24, _ _ 26 .- To skip count by twos forward to backward up to Ninety-nine.- To skip count by threes forward to backward up to Ninety-nine- To introduce odd and even numbers- To arrange numbers till hundred in ascending and descending order- To able to form the greatest and the smallest 2-digit numbers with
2.4 Place value and comparing the numbers2.5 Ordinal and Cardinal numbers2.6 Writing numbers up to 992.7 Reading and writing numbers up to 99 in words2.8 Addition & Subtractions up to 992.9 Introduction to Multiplication and division2.10 Mental Arithmetic
and without repetition of given digits.- To arrange things in sequential order. (eg: arrange names of the classmates, alphabetically).- To expand a number with respect to place values.- To count and regroup objects into tens and ones- To use the concept of place value to compare numbers- To learn ordinal and cardinal numbers.- To read and write numbers up to 99 (eg. If a number is said, the child should be able to write the number, not necessarily in words. i.e., if teacher said 69, the child be able to write 69 but not necessarily “sixty – nine”- To read and write numbers in words eg: for 69 the child should be able to write sixty nine- To learn addition and subtraction- To add and subtract two digit numbers beginning from concrete representations to abstract- To add and subtract numbers by drawing representations of tens and ones without and with regrouping.- To add zero to a number and subtract zero from a number.- To understand properties of addition through patterns.- To be able to write stories to describe situations that corresponds to the given addition and subtraction facts.- To estimate and check the reasonableness of answers to addition and subtraction problems through discussion.- To do discussion of situations involving repeated addition and situations involving equal sharing- To learn activities of making equal groups (activity only)- To add and subtract single digit numbers mentally.- To add and subtract multiples of ten mentally
3. PATTERNS
3.1 Patterns in Sounds3.2 Patterns in Colours3.3 Patterns in shapes
– To observe and extend patterns in a sequence of sounds. Eg: Patterns of sounds can be extended by tapping benches, feet, clapping etc.- To create patterns by mixing sound and body movements- To observe and extend patterns in a sequence of colors. Eg: Patterns of colors can be extended by mixing different colours.- To create block patterns by stamping thumbprints, leaf prints, vegetable prints, etc.- To create patterns of shapes of
3.4 Patterns in numbers3.4 Iterative patterns and processes
a) Regular(eg: in grid)b) Irregular andc) Combinations of a and b- To observe patterns in different ways of splitting numbers or combining numbers- Able to draw simple rangoli(eg:3 by 3 pulliKolams)
4. MEAS UREMENTS
4.1 Introduction to measuring (Length) through Standard units4.2 Introduction to standard tool for measuring (weight)4.3 Introduction to volume ( capacity)
– To estimate and measure lengths/distances using uniform nonstandard units like a pen cap/pencil, eraser, feet etc- To appreciate the need for a standard tool for measuring length, by finding differences in non-standard tools.- To Use a ruler to measure lengths of different objects- Compare and identify relationships between two or more objects by their weight.- Appreciates the need for a simple balance- Compares weights of given objects using simple balance- compares and orders containers as per their capacities on the basis of perception & verifies by pouring out,etc.,
5. MONEY
5.1 Notes and coins
– To add and subtract small amounts of money mentally.- To identify currency – notes and coins- Puts together amounts of money not exceeding Rs. 100/– To transact an amount using three to four notes.- To compare the rate of the same product but different prices.- To use the vocabulary as more amount, less amount, expensive, inexpensive
6. TIME
6.1 Days, seasons & month
– Able to draw time-Cyclic events( such as day – night; days of the week; events of the day starting from brushing the teeth to sleep)- To get familiar with the days of the week and months of the year.- To get a feel for the sequence of seasons.- To be able to sequence the events occurring over longer periods in terms of dates/days.- By using different containers to measure volume observations and calculate time, by using the terms like quick/fast and slow.- To apply the knowledge learnt in money and understands that different modes of transports can be used based on time and money
7. INFORMATION PROCESSING
7.1 Systematic ListingReasoning7.2Drawing inference7. 3 ModellingRelations:older, youngerRelations: Shapes and nature of objects7.4Following and Devising Algorithms Framing and executing instructions
– Listing down all possible things for a given category. (eg: listing down all possible ways of dressing oneself; listing down any pairs of numbers that sums to 20 )- Listing down all possible things for a given sub- categories (Eg: finding out all the possible ways of dressing using two shorts and three shirts;Listing down combination of two numbers whose sum is equal to 20)- To collect data through measurement.- To compare, verify and justify the lists prepared and ensure that the list is complete.(eg: the child should be able to answer, how do you know that you have counted all the possible ways and ensure that it is counted without repetition?)- Represents data followed by discussions ( eg.heights of children, months in which birthdays of the children in the class )- To record data using tally marks- Draws inferences from the data at the appropriate level eg. modes of transport chosen based on time and money can be drawn as a graph- Understands relationship and expresses it orally (Eg: If Shalini daughter of Saravanan then Saravanan father of Selvi. Then the child should be able to tell what is the relationship between selvi and shalini.)- Correlates nature of objects with shapes of containers(eg: for a given pair of objects, the child should be able to tell which container holds what (through pictures))- To equip them to make list of instructions;- To enable them to carryout instruction and to ensure that it is carried out correctly- To enable them to carryout a task in different ways(e.g. dividing a pile of biscuits amongst students)
Syllabus – Maths – Class -3
Topic
Sub Topic
Learning Outcomes
1. GEOMETRY
1.1 Creating 2 – D shapes1.2 Tangram1.3 constructing 3 – D objects
– To create shapes through paper folding, paper cutting- To identify 2-D shapes.- To describe the various 2-D shapes by counting their sides ,corners (vertices)and diagonals- To make shapes on the dot-grid using straight lines and curves.- Create shapes using tangram pieces- Matches the properties of 2D shapes by observing their sides and corners (Vertices)- To tile a given region using a tile of a given shape- Distinguishes between shapes that tile and that do not tile- To be able to draw 3-D objects.- Describe the various 3D shapes by counting their sides, corners and diagonals
2. NUMBERS
2.1 Numbers sequence up to 10002.2 Compare Numbers2.3 Ordering2.4 Addition and Subtraction within 1000
– To read and write all 3-digit numbers.- To expand a number with respect to place values- Counts in different ways – starting from any number- To identify odd and even numbers with respect to ones place up to 3 digit numbers- To be able to form the greatest and smallest numbers using given digits.- To be able to sort an array of numbers into ascending and descending order- To arrange things in different orders for a given solution.(eg: finding out different ways to prove that 3 and 5 make 8 , by arranging numbers in different orders)- Able to add and subtract numbers by writing them vertically in the following two cases: (Sum should not exceed 1000)- Without regrouping.- With regrouping.- To use the place space value in standard algorithms of addition and subtraction.- Able to solve addition and subtraction of simple problems in
different daily life situations presented through pictures and stories.- To frame problems for addition and subtraction facts.- To estimate the sum of, and difference between, of two given numbers- Multiplies a given number by another number in various ways such as:-by drawing dots-by re-grouping-by repeated addition-by using multiplication facts- Explains the meaning of multiplication- Identifies the sign of multiplication.- Able to construct the multiplication tables of and 10- To use an appropriate number operation in the life situation of the child / in the child’s context- To multiply two digit numbers using standard algorithm and Lattice multiplication algorithm- Able to explain the meaning of division from the context of equal grouping and sharing.- To understand division as repeated subtraction- Able to relate division with multiplication.- Completes division facts: -by grouping -by using multiplication tables.- Able to add and subtract single digit numbers and two digit numbers mentally.- Able to double two digit numbers mentally (result not exceeding two digits).
3. PATTERNS
3.1 Patterns in shapes3.2 Patterns in numbers
– Creates patterns of regular irregular shapes by stamping (eg: by drawing leaves, ink blot diagrams)- Searches for patterns in different ways of combining colours sounds, 2D and 3D shapes- To recognize simple symmetries in shapes and patterns.- To create patterns and designs from straight lines and other geometrical shapes.- Able to identify patterns in the numerals for odd and even numbers and in adding odd and even numbers.- To identify patterns in multiplication with, and dividing by 10 s.
3.3 Iterative patterns and processes
– Able to draw complex rangoli with condition.(eg:drawing more pullikolams, atleast one kolam which is a single curve.)- To explore number patterns obtained by adding different numbers. To understand through patterns that multiplication is repeated addition, division as repeated subtraction.
4. MEAS UREMENTS
4.1 Length (using standard units -cm., m.,)4.2 Weight (using non-standard)4.3 Volume (capacity -(using non-standard))
– Able to appreciate the need for a standard unit.- To measure the length of objects in their environment using simple aids.- To express appropriate standard units of length by choosing between centimeters and meters.- To understand the order of magnitude between cm. , m., and km. as units.- To estimate the length of a given object in standard units and verify by measuring.- To use a ruler to measure the length of items used in daily life.- Able to relate centimeter and meter- Appreciate the need for standard tool for measuring length, by finding differences in non-standard tools- Able to weigh objects using non-standard units.- To understand the concept of conservation of weight(in gm and kg) that applies in a simple balance- Able to measure and compare the capacity of different containers in terms of non-standard units.- Appreciate the need for standard tool for measuring volume, by finding differences in non-standard tools
5. MONEY
5.1 Relating rupee and paise5.2 Making bills
– To understand the relationship between rupee and paise- To add and subtract amounts involving rupees and praise amounts of multiples of 10 without re-grouping.- To collect bills for goods/items bought- To make rate charts and simple bills
6. TIME
6.1 Reading date and time (calendar, hours, minutes, am, pm)6.2 Iterative patterns and processes -Time based
– To read a particular day and date- to understand the manufacture and expiry date of different products- To read the time correctly to the hour (both digital and analogue).- Tells morning, noon, afternoon, evening, night and midnight.- To sequence the events chronologically.- To draw time-Cyclic events of a year(Months, seasons, festivals)
7. INFORMATION PROCESSING
7.1.Systematic Listing7.2Drawing simple apt graphs7.3Drawing conclusion from the represented data 7.4ModellingMap making:7.5Following and Devising Algorithms
– Listing down all possible things for a given category, with multiple conditions.(eg: listing down all possible ways of dressing using 2 half-pants, 1 half-shirt and 2 full-shirts, if full-shirts are not to be worn with half-pants; listing down the number of different four-block-high towers that can be built using blue and red blocks(with the condition that one color for each block); listing down all possible 3-5 lettered meaningful words that starts with letter ‘ R ‘)- To collect data and represent it in terms of pictograph- Choosing appropriate scale and unit for display through pictographs- To draw conclusions from the data by discussing with the teacher- Able to make map of known-areas.(Not necessarily scaled).Eg: Making map of school, home, park, or any place- Able to mark routes for the given locations- Able to devise instructions for going from one location to another on a map- Able to find the quick way of finding 10 more than an less than a given number- Able to find the quick way of adding and subtracting a number.- Able to explore many tricks to quickly add and subtract.
Syllabus – Maths – Class – 4
Topic
Sub Topic
Learning Outcomes
1. GEOMETRY
1.1 Properties of 2 – D shaped objects1.2 Creating shapes by combining different 2 – D shapes1.3 Properties of 3 – D objects1.4 Introduction to Symmetry1.5 Iterative patterns in shapes
– To learn names of shapes like triangle, square, rectangle, pentagon, circle etc.,- To recognize these shapes in the objects around them.- Able to draw circles using objects like bangles , bottle caps etc.,- Able to draw 2D shapes free hand and with geometry tools.- To identify the centre, radius and diameter of a circle.- To identify sides, diagonal, perimeter for quadrilateral objects.- To measure and find out the differences among different quadrilateral objects- To understand the properties of 2D objects- Uses Tangram to create different shapes.- Able to fill space using tiles of geometrical shapes using one or two shapes- Able to choose a tile among a given number of tiles that can tile a given region both intuitively and experimentally.- To create 3D objects using Clay and paper folding given nets- To compare and differentiate 2D and 3D objects- Able to explore intuitively the reflections through mirror, ink blots, paper cutting and paper folding.- Able to draw top view, front view and side view of simple objects.- To observe from the surroundings and from day to day life situations and identify symmetrical objects. Eg: Vertical dissection of human body (externally), butterfly, petals of flowers, design of a fabric, starfish etc.- Collects/records symmetrical objects whenever/ wherever they see- To draw such symmetrical objects and naming the same- Able to draw circles, spirals, ovals;- To differentiate and to compare the shapes drawn.- To explore visual examples of repeating patterns.
2. NUMBERS
2.1 Number Sequence up to 10000
– To read and write 4 – digit numbers (including odd and even numbers)- To write numbers with respect to place value expansion.
2.2 Comparing numbers2.3 Addition and subtraction within 10,0002.4 Multiplication (up to 2 digit number by 2 digit number and 3 digit number by single digit number)2.5 Division: up to 4 digit number by single digit number.2.6 Mental Arithmetic
– Able to sequence an arbitrary array of numbers in ascending and descending order.- Able to form greatest and smallest numbers using given digits- To add and subtract up to four digit numbers by writing them vertically in the following two cases: without grouping, with grouping (sum should not exceed 10,000 ).- Able to do elementary multiplication of 2-digit by 2-digit and 3digit by single digit numbers using lattice algorithm and the standard (column) algorithm- Able to reason out the results of operations down on specified numbers- Able to write tables up to .- To divide a given number by another number in various ways.- To apply the four operations to life situations.- To frame word problems.- To estimate sums, differences and products of simple two digit numbers to nearest tens or hundreds.- Able to add and subtract multiples of 10 and 100 , mentally.- Complete multiplication facts by adding partial products, mentally (e.g, )
3. PATTERNS
3.1 Patterns in shapes3.2 Patterns in numbers3.3 Patterns in Geometry
– Observes shapes sequence from kaleidoscope- Identifies the patterns in a sequence of shapes- Creates Patterns using shapes sequence- Able to identify patterns in multiplication and division: multiples of 9 .- To cast out nines from a given number to check if it is a multiple of nine.- Able to identify patterns in multiplication and division by 10s, 100s.- Able to identify symmetry in geometrical patterns
4.MEAS UREMENTS
4.1 Length (m., cm., addition, subtraction, conversion and estimation of distance)4.2 Weight (Using standard units Kg., gm., addition subtraction)
– To understand relationship between meter and centimeter;- Able to Convert meter into centimeters and vice versa.- To solve problems involving length and distances.- Able to estimate length of an objects in their surrounding up to 1 meter and distance between two given locations in their environment up to 100 meters- Weighs objects using a balance and standard units- Estimates the weight of an object and verifies using a balance
4.3 Volume (Using standard units L., ml., addition subtraction)
– Able to measure volume of given liquid using containers marked with standard units- Able to estimate the volume of a liquid contained in a vessel and verifies by measuring
5.MONEY
5.1 Estimating cost
– Able to convert rupees to paise.- To add and subtract simple amounts of money in denominations of rupees and paise which are multiples of ten using column addition and subtraction with regrouping.- To learn to use operations to find totals, change, multiple costs and unit cost.Able to estimate roughly the total cost.
6.TIME
6.1 Time manipulation
– Understands days by week- to use knowledge of days of a week finds the day in previous or upcoming week- Computes the number of weeks in a year- Able to correlate the number of days in a year with the number of days in each month.- To read clock time to the nearest hours and minutes.- Able to express time, using the terms, ‘a.m.’ and ‘p.m.’ [Ensure that the children learn the meaning of prime meridian and ante-meridian from geography/earth science]- Relates to 24 hour clock with respect to 12 hour clock- Able to estimate the duration of familiar events.- Able to compute the number of days between two given dates.- Use Calendar (interlinking with patterns)
7.FRACTION
7.1 Introduction to natural fractions7.2 Symbolic representation of simple fractions
– Able to observe items being a part or parts of a whole- Able to find the fractional part of a collection.- To identify the notation of fractions- Use the vocabulary as half, quarter, three-fourths, semi, partial and whole- Able to Define Fractions- To compare natural fractions and identifies greater and smaller- Relating parts to whole eg: Filling up water in a measured bottle partially / fixing up puzzles circularly/ vertically/ horizontally in places and completing the whole.- Identifies half, one fourth and three- fourths of a whole.
– Identifies the symbols,- Explains the meaning of- To appreciate equivalence of and and of and 1
8.INFORMATION PROCESSING
8.1 Systematic Listing8.2 Drawing inferences from the represented data:8.3 ModellingRoute map:8.4 Following and Devising Algorithms
– Listing down all possible things for a given category, satisfying for multiple conditions that has conditions for exclusions.(eg: finding out all the possible ways of dressing using 4 shorts and four shirts, one each of colours red, blue, white and black, such that the colour of shorts and shirt is not the same, building towers with blocks of multiple colors; with many different restrictions on how they cannot be arranged; listing down all possible 3-5 lettered meaningful words that starts with letter ‘ R ‘ and shouldn’t end with ‘ M ‘ and ‘ T ‘)- To collect and represent data in the form of bar graphs and piecharts- Draws Inferences by discussing with the teacher- Able to locate short and long paths;- Able to find out and check for connectivity between places- Able to break down a big task to a list of small tasks(eg. A table to be moved to another room)- To equip them to write down a sequence of instructions; (eg: One group is to write down the sequence of task, one group is to carry out instruction; another group is to ensure that it is carried out correctly
Syllabus – Maths – Class – 5
Topic
Sub Topic
Learning Outcomes
1. GEOMETRY
1.1 Drawing 3-D shapes from 2-DShapes1.2 Introduction to angles1.3 Area and perimeter( to be given in activities only)1.4 Introduction to Fractals
– To get the feel of perspective while observing drawings of 3-D objects in 2-D.- Able to intuitively explore rotations and reflections of familiar 2-D shapes.- Able to explore intuitively symmetry in familiar 3-D shapes like in alphabets.- Able to make the shapes of cubes, cylinders and cones using nets especially designed for this purpose- To get the feel of an angle through observation of objects in their environment and paper folding.- To learn the names of angles like acute, obtuse and right angle.- Able to identify right angles in the environment.- Able to classify angles into right, acute and obtuse angles.- To represent right angle, acute angle and obtuse angle by drawing through tracing.- To determine area and perimeter of simple geometrical figures (such as rectangle/square using standard units)- Observes and understands fractals Create model of fractals using clay, paper, glue and match stick
2. NUMBERS
2.1 Numbers beyond 100002.2 Place value and comparing numbers2.3 Numbers and operations
– To know numbers beyond 1000 being used in real life situation- To find place value in numbers beyond 10000.- Able to sequence an arbitrary array of numbers up to five digits in ascending and descending orders.- To form the greatest and smallest numbers using four and five digits.- To appreciate the role of place value in addition, subtraction and
2.4 Introduction to square numbers2.5 Factors and multiples.2.6 Mental Arithmetic2.7 Systematic ordering:
multiplication algorithms.- To multiply 3 digits by 2 digits- to use informal and standard division algorithm- To divide 4 digits by 2 digits- To understand the term square numbers- To find out square numbers up to 100- Understand the meaning of factors and multiples- To identify least common multiple(LCM)- Able to estimate sums, differences, products and quotients up to two digits numbers and verifies using approximation.- Logically find out something based on the condition.(Eg: the child should be able to investigate and find the number of possible routes from one location to another on a map/maze; find out different words that can be made using five given letters; meaningful)
3. PATTERNS
3.1 Patterns in shapes3.2 Patterns in numbers3.3 Patterns in Geometry3.4 Iterative patterns
– To create patterns using different colours and shapes- To identify patterns in square numbers and triangular numbers- To relate sequences of odd numbers between consecutive square numbers- Able to make border strips and tiling patterns.- To make patterns of shapes using different numbers of angles/types of angles.- To get introduced to rotation of angles.- To find patterns by rotating angles- To make patterns using rotational angles- Able to find patterns in a collection of words
4. MEAS UREMENTS
4.1 Operations on Measured distance mass and capacity
– Able to apply the four operations in solving problems involving length, weight and volume.- Able to relate commonly used larger and smaller units of length, weight and Volume and convert one to the other.- To appreciate the volume of a solid body: qualitatively and also by informal measurement.
5. MONEY
5.1 Operations on money5.2 Comparing cost
– To apply four operations in solving problems involving money.- To collect bills of items bought and compare costs of same items- To find and reasons out for being expensive and inexpensive- To use the vocabulary such as expensive, costly, cheap, affordable, luxurious, inexpensive[Textbook writer has to note the usage of
these words, such as when, where and why with examples of using these words in real life situations].
6. TIME
6.1 Time manipulation
– To use addition and subtraction in finding time intervals in simple cases
7. INTERCONCEPTS
7.1 Integrating distance, money and time
– Able to reason out in solving problems by comparing time, money and distance- Able to create problems integrating time, money and distance- To use fractions in the context of units of length,time and money.
8. FRACTION
8.1 Compare fractions8.2 Equivalent fractions8.3 Operations of fractions8.4 Relationship between Fractions and Decimals
– Finds a number corresponding to part of a collection in the form of fractions- To Compare different simple fraction ( etc)- To identify the terms like numerator and denominator.- To know types of fractions : Proper, Improper, mixed, like, unlike, equivalent- Able to compare fractions with denominators up to 20.- Able to estimate the degree of closeness of a fraction to known fractions ( etc)- Able to do addition and subtraction of like fraction- Able to do multiplication of fractions by single digit numbers- To introduce the concept of decimal- Able to express a given fraction in decimal notation and vice versa
9. INFORMATION PROCESSING
9.1 Systematic Listing9.2 Graphical representation of data9.3 Modelling9.4 Following and Devising Algorithms
– Logically place numbers in a given condition.(eg:the child should be able to solve 4 by 4 Sudoku)- To collect two-dimensional quantitative data- To represent the data in the form of a table To draw a bar graph and to represent a data and interprets it- Marking art using cutouts of circles, rectangles and triangles of different sizes- Create artistic chains with different coloured beads- To enable them to find out easy and difficult ways to solve tasks and justify with reasons the better way(eg. Arranging 50 books Ordered by number on them in 5 rows.)- Able to split bigger tasks into smaller, known tasks(eg. Multiplying two three-digit numbers)
10. ALGEBRA
10.1 Introduction to variables, equality and inequality
– Able to identify and use variables and in simple expressions
V. Environmental Studies (Classes 1-5)
Syllabus for Classes 1-5 (EVS & Science) Primary Science
Sl.No
Topic
Environmental Science
Science
Class 1
Class 2
Class 3
Class 4
Class 5
1
Plants
Picture descriptionsPlants around us:1.1 Leaves1.2 Flowers1.3 Vegetables1.4 Fruits
Picture descriptions1.1 Parts of a plant1.2 Different kinds of Plants- Herbs, Shrubs, Trees- Climbers and creepers1.3 Benefits of plants1.4 Tree as a habitat
1.1 Parts of plants and their functions1.2 Types of roots -Tap, Fibrous1.3 Types of Plants based on habitat Land, Water and Desert
1.1 Flowering plants1.2 Parts of flowers and their functions1.3 Green and Nongreen plants1.4 Plants as Primary Producers(Food preparation in plants)1.5 Edible Parts of plants- Root, Stem, Leaves, Flowers, Seeds1.6 Exotic plants
1.1 Why do flowers have bright colours and smell?1.2 Pollination1.3 Life cycle of Flowering Plants1.4 Dispersal of seeds1.5 Cotyledons1.6 Germination of seeds1.7 Agriculture1.7.1 Classroom agriculture1.8 Types of soil-Sandy soil-Loamy Soil-Clayey Soil1.9 Friends of farmer- Honey Bee- Earthworm- Dragon fly
Sl.No
Topic
Environmental Science
Science
Class 1
Class 2
Class 3
Class 4
Class 5
2
Animals
Picture descriptions2.1 Identifications of animals around us (Birds, Insects, Mammals)2.2 Protection of animals2.3 My favourite Animal
Picture descriptions2.1 Animals and their homes2.2 Types of animalsDomestic and wild2.3 Animals associated with Human Welfare2.4 Animals and their young ones
2.1 Animals in different environment- Land and Water2.2 How do animals procure food2.3 Food and mouth parts in relation to food eaten (Birds and Insects-Mosquito, Butterfly)2.4 Herbivores Carnivores Omnivores2.5 Food Chain and Food web
2.1 Animal group behaviour2.2 Adaptation of animals2.3 Special senses in ants and bats2.4 Night active animals2.5 Parental care (Kangaroo, Cow and Human)2.6 Structure of insects (pictorial descriptions)
2.1 Honey Bee- Types, kinds and its uses, Apiculture-Social Life2.2 Life cycle of butterfly2.3 Reproduction in animals(i) Asexual ,Sexual,(ii) Oviparous animals(iii) Viviparous animals2.4 Endangered Species (Red Book)2.5 Sanctuaries and National parks2.6 Prevention of cruelty to animals
3
My Food
Picture descriptions3.1 I need food3.2 Our Daily Food3.3 Journey of Rice
Picture descriptions3.1 . Why do we need food?3.2 Sources of food3.3 Healthy and Unhealthy foods3.4 Junk foods3.5 Healthy food habits
3.1 Ingredients of food3.2 Balanced diet3.3 Meals in a day3.4 Food Habits in different places /different age groups3.5 Traditional food3.6. Nutrition garden (Home garden)
3.1 Raw and cooked food (Activity-Salads Preparation)3.2 Cooking Practices3.3 Cooking Utensils3.4 Food hygiene3.5 Food during illness3.6 No Wastage of food
3.1 Preservation and spoilage of food3.2 Kitchen safety3.3 Food Pyramid (what should we eat)3.4 Obesity3.5 Deficiency disease/ Malnutrition
Sl.No
Topic
Environmental Science
Science
Class 1
Class 2
Class 3
Class 4
Class 5
4
My body
Picture descriptions4.1 Parts of my body (Head, Face, Cheek, Chin, Teeth, Tongue, Eye, Nose, Ear, Skin, Hand, Leg)4.2 My Senses4.3 Keeping clean and healthy
Picture descriptions4.1 Simple Body Movements4.1.1 Joints movements4.1.2 Postures4.2 Role of Sense organs4.3 Stages of growth4.4 Indoor and outdoor games
4.1 Cleanliness (Hand wash, Toilet habit, Bathing)4.2 Precautions to be taken to Protect the sense organs4.3 Good touch, Bad Touch and Don’t Touch (within family)4.4 Helping people with physical or sensory challenges4.5 Importance of physical exercises
4.1 Internal organs (Brain, Heart, stomach, Lung, Kidney, Muscles and Bones)4.2 Teeth and its types (Milk and Permanent)4.3 Importance of Oral Health4.4 Good touch, Bad touch and Don’t Touch -Known and unknown persons
4.1 Organ Systems- Digestive System- Respiratory System- Circulatory System- Excretory System- Nervous System (Brain-Fore, Mid, Hind Brain)
5
Water
Picture descriptions5.1 We need water in daily life5.2 Fun with water
Picture descriptions5.1 Sources of water- Rain Water, Well, Bore Well, Waterfalls, River, Stream, Pond, Lake, Sea, Ice, Glaciers, Iceberg5.2 Journey of rain (Song)
5.1 Water as a prime source of life5.2 Potable Water5.3 Save water!5.4 Conservation of water bodies -Ponds, Lakes Reservoirs and Tanks
5.1 Change of state in water (Ice, Water and Steam)5.2 Water cycle5.3 Rain water harvesting
5.1 Fresh Water Management5.2 Waste water management5.3 Water Pollution: Causes and Prevention5.4 Water borne Diseases
6.1Science fun – wind (air ) experiments6.2 Breathing (Inhale and Exhale)6.3 Moving Air, Types of windBreeze, Gale and Storm
6.1 Air is a mixture6.2 Composition and Proportions of components in Air6.3 Effects of breathing Unclean Air
6.1 Atmospheric layers6.2 Game with wind (air)6.3 Air Pollution- Causes and prevention6.4 Air borne diseases6.5 Importance of air and wind energy (Wind mill) in daily life
7
Matter and Materials
Picture descriptions7.1 Materials around the child: (Wood, Clay, Stone, Sand, Metals)
Picture descriptions7.1 Natural and Man-made materials7.2 Introduction of matter7.3 Physical Properties of matter (Colour, Odour (Smell), Taste and Shape)
7.1 States of matter7.2 Introduction Change of states of matter7.3 Properties of matter7.4 Materials used /not used for heating
Basic concept7.1Properties of Materials (Hard, Soft, Shiny, Dull, Smooth, Rough, Waterproof, Transparent, Flexible, Rigid)7.2 Transparent, opaque and Translucent objects/Reflection
7.1 Transformation of natural resources into materials for use (Fibre to fabric and Grain to food)7.2 List out:- House hold things from Olden days and modern days7.3 Conduct experimental set up to test floating, sinking and mixing using common objects
Sl.No
Topic
Environmental Science
Science
Class 1
Class 2
Class 3
Class 4
Class 5
8
Force, Work, and Energy
—-
—-
8.1 Simple movements and actions8.2 Force – Push and Pull , Friction and their applications
8.1 Work and Energy8.2 Simple machines
8.1 Energy and Different forms of energy- Mechanical Energy,- Wind Energy,- Heat Energy,- Light Energy, (simple Explanation with simple examples)8.2 Conservation of energy8.3 Applications of energy
9
Transport
Picture descriptions9.1 Transport – Story9.2 Old transport system, Modern transport system and their advantages9.3 Road safety
Picture descriptions9.1 Mode of Transport1. Road ways2. Water ways3. Air ways4. Railways9.2 Road safety
—-
—-
—-
10
Day and Night
Picture descriptions10.1 Day sky -Sun10.2 Night sky-Moon, stars10.3 Thunder and Lightning
Picture descriptions10.1 Sky Observation (Day and Night)10.2 Rhythms of day and night (Animals, Plants)10.3 Directions (East, West, North and South) and Time
—-
—-
—-
Sl.No
Topic
Environmental Science
Science
Class 1
Class 2
Class 3
Class 4
Class 5
11
OurEnvironment
Picture descriptions11.1 Living and nonliving – Soil,Mountain River,Sea, Pond, Lake,Sky, Sun, Air,Plants, Animals
Picture descriptionsWonders of Science12.1 Type of clothes12.2 Clothes for different Seasons and Reasons
Picture descriptions12.1 Wonders of nature-Plants and Animals12.3 Flower: Colour and smell12.4 Plants have Sensitivity : Touch me not plant12.5 Calotrophis – Erukku flower
12.1 Kitchen science- Boiling water- Cooking idly- Pressure cooker- Refrigerator and other home appliances12.2 Medicine in kitchen12.3 Simple Scientifics inventions in everyday life12.4 Measuring the temperature of Water and Milk using thermometer
12.1 Milk and its uses12.2 What happens when food materials are being cooked?12.3 Baking of bread, Biscuit and Cake12.4 Uses of gadgets
12.1 Biography of TamilNadu Scientists- C V Raman- Why is the sky blue?- A.P.J Abdul Kalam12.2 Learning scientific principles in daily life – Reversible and Irreversible Process12.3 Quantity and quality of waste materials generated in school/home environment
Picture descriptions13.1 Festivals and fairs13.2- Religious festivals- National festivals- Folk arts and song (Nativity based)13.3 Science fair /exhibition13.4 Our friends:Farmer, Electrician, Driver, Plumber, Soldier Tailor, Carpenter and Conductor
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14
My home and my neighbour hood
Picture descriptions14.1 My Home 14.2 Village /Town/City 14.3 Neighbourhood 14.4 Safety
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15
My beloved Motherland
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Picture descriptions15.1 Village/Town/City15.2 National days15.3 National symbols15.4 National Flag15.5 State symbols15.6 Father of our Nation15.7 First President15.8 First Prime Minister
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Social Science III Standard
1. Family
1.1 Relationship of family members1.2 Types of families1.3 Functions of the family1.4 Differences between relations and society
2. Our Friends
2.1 Community workers (Teacher, Doctor, Engineer, Police etc.,)2.2 Importance of our community workers
3. Panchayat
3.1 Panchayat system3.2 Services provided by Panchayat3.3 Duties of Gram Sabha3.4 Local Self Government
4. Safety
4.1 Reasons for the danger or accident,4.2 Fire safety, Water safety, Electrical safety and Road safety4.3 Safety measures to avoid accidents
5. Historical Places
5.1 Historical places in Tamil Nadu5.2 Architecture, Monuments and Museum
6. Sanctuaries
6.1 Sanctuaries situated in India.6.2 National Park6.3 Biosphere Reserve
7. District Administration
7.1 Functioning of the district.7.2 Different departments working in the district.7.3 Responsibility of district collectors.
8. Freedom fighters of Tamil Nadu
8.1 Freedom fighters of Tamil Nadu8.2 Contribution to India’s freedom movement
9. Mineral resources
9.1 Minerals found in Tamil Nadu9.2 Uses of minerals9.3 Natural resources
10. Child safety
10.1 Childline10.2 Safe touch, unsafe touch
Social Science
IV Standard
1. Kingdoms of Rivers
1.1 Tamil kingdoms of Sangam Age1.2 Cheras, Cholas, Pandyas and Pallavas1.3 Administrative, economic and social conditions during Sangam period1.4 Kuru Nila Mannargal
2. Five Landforms
2.1 Different types of landforms in ancient Tamil Nadu2.2 Themes of classification2.3 Physical features of Tamil Nadu2.4 Lifestyles of people
3. Municipality and Corporation
3.1 Duties of municipality3.2 Structure of local bodies3.3 Functions of Corporation and Town panchayat3.4 Sources of income for Municipality and Corporation
4. Philanthropists of Sangam Age
4.1 Seven philanthropists4.2 Pegan4.3 Pari4.4 Adhiyaman4.5 Valvil Ori4.6 Nedumudi kari
5. Physical Features of Tamil Nadu
5.1 Our state5.2 Landscape of Tamil Nadu5.3 Waterfalls of Tamil Nadu5.4 Climate of Tamil Nadu5.5 Forests
6. Transport
6.1 Modes of transport6.2 Roadways6.3 Railways6.4 Waterways6.5 Airways6.6 Advantages of transport
7. Tamils around the world
7.1 Countries where Tamils live7.2 Culture of Tamils in different countries7.3 Important places and currencies in different countries
8. The story of Madras Presidency
8.1 History of Madras Presidency8.2 States and districts that were parts of Madras Presidency
9. Rights and Duties of children
9.1 Citizen of a country9.2 Right to survival9.3 Right to development9.4 Right to protection9.5. Right to participation9.6 Child labour
Social Science
V Standard
1. Our Earth
1.1 Universe, Galaxies, Solar system1.2 Earth, Monsoon, Continents and Oceans
2. Towards History
2.1 Prehistoric period2.2 Stone age2.3 Human Evolution2.4 Cultivation2.5 Excavations
3. Good Citizen
3.1 Citizens3.2 Good values3.3 Factors affecting values
4. The Atmosphere
4.1 Atmosphere, Hydrosphere, Lithosphere and Biosphere4.2 Greenhouse effect4.3 Latitude, longitude location of India4.4 Monsoons, Pressure and Wind4.5 Pollution, Rainwater harvesting
5. Ancient Excavation
5.1 Excavation5.2 Archaeologists5.3 Examples from the world for excavation5.4 Archaeological Sites from Tamil Nadu
6. Hydrosphere
6.1 Importance of Hydrosphere6.2 Types of water bodies6.3 Water cycle6.4 Water pollution
7. Continents of the World
7.1 Features of each continent7.2 Countries in each continent7.3 Important places in each continent
8. Forts and palaces
8.1 Forts and Palaces in Tamil Nadu8.2 History of Forts and Palaces
9. Agriculture
9.1 Features9.2 Types of farming and irrigation9.3 Crops cultivated in Tamil Nadu
10. Educational rights
10.1 Importance of education10.2 Educational schemes10.3 Features of right to education acts
