3 day work shop on material production for cce training manual for ...

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12 Oct 2012 ... scheme from Class III to VIII in all Kendriya Vidyalayas across the country and necessary guidelines ..... This is a package for Formative Assessment 2 & 4 for classes III –V. ❖ Resources in the .... Worksheets. Individual /Paired ...
KENDRIYA VIDYALAYA SANGANTHAN ZONAL INSTITUTE OF EDUCATION AND TRAINING , MYSORE

3 Day Workshop on Material Production for CCE Training Manual for School Level Mentors 26th September to 28th September 2012

A

REPORT

& CCE PACKAGE For The Vidyalaya Level CCE Mentors (Primary)

पाठ्यक्रम एवं स्थल निदे शक Course & Venue Director

श्री एस. सेलवराज Shri. S. Selvaraj (

(उपायक् ु त) (Deputy Commissioner) निदे शक Director के. वव. संगठि आंचललक लशक्षा एवं प्रलशक्षण संस्थाि मैसरू KVS ZIET, Mysore स्थल/Venue

के. वव. संगठि ,आंचललक लशक्षा एवं प्रलशक्षण संस्थाि

जी आई टी बी प्रेस कैम्पस , लसद्धाथथिगर,मैसरू - 570011 Kendriya Vidyalaya Sangathan Zonal Institute of Education & Training GITB Press Campus, Siddharthnagar Mysore – 570011 Website: www.zietmysore.org

हमारे संरक्षक

श्री अवविाश दीक्षक्षत आयुक्त OUR PATRONS SHRI. AVINASH DIKSHIT COMMISSIONER

डॉ. ददिेश कुमार

अवर आयक् ु त (शैक्षक्षक) DR. DINESH KUMAR ADDITIONAL COMMISSIONER (ACAD)

डॉ.शचचकान्त संयक् ु त आयक् ु त (प्रलशक्षण) DR. SACHI KANT JOINT COMMISSIONER (TRG)

डॉ. ई.प्रभाकर संयक् ु त आयक् ु त (

)

DR. E. PRABHAKAR JOINT COMMISSIONER (PERS.)

श्री एस. ववजय कुमार संयक् ु त आयक् ु त (प्रशा.)

SHRI. S. VIJAYA KUMAR JOINT COMMISSIONER (ADMN)

श्री एम ्. आरुमुगम संयक् ु त आयक् ु त (ववत्त)

SHRI. M ARUMUGAM JOINT COMMISSIONER (FIN)

ACKNOWLEDGEMENTS

MS. ANUSUYA SRINIVASAN HEADMISTRESS KV AIR FORCE STATION YELAHANKA BANGALORE

MRS. JAYALAKSHMI.R. HEADMISTRESS KVS ZIET MUMBAI

MS.SAHAYA MARY HEADMISTRESS KVS ZIET MYSORE

MRS. CHEMMALAR SHANMUGAM HEADMISTRESS KV NO.2 AIR FORCE STATION JALAHALLI BANGALORE

SHRI. D.V.S.SARMA LIBRARIAN KV NO.2 VIJAYAWADA HYDERABAD REGION

FOREWORD

The scheme of continuous Comprehensive Evaluation was first introducd in the year 2009-10 by the Central Board of Secondary Education, New Delhi for Classes IX and X. Subsequently Kendriya VidyalayaSangathan extended the application of the scheme from Class III to VIII in all Kendriya Vidyalayas across the country and necessary guidelines and instructions have been issued in this regard from time to time. Though the scheme has been under implementation for the past four years, teachers come across many difficulties in the practical application of the scheme especially in the area of Formative Assessment, particularly related to FA2 and FA4 in which several new and varied areas of assessment have been included and it is stressed that criteria-based evaluation of the students’ performance is to be made. In other words, where earlier the teacher simply conducted one paper and pencil test, now he/she is expected to make assessment in a minimum of four areas in a very objective manner clearly specifying the rubrics. He/she should also maintain proper written records of those assessments, which are not conducted simultaneously for all students but by staggering them to so many days and weeks, as only a few students can be assessed in a period of say 35 or 40 minutes as assessment is to be taken up along with teaching. The instructions and guidelines for CCE are so vast and different from subject to subject that a few teachers do not fully comprehend them and generally there is none in the school who can guide and support such teachers in CCE whenever needed. Though it is desirable that the awareness of the teachers about CCE is raised through training programmes, their number is so huge that it will take at least 2 or 3 years to train all teachers. Therefore an alternative system has to be evolved that the teachers get the required support and guidance in their own places. Accordingly, it was decided to introduce the CCE Mentor System in each K.V under which each school will have at least two Mentors – one from Primary Section and another from Secondary Section. Further, since it is the Examination Department in a school setting whose function is to organize and manage the tests and examinations, CCE with its Formative and Summative Assessment falls within the purview of the Examination Department. It being so, the CCE Mentoring Role is better shouldered by them.

Therefore it is envisaged to impart CCE Mentor Training to one member each from the Primary and Secondary Examination Departments of every K.V separately so that after the training they are able to function effectively as CCE Mentors in their Vidyalaya to monitor proper implementation of CCE by all teachers as well as to extend guidance and support to them as and when needed. During the 3-day Material Production Workshop on CCE at KVS, ZIET Mysore held from 26th to 28th September 2012 the participants worked rigorously to collect and consolidate the CCE guidelines available from various sources and prepare the CCE Mentor Training Package which will be useful as a Handbook for reference and guidance for the Mentors as well as the Faculty Members of all five ZIETs of KVS who will be taking up the Training Programmes, for Mentors covering all Vidyalayas of the Regions under their jurisdiction.

We feel greatly indebted to Dr. Dinesh Kumar, Additional Commissioner, KVS and Dr. Sachikant, Joint Commissioner (Trg.), KVS for entrusting us with the responsibility of organizing the 3-day Material Production Workshop for CCE Mentor Training at KVS, ZIET Mysore. The Workshop participants from all five ZIETs of KVS as well as the associated teachers and HMs from KVS Bangalore Region deserve all words of appreciation. But for the wholehearted and dedicated efforts by all participants the objectives of the Workshop could not have been so fully met. This Manual in your hands is the product of the combined work of the efficient team of participants.

S. SELVARAJ DIRECTOR

A NOTE TO THE DIRECTOR (ZIET)/ DEPUTY COMMISSIONER(RO)

During the First Meeting of the Directors of ZIETs with Dr. Dinesh Kumar, Additional Commissioner (Acad. &Admn.) and Dr. Sachikant, Joint Commissioner(Trg.), KVS held at ZIET Bhubaneswar on 7th September 2012, the issue of imparting training to teachers on Continuous Comprehensive Scheme was deliberated upon and the consensus emerged that one member from the Primary and another member from the Secondary Examination Departments of every Kendriya Vidyalaya should be trained as CCE Mentors in all aspects of CCE so that they can effectively monitor the proper implementation of CCE scheme in their Vidyalaya as well as extend their guidance and support to the teachers whenever they have any doubts or problems in CCE implementation. Such an arrangement will dispense with the necessity to organize subject-wise CCE training programmes by ZIETs/ROs. Consequently, a 3-day Material Production Workshop was organized at KVS, ZIET Mysore from 26 to 28th Sept. 2012 which was attended by a selected group of Faculty Members of ZIETs and a few associated HMs and teachers from KVS Bangalore Region. As a result of the combined efforts of the participants, the CCE Package for School Level Mentors was prepared and the Action Plan for organizing the training courses by ZIETs was drafted. th

As per Action Plan, the Directors of ZIETs may invite the participants from the Regions attached to their respective ZIET. As the CCE Mentors, after training, are expected to effectively monitor the implementation of CCE in the school as a whole, as well as to guide and clarify the doubts of teachers, competent members of the Examination Departments with good communication and ICT skills may be sponsored to attend the 2-day CCE Mentor Training Programme. After the training, the CCE Mentors may conduct subject-wise CCE Awareness programme (for 1 – 2 hours) in their respective school. Further they will monitor and ensure proper and effective implementation of CCE in their Vidyalaya. Therefore, the CCE Mentor Training Programme may be given PRIORITY to cover all Kendriya Vidyalayas by the end of December 2012.

S. SELVARAJ DIRECTOR KVS ZIET MYSORE LIST OF PARTICIPANTS WITH CONTACT DETAILS

LIST OF PARTICIPANTS Sr. No. NAME OF TEACHER 1.

Designation HM

Smt. R. Jayalakshmi 2. Ms. Anusuya Srinivasan 3. Smt. Chemmalar Shanmugam 4. Ms. Sahaya mary 5. Shri. V.L. Vernekar

Librarian

6.

Shri. DVS. Sarma

Librarian

7.

Mrs. Radha Subramanian

PGT(Bio.)

8.

Smt. Hajra Shaikh 9. Shri. Parsuram Shukla 10. Shri. Kali Prasad Dash 11. Shri. U.P. Binoy 12. Shri. T.P. Sharma 13.

Shri. M. Reddenna 14. Smt. Sunita Gusain 15.

Name of the ZIET / KV

Mob No.

Mumbai

09619788780

AFS, Yelahanka No.II, Jalahalli

09535012526 09448928063

Mysore Mysore

09916591296 09481813629

vilasvernekar@rediff mail.com

No.II, Vijayawada Mumbai

09492940290

[email protected]

09869354319

[email protected]

Bhubaneswar

09449904043

Bhubaneswar Bhubaneswar

09938649454 09437323733

Mysore Gwalior

09480332005 09412057766

Mysore Chandigarh

09448621963 09815731829

[email protected]

07829382521 09757440353

[email protected] m [email protected] [email protected]

HM HM HM

PGT(Chem.)

PGT(Eng.) PGT(Geog.) PGT(Geog.) PGT(Hindi)

[email protected] [email protected]

PGT(Econ) PGT(Eng.)

E-mail ID

[email protected] [email protected]

[email protected] [email protected]

PGT(Hindi)

[email protected] [email protected] [email protected] [email protected] [email protected]

Dr. S.K. Tiwari 16. Shri. M. Srinivasan

PGT(Maths)

Mysore Mumbai

17.

PGT(Maths)

Bhubaneswar

09437238468

Mysore

08762544067

TGT(English)

Mysore Picket

08762543662 09885441190

[email protected]

PGT(Hindi)

IISc. Bangalore

09980254621

[email protected]

18.

Shri. Nabaghan Nayak Shri. M. Govindu

19.

Shri. K. Arumugam 20. Shri. M. Nagi Reddy 21.

Dr. A.K Chaubey

PGT(Maths) PGT(Phy.)

[email protected] [email protected]

ZONAL INSTITUTE OF EDUCATION AND TRAINING , MYSORE Material Production Workshop for CCE Manual for School Level Mentors

26th to 28th Sep. 2012 Date

Session-I

Session-II

26.09.12

9.30 am 10.15 am Inauguration 10.15 a.m. to 1 pm ( Group Work) Consolidation of CCE guidelines (subject-wise) for Class VI to X and Primary Classes

Session-I 9- 11 AM Presentation of Group Work Reports of Day-1

Session-II 11.30 AM- 1 PM CCE Software

28.09.12

Presentation of Group Work Reports of Day-2

Compilation of Training Manual.

Morning Tea-

11-11.30 a.m.

27.09.12

Session-III & Session-IV 2 - 5.30 PM Working with teachers of KV Mysore in subject-wise groups for: (1) Preparation of Class-wise, Subjectwise Action Plan for Formative Assessment including identification of the Areas for assessment and Criteria for evaluation. (2) Discussion on problems and issues concerning implementation of CCE in subject-wise groups of: (1) PGTs/TGTs (2) PRTs (3)Co-Scholastic Teachers Session-III Session-IV 2 - 3.30 PM 4- 5.30 PM Records and Evaluation of CoFormats for scholastic areas : various classes Indicators – and subjects Formats – Who to (Group Work) do it ? (Group Work) Draft of Time Draft of Action Table for 3-day Plan for RegionWorkshops for wise Workshops CCE Mentors for CCE Mentors (separately for (Primary & Primary level& Secondary ) (in Secondary level) ZIET-wise groups) (in ZIET-wise groups) VALEDICTION

Lunch - 1-2 p.m. Evening Tea -

3.30 – 4 p.m. DIRECTOR

PART 2

3 Day Workshop on Material Production for CCE Training Manual for School Level Mentors 1. Timetable for 2 Day Workshop 2. Region –wise Workshop Schedules 3. CCE Package

1

ZONAL INSTITTUTE OF EDUCATION AND TRAINING TIME TABLE FOR 02 DAY WORKSHOP FOR VIDYALAYA LEVEL MENTORS ON CCE

PRIMARY TIME 9-10 am 10-11 am

DAY- 1 Registration & Inauguration Introduction to CCE Scheme in Primary Classes

DAY-2 Prayer Techniques of Evaluation and the formats for documentationCo- Scholastic Areas Presentation by Participants 11-11:30 am TEA BREAK 11.30Subject wise Group Discussion 11.30 – 1 PM 12 noon of modules 12 Noon - Tools and Techniques of Presentation of CCE Software and practice 1 pm Evaluation and the formats for documentation- English Presentation by Participants 1-2 pm LUNCH BREAK 2-3 pm Tools and Techniques of Practice Session CCE Software Evaluation and the formats for documentation- Hindi Presentation by Participants 3-4 pm Tools and Techniques of Proposed Action Plan at Vidyalaya levelEvaluation and the formats for A brainstorming session documentation- Mathematics Discussion of the CCE Mentors Checklist Presentation by Participants 4- 4:30 pm TEA BREAK 4:30- 5:30 Tools and Techniques of Plenary Session pm Evaluation and the formats for documentationValedictory Function Environmental Studies Presentation by Participants DIRECTOR

SECONDARY CLASSES

Da yI

Module on Languages for classes VI to VIII

09.00 TO 10.00 A.M.

10.00 A.M. TO 11.30 A.M.

Module on Languages for classes IX to X

Module on Mathematics and Science for classes IX &X

02.30 TO 03.30 P.M.

04.00 P.M. TO 05.30 P.M

Module on Social Science for classes VI to VIII

Session on CCE software

02.30 TO 03.30 P.M. Session on coscholastic areas

TEA BREAK

Inauguration & Introduction of aims and objectives

12.00 P.M. TO 01.30 P.M. Module on Mathematics and Science for classes VI to VIII 12.00 P.M. TO 01.30 P.M. Module on Social Science for classes IX & X

LUNCH BREAK

10.00 A.M. TO 11.30 A.M.

TEA BREAK

D AY II

09.00 TO 10.00 A.M.

04.00 P.M. TO 05.30 P.M Plenary Session & Valedictory

2

ZIET- WISE TENTATIVE SCHEDULES FOR 2 DAY WORK SHOP FOR SCHOOL LEVEL MENTORS FOR CCE ZIET MUMBAI TENTATIVE SCHEDULE : WORKSHOP FOR CCE MENTORS S.NO.

Dates

Region

TEACHERS HANDLING

1

11.10.2012 to 12.10.2012

MUMBAI

SECONDARY

2

16.10.2012 to 17.10.2012

MUMBAI

PRIMARY

3

01.11.2012 TO 02.11.2012

AHMEDABAD

SECONDARY

4

05.11.2012 TO 06.11.2012

AHMEDABAD

PRIMARY

5

08.11.2012 TO 09.11.2012

JAIPUR

SECONDARY

6

19.11.2012 TO 20.11.2012

JAIPUR

PRIMARY

7

22.11.2012 TO 23.11.2012

PATNA

SECONDARY

8

26.11.2012 TO 27.11.2012

PATNA

PRIMARY

9

29.11.2012 TO 30.11.2012

RAIPUR

SECONDARY

10

03.12.2012 to 04.12.2012

RAIPUR

PRIMARY

NOTE: 1. THE PARTICIPANTS SELECTED SHOULD BE FROM THE EXAMINATION DEPARTMENT WITH GOOD COMMUNICATION SKILLS AS WELL AS KNOWLEDGE IN HANDLING COMPUTERS 2. THE PARTICIPANTS ARE TO BRING THE MARKS OF FA1 , FA2 AND SA1 TO HAVE HANDS ON EXPERIENCE AT CCE SOFTWARE

KVS ZIET CHANDIGARH TENTATIVE SCHEDULE FOR TWO DAY WORKSHOP ON MONITORING CCE ACTIVITIES S.No.

Dates 11.10.12 – 12.10.12

Region Chandigarh

Teachers Primary

16.10.12 – 17.10.12

Chandigarh

Secondary

01.11.12-02.11.12

Jammu

Primary

05.11.12 – 06.11.12

Jammu

Secondary

08.11.12 – 09.11.12

Delhi

Primary

19.11.12 – 20.11.12

Delhi

Secondary

22.11.12 – 23.11.12

Dehradun

Primary

26.11.12 – 27.11.12

Dehradun

Secondary

29.11.12 – 30.11.12

Jaipur

Primary

03.12. 12-04.12.12

Jaipur

Secondary

TENTATIVE CALENDER FOR 2 DAY CCE WORKSHOP FOR SCHOOL LEVEL MENTORS( FOR PRIMARY AND SECONDARY CLASSES) TO BE CONDUCTED BY ZIET BHUBANESWAR FOR 2012 – 13

Sl no 1 2 3 4 5 6 7 8

Dates 1 and 2nd Nov 5th and 6th Nov 19th and 20th Nov 21st and 22nd Nov 3rd and 4th Dec 5th and 6th Dec 17th and 18th Dec 19th and 20th st

Primary/ Secondary primary Secondary Primary Secondary Primary Secondary Primary Secondary

Regions Bhubaneswar Bhubaneswar Kolkata and Guwahati Kolkata and Guwahati Tansukiya and Silchar Tansukiya and Silchar Ranchi Ranchi

ZIET Gwalior 2 Day Training Workshop For CCE Mentors Tentative Schedule Region Cat

From 11-Oct-12 16-Oct-12 1-Nov-12 5-Nov-12 8-Nov-12 19-Nov-12 22-Nov-12 26-Nov-12 29-Nov-12 3-Dec-12

To 12-Oct-12 17-Oct-12 2-Nov-12 6-Nov-12 9-Nov-12 20-Nov-12 23-Nov-12 27-Nov-12 30-Nov-12 4-Dec-12

No. of Participants JABALPUR VARANASI BHOPAL LUCKNOW AGRA

Primary Secondary Primary Secondary Primary Secondary Primary Secondary Primary Secondary

Maximum 40 in each workshop

Dates

CALENDER FOR CCE PROGRAMME AT ZIET MYSORE S.NO 1 2 3

4

PRIMARY 5.11.2012-6.11.2012 MONDAYTUESDAY 15.11.2012-16.11.2012 THURSDAY-FRIDAY 26.11.2012-27.11.2012 MONDAY-TUESDAY

SECONDARY 8.11.2012-9.11.2012 THURSDAY-FRIDAY 19.11.2012-20.11.2012 MONDAY -TUESDAY 22.11.2012-23.11.2012 THURSDAY-FRIDAY

REGION BANGALORE

29.11.2012-30.11.2012 THURSDAY-FRIDAY

10.12.2012-11.12.2012 MONDAY-TUESDAY

ERNAKULUM

CHENNAI HYDERABAD

NOTE: 1. THE PARTICIPANTS SELECTED SHOULD BE FROM THE EXAMINATION DEPARTMENT WITH GOOD COMMUNICATION SKILLSAS WELL AS KNOWLEDGE IN HANDLING COMPUTERS 2. THE PARTICIPANTS ARE TO BRING THE MARKS OF FA1 , FA2 AND SA1 TO HAVE HANDS ON EXPERIENCE AT CCE SOFTWARE

3

CCE PACKAGE FOR SCHOOL LEVEL MENTORS PRIMARY SECTION

 This is a package for Formative Assessment 2 & 4 for classes III –V.  Resources in the soft copy provide guidelines for all aspects of CCE.  The package is supported by a comprehensive and user friendly CCE software , for classes I-V  The material and the software has been compiled by a Team at the Material Production Workshop on CCE at KVS ZIET Mysore.

CONTENTS CCE PACKAGES FOR 1. ENGLISH 2. HINDI 3. MATHEMATICS 4. EVS 5. CO- SCHOLASTIC AREAS SAMPLE PLANS FOR IMPLEMENTATION GUIDELINES FOR CCE MENTORS CCE FLYER & SONG-CBSE

KVS ZIET MYSORE GUIDELINES FOR FORMATIVE ASSESSMENT FA2 & FA4 INTRODUCTION ENGLISH

CLASSES III-V

INTRODUCTION The salient ideas contained in the NCF 2005 for assessment of languages may be summarised as follows. • Language evaluation need not be tied to “achievement” with respect to particular syllabi, but must be reoriented to measurement of language proficiency. • Routine activities and exercises can be employed effectively to assess learning. • One does not need special tests for keeping a record of the students or for preparing a report card; learning activities themselves provide the basis for such ongoing observational and qualitative assessment. • Maintaining a daily diary based on observation helps in continuous and comprehensive evaluation. • The types of questions that are set for assessment need not be restricted to those found in the book. • Questions that are open-ended and challenging could also be used. • Grading and correction carried out in the presence of students and providing feedback on the answers they get right and wrong, and why. • Not only learning outcomes but also learning experiences themselves must be evaluated. Exercises, both individual and collective, can be designed to enable the learners to reflect on and assess their learning experiences.  Self-assessment may be encouraged. Every classroom interaction with children requires their evaluation of their own work, and a discussion with them about what should be tested and the ways of finding out whether the competencies are being developed or not. Even very young children are able to give correct assessments of what they can or cannot do well. The purpose of assessment as a part of learning therefore would be: Before • To discover the needs, interests, and previous experiences of students • To find out what students already know and can do • To determine a particular approach or strategy During • To assess students' understanding and progress • To identify successes or difficulties and confidence levels • To assess students' abilities to verbalise their understanding and insights • To assess students' abilities to work together while sharing ideas and completing tasks After • To find out what the students have learned • To determine the quality of students' learning • To gauge the effectiveness of the activities and approach in relation to the objectives and goals for language • To reflect on teaching practice. (Adapted from the book Teaching the Language Arts’ by Cathy Collins Block, 1997)

POINTS OF ASSESSMENT OF COMPETENCIES IN ENGLISH (Source: NCERT Sourcebook on Learning Assessment classes I-V – English) CLASS LISTENING • Follows simple oral directions/instructions. • Can identify the key ideas and important details. III • Can retell main events and recall key ideas.

Follows a variety of oral directions/ instructions. • Can summarise the key ideas and important details in own words. IV

SPEAKING Recognises and pronounces the new sounds (especially in L2) correctly. • Can use a considerable number of words in simple sentences. • Can express her feelings and experiences.

READING

WRITING Uses complete sentences. Can read stories, poems, and folktales. • Knows the use of capital • Can identify prefixes, suffixes, singular letters, and punctuation and plural forms of words, words indicating marks such as full gender. stop/period, question mark, • Can grasp ideas from the given text and and apostrophe. materials such as posters, hoardings, etc. • Spells correctly most of the words taught. • Can write simple descriptions of self, people and things around.

Pronounces all the sounds correctly (especially in L2) and is aware of the pitch/intonation differences (rising tone/ falling tone). • Participates in dialogues, roleplays, etc. • Answers questions about the ideas presented. • Can talk about personal opinion and support it with example or details. • Can produce an oral text in a logical sequence

Can read grade appropriate texts orally and silently with increasing accuracy, fluency and confidence. • Can predict what text may be about by looking at the pictures, title, etc. • Can grasp meaning/ ideas. • Can identify relationships between ideas/events. • Can infer the words of the passage/text.

Uses complete information with proper capitalisation and punctuation marks such as full stop/period, comma, question mark and apostrophe. • Can combine related sentences using appropriate conjunctions (e.g., and, but, or because, if). • Can spell common words correctly. • Can organise ideas and information in logical sequences. • Can write descriptions.

CLASS LISTENING

V

Listens to and understands a range of oral texts (e.g., a class lecture, a TV/radio news broadcast, announcements, debates, instructions, etc.). • Can transcribe sentences and passages dictated by the teacher. • Recognises/ identifies key words and phrases. • Can make inferences and predictions. • Can summarise main points in an oral text. • Provides responses, makes judgments and draws conclusions

SPEAKING

READING

WRITING

Makes use of different intonations. • Shares experiences, observations and ideas during structured group talks. • Can express and respond to opinions and ideas clearly, concisely and accurately. • Can support own opinions, conclusions, etc. with examples. • Can carry out conversations on day-to-day matters.

Reads a range of grade appropriate texts both orally and silently. • Uses prior knowledge, experiences and information in various contexts. • Can use dictionary/ encyclopaedia. • Can initially respond to the text. • Understands and appreciates articles, poems, reports, etc.

Can write letters, descriptions; prepare posters, notices; and write messages. • Can provide sufficient details, examples and facts to support main points. • Organises ideas in appropriate sequence

SUGGESTED RATING SCALE

Level 5: Outstanding Fluent, creative, appropriate, accurate, coherent and cohesive. (When we say that the output is cohesive, we mean that it has all the grammatical linkers in place; coherent implies that the output is well- organised.) Level 4: Good Reasonably fluent and accurate but may need some help with cohesion. Level 3: Adequate Output is reasonably appropriate both grammatically and contextually; needs more exposure and help with the vocabulary. Level 2: Needs Help Successful communication, but problems with grammar, vocabulary and coherence. Level 1: Needs a lot of help No real communication; limited vocabulary; no evidence of grammatical knowledge; absence of logical organisation. It is students at Classes 1 and 2 who should receive maximum care and attention from teachers.

SUGGESTED LIST OF ACTIVITIES FOR EACH COMPETENCY (Source: NCERT Sourcebook on Learning Assessment) COMPETENCY ACTIVITIES LISTENING dictation; giving instructions; story -telling and asking questions. SPEAKING answering questions; participating in role-play and dialogues; poem recitation; using greetings and polite expressions; talking about self, family and friends; likes and dislikes. READING a variety of questions based on unseen texts, like story, poem, poster, notice, advertisement, etc.; questions based on seen texts. WRITING completion exercises; sequencing; description of persons, places, objects; writing short compositions, notices; making posters, etc. AN EXAMPLE - DICTATION AS AN ACTIVITY FOR ASSESSING LANGUAGE PROFICIENCY THROUGH LISTENING The Difference-The contemporary dictation test is significantly different from the traditional dictation test. It is NOT at all a test of child’s memory and her spellings. It is actually a test of her overall language proficiency. The Method-A passage appropriate for the age and cognitive level of learners is selected (say Class 3 onwards). The passage is read at a normal speed once. Children listen attentively. They do not write anything. The passage is read again at a slightly slower pace but NOT word by word. Children write as the passage is being read out the second time. The teacher reads the passage one more time so that children can rectify their mistakes. The Assessment-Children can examine each other’s output and compare the similarities and differences. Feedback to the Child and the Teacher-The teacher will soon notice that there are several insights to be gained about the nature of learners’ grammatical knowledge and vocabulary.

BLUEPRINT FOR FORMATIVE ASSESSMENT FA2 & FA4

Class work / Homework/ Assignment/ Worksheets

C O M P Listening U Comprehensio L n S O R Y Prepared Speeches

OR Conversation and Dialogue

Recorded/Read/ Narrated Passage – age appropriate and of suitable length , preferably graded beginning with a simple passage

Large Group/Whole class.

Short speeches on related themes to be prepared and presented

Individual

Everyday talk in known and relevant contexts of the child

Paired/ small groups

PERIODICIT Y

SUGGESTED INDICATORS FOR ASSESSMENT

RECORDING EVIDENCE

2 each per week of CW & HW. One WS per lesson

Regularity Neatness Correctness

Best work or an average of all written

One every month , preferably related to the themes of the lessons /poems

Follows simple oral directions/instructions. Can identify the key ideas and important details. Can retell main events and recall key ideas.

Pronunciation, intonation, Logical sequence

Conversation about matters of daily life Respond to questions Shares and responds to opinions ,ideas, experience

REPORTING

Written Work

METHOD OF CONDUCTING (inform the areas/ indicators of assessment to the children before the activity is conducted) Individual /Paired where a child requires support

Notebook Index WS Folders

Date and detail in the teacher record with a sample/ of the passage/ questions asked

Entry in the teacher record with suitable notes

Interact with the child on one to one basis especially in areas that require progress. Peer assessment can be included for class V

DESCRIPTION

Activity/Grade) Descriptive notes in the teacher’s personal record Record as and when conducted for the groups.

ACTIVITY

Collaborative work on themes using illustrations, write-ups, interviews, slogans, notices etc

O P T Oral Quiz I O N A Story L Development Oral

Story development Written

Teacher directed or student led with questions based on Whole class/small/ large the lesson groups Construct imaginary story Small by continuing in a group or group/Individual/paired individually finishing an incomplete story Giving a different course or conclusion to a known story

Comic strip writing of Individual/paired a known story /illustrated very small groups story/creating picture story boards with simple story line Finishing an incomplete story Giving a different course or conclusion to a known story

PERIODICIT Y

SUGGESTED INDICATORS FOR ASSESSMENT

Team work Content Organisation and presentation Listening Comprehension Time Management Questioning Skills Creativity Logical sequence Communication skills

Creativity Sequence Details and descriptions

RECORDING EVIDENCE

Display of student work

Sample of quiz questions

Notes in the Teacher Record

Student samples Can be displayed

Interact with the child on one to one basis especially in areas that require progress REPORTING

Group Projects

METHOD OF CONDUCTING (inform the areas/ indicators of assessment to the children before the activity is conducted) Small / large group

Activity/Grade) Descriptive notes in the teacher’s personal record Record as and when conducted for the groups.

DESCRIPTION

CHOICE OF ANY ONE PER MONTH. THE CHILD SHOULD CHOOSE DIFFERENT FOR FA2 & FA4 ACTIVITIES

ACTIVITY

Role Play/ Dramatization

The class is divided into groups and questions pertaining to the lessonare asked to assess the students of a group.

Suitable themes and Small/ large groups. lessons which yield to role play in large or small groups

SUGGESTED INDICATORS FOR ASSESSMENT

Art of narration Fluency Expression Punctuation, spelling, use of conjunctions, descriptions, organisation Thinking Skills Alertness Time management Application of Knowledge Reasoning Skills Art of Quizzing Expression- verbal and non-verbal Presentation sequence

RECORDING EVIDENCE REPORTING

PERIODICIT Y

Detail in the teacher record Student samples/Index entry in the CW Texts of quiz with feedback notes to be filed

Notes in the teacher record

Interact with the child on one to one basis especially in areas that require progress

O Creative P Writing T I Oral Quiz O N A L

Narrating a story learnt or in one’s own words/ with visual story boards Writing letters, descriptions, picture compositions, slogans notices, messages, Teacher directed or student led

METHOD OF CONDUCTING (inform the areas/ indicators of assessment to the children before the activity is conducted) Individual Activity/ with support for struggling learners Individual Activity/ with support for struggling learners

(Date/ Activity/Grade) Descriptive notes in the teacher’s personal record) Record as and when conducted for the groups.

Story Telling

DESCRIPTION

CHOICE OF ANY ONE PER MONTH. THE CHILD FOR FA2 & SHOULD CHOOSE DIFFERENT ACTIVITIES FA4

ACTIVITY

CCE CALENDAR OF ACTIVITIES FOR FA2/FA4 CLASS III ENGLISH- MARIGOLD BOOK THREE

PERIOD

LESSONS

COMPULSORY ACTIVITIES

SUGGESTED OPTIONAL ACTIVITIES

AprilMay

Unit-1 Good Morning The Magic Garden

JuneJuly FA1

Unit-2 Bird Talk Nina and the Baby Sparrows Little by Little The Enormous Turnip UNIT-4 Sea Song A Little Fish Story

Written work Listening Comprehension Conversation/Dialogue Prepared Speech Written work Listening Comprehension Conversation/Dialogue Prepared Speech

Creative Writing/Speaking Picture /Experience Based on the school garden Oral Quiz on common/local flowers Presentation with peers and teachers Group project on uses of trees with writing / speaking activity

Written work Listening Comprehension Conversation/Dialogue Prepared Speech CONSOLIDATION OF Written work Listening Comprehension Conversation/Dialogue Prepared Speech

Creative Writing Role Play on Vegetables (Refer page-33 of the textbook)

Aug

Sept Oct

Unit-6 Trains The Story of the Road

Nov

Unit-7 Puppy and I Little Tiger, Big Tiger

Dec

Unit-8 What’s In the Mail Box My Silly Sister

Jan FA 3

Unit-9 Don’t Tell He is my Brother

Feb

Unit-10 How Creatures Move The Ship of the Desert

Written work Listening Comprehension Conversation/Dialogue Prepared Speech Written work Listening Comprehension Conversation/Dialogue Prepared Speech Written work Listening Comprehension Conversation/Dialogue Prepared Speech

Written work Listening Comprehension Conversation/Dialogue Prepared Speech

FA2 Role Play about a journey in a bus/train OR personification of different means of transport Speak/Write about packing /preparing for a journey ( p-54 of the text) RolePlay /dramatization of any animal fable from Aesop’s Fables/ Panchatantra Compose parallel poems ( page 83 of the Text) Show and Tell-about the play activities of babies Presentation with peers and teacher about experiences with siblings/ one’s feelings about being a single child Show and Tell – sign language (page-95)/Role Play of animal movements Picture based Story Developmentcomic strip writing/ speaking/ descriptive writing ( page-106) Role Play/Dramatization with masks

Consolidation of FA4

CCE CALENDAR OF ACTIVITIES FOR FA2/FA4 CLASS IV ENGLISH- MARIGOLD BOOK FOUR

PERIOD AprilMay

JuneJuly FA1

Aug

Sept Oct

Nov

Dec

Jan FA3

Feb

LESSONS Unit-1 Wake Up Neha’s Alarm Clock Unit-2 Noses The Little Fir Tree

Unit-3 Run Nasruddin’s Aim Why

Unit-6 The Donkey I had a Little Pony The Milkman’s Cow Unit-7 Hiawatha The Scholar’s Mother Tongue Unit-8 A Watering Rhyme The Giving Tree Unit-9 Books Going to Buy A Book Unit-10 The Naughty Boy Pinocchio

COMPULSORY ACTIVITIES Written work Listening Comprehension Conversation/Dialogue Prepared Speech Written work Listening Comprehension Conversation/Dialogue Prepared Speech

SUGGESTED OPTIONAL ACTIVITIES Creative Writing- comic strip about conversation between animals in a farm ex- The Four Great Singers Role Play (page-4) by farm animals at breakfast Speak about/Quiz on trees that are significant with celebrations of festivals/ Creative Writing- Illustrated write-up about various parts of the body/ Story Telling-story of the five little fingers Written work Show Tell about sportsperson/sportspeople and Listening Comprehension the their field of sport Conversation/Dialogue Watch a video clip with narration about a sport Prepared Speech and Speak/write about it Speaking/Recitation /Role Play of a parallel poem -Six Honest Men by Rudyard Kipling CONSOLIDATION OF FA2 Written work Story development (page 101) Listening Comprehension Comic strip writing (page 105) Conversation/Dialogue Role Play of the poem with choral recitation Prepared Speech Role Play of the lesson Group Projects on Animals our friends Written work Creative Writing-Write the poem as an illustrated Listening Comprehension story Conversation/Dialogue Role Play/Dramatization of the Story Prepared Speech Written work Personification- written/oral presentation of a Listening Comprehension plant in danger and how it would like to be saved Conversation/Dialogue Group Project on “A green World”or Uses of Trees Prepared Speech and presentation with peers and Teacher Role Play of the Story Written work Book Review/Design a book cover and present Listening Comprehension Book Talk- advertise your favourite book Conversation/Dialogue Prepared Speech Written work Role/Play Dramatization Listening Comprehension I am a Talking Puppet- Make a puppet(s) and enact Conversation/Dialogue an experience. Prepared Speech CONSOLIDATION OF FA4

CCE CALENDAR OF ACTIVITIES FOR FA2/FA4 CLASS V ENGLISH- MARIGOLD BOOK FIVE

PERIOD AprilMay

LESSONS Ice-cream man (Poem) Wonderful waste Bamboo curry

JuneJuly

Teamwork Flying Together My Shadow

Aug

Robinson Crusoe Crying My Elder Brother

October

The Talkative Barber Class Discussion

November Topsy –Turvy Land Gulliver’s Travels December Nobody’s friend The Little Bully

January

Sing a song of People Around the world

February

Malu and Bhalu Who will be Ningthou?

COMPULSORY ACTIVITIES Written work Listening Comprehension Conversation/Dialogue Prepared Speech

SUGGESTED OPTIONAL ACTIVITIES Oral Quiz about various types, flavours, cost and colours of ice-creams Creative Writing- Write a recipe for an imaginary ice-cream of your choice and advertise it with a slogan/song etc Role Play Ice-cream man vending ice- creams to the class children Written work Group Projects on teamwork and collaboration Listening Comprehension Creative Writing- Comic strip writing of the lesson Conversation/Dialogue /conversation between the shadow and the little Prepared Speech boy Story development on teamwork Written work Creative writing/Story Development/ Story Listening Comprehension Telling- based on viewing video clips such as Conversation/Dialogue Treasure Island, Sindbad the Sailor Prepared Speech Group Projects- compile situations illustrated with smileys where one has been disappointed, sad, afraid, left alone.. and present to the class CONSOLIDATION OF FA2 Written work Role Play /Oral Quiz on different professions Listening Comprehension Presentations involving peers and teacher on acts Conversation/Dialogue of bravery , bravery award Prepared Speech Creative Writing- Writing a notice for informing the class Written work Creative Writing- writing a parallel poem Listening Comprehension Story Telling- based on video of Gulliver’s Travels Conversation/Dialogue Story Writing- Video clip/reading of Hansel and Prepared Speech Gretel- house of the witch and describing it. Written work Presentation with Peers and Teacher about how Listening Comprehension to be a good friend with reading of few situations Conversation/Dialogue and stories and discussion based on them Prepared Speech Group Projects- My Best friend Written work Creative Writing-. Meet families in the Listening Comprehension neighbourhood and write about them Conversation/Dialogue Poster making about city/country life Prepared Speech Written work Listening Comprehension Conversation/Dialogue Prepared Speech

Role Play of the Lesson/ Presentation with peers and teacher on sensitivity to the environment and leadership qualities Creative Writing-Compile a glossary of terms related to environment ( Integrated activity0, Slogan writing , message Group Projects – animals and plants in the polar region with emphasis on language competencies CONSOLIDATION OF FA4

RECORDING FORMAT 1- ( Teacher to maintain it for each activity conducted) KENDRIYA VIDYALAYA ……………………………………… CLASS & SECTION:________________ Name of the Teacher:________________________ FORMATIVE ASSESSMENT ( FA 2/4 ) 2012-2013 . Name of Activity : __________________________ Areas of Assessment _________________________________________________________________ Lesson /Poem Sl. Name of No Student

Total

Teacher Notes Consolidation of activities/feedback/ Diagnosis and Remediation carried out

Dt……………….. Dt…………….. Dt………….. Dt……………..

Signature of the Teacher

Cumulative Record (Maintained using the CCE Software (recommended) KENDRIYA VIDYALAYA ……………………………………… CLASS & SECTION:________________ Name of the Teacher:________________________ FORMATIVE ASSESSMENT( FA 2/4 ) 2012-2013 Conversation /Dialogue /Prepared Speech(40)

Listening Comprehension(40)

Written Work(40)

total Roll No.

Names of Students

Optional Activity

TOT

total

total

I

II

III

IV

I

II

III

IV

I

II

III

IV

I

II

III

IV

April/O ct

MayJune/No v

July/ Dec

Aug / Feb

April / Oct

MayJune/ Nov

July/ Dec

Aug/ Feb

April/ Oct

MayJune/N ov

July / Dec

Aug/ Feb

April/ Oct

MayJune/ Nov

July/ Dec

Aug/ Feb

1 2 3 4 5 6 7 8 9 10

Signature of the Teacher

Grand total

Aggregat e (40)

प्रारं लभक आकलि एफ ए 2 और 4 के ललए ददशानिदे श

हिन्दी कक्षा III-V

एनसीएफ का मल ू ्ांकन पर दृष्टिकोण ,

प्राथलमक स्तर पर ववशेष रूप से, एक साथथक और व्यापक प्रक्रक्रया के रूप में करिे के ललए संबंचित गुणवत्ता औरहर एक बच्चे की लशक्षा, ज्ञाि के निमाथण और उसके / उसकी ददलचस्पी की हद और सीखिे के प्रनत अपिे दृष्टटकोण है - जो ववलभन्ि गनतववचियों में प्रकट हो सकता है ।

ललखने-बोलने, सि ु िे एवं पढ़िे की भावषक क्षमताएँ ववद्यालय के सभी ववषयों और अिश ु ाशिों के लशक्षण से ववकलसत होती हैं। भाषा पढ़ाने वाले लशक्षक की भलू मका की महाितािा की गंभीरता इसी बात से जाहीर है क्रक एक तो भाषा परू ी पाठ्यचचाथ में ववद्यमाि होती है और दस ू रे , भाषाज्ञाि, सामाष्जक संबंिों को कई स्तरों पर मजबत ू करता है ष्जसका ववशेष महत्व है ।

भाषा लिक्षक की भलू मका इस हद तक हो क्रक भाषा पाठ्यचचाथ की सीमाओं में बँिी ि रहकर स्वछं द हो और जदटल तरीकों से भाषा का प्रयोग ववववि प्रकार से सामाष्जक संबंिों को और मजबत ू बिाए,वस्तुतः यह बहुत महत्वपण ू थ है ।

भाषा – लिक्षण के मामले में संपण थ ावादी ( होललष्स्टक) रुख अपिािे की ज़रूरत है । ववववि संिभों में भाषा प्रयोग पर आिाररत ू त पाठ्यपस् ु तकों को लशक्षण का आशार बिािा आवश्यक है । परीक्षण तै्ार करने की प्रक्रि्ा कोई भी परीक्षण तैयार करिे की प्रक्रक्रया, यहाँ तक क्रक कक्षा के भीतर की भी, मख् ु यतः तीि चरणों में संपाददत होती है; १॰ अलभकल्प

२. संचालि

और

३. परीक्षण का प्रशासि

अलभकल्प तैयार करते समय प्रश्िों का वववरण ,पहचाि और चुिाव शालमल होता है । संचालि की अवस्था में परीक्षण में प्रयक् ु त क्रकए जािे वाले ववववि कायों के ववशेष वववरण तैयार क्रकए जािा है और इसके साथ ख़ाका भी तैयार क्रकया जािा है जो यह बताता है क्रक वास्तववक परीक्षण का रूप दे िे के ललए जाँच कैसे की जाती है । परीक्षण का ववकास लशक्षक क्रक परीक्षण की उपयोचगता को गौर से दे खिे /पड़ताल करिे का अवसर प्रदाि करता है । ववकास की यह प्रक्रक्रया अिक्र ु यात्मक होिा आवश्यक है । परीक्षण के लीए ददए जािे वाले कायथ १. अित्ु पादक परीक्षण कायथ ( क्लोज परीक्षण करिा, श्रुतलेखि,अिव ु वाद, िोट ललखिा, िोट लेिा, संयोजि ...... ) २. उत्पादि परीक्षण कायथ ( जोड़ा लमलािा, बहुवैकष्ल्पक,क्रमबद्ध करिा आदद) ३. पोटथ फोललयो –आकलि ( एक खास अवचि में ववद्याथी द्वारा क्रकए गए सज ृ िात्मक कायथ ४. भाषा का पोटथ फोललयो प्रपत्रों का संगदठत व क्रमबद्ध संग्राह हो सकता है ष्जसे ववद्याथी िे खास समय के दरम्याि में क्रकया हो, और उसे व्यवष्स्थत ढं ग से प्रदलशथत क्रकया जा सकता है । इससे ववद्याथी में सीखिे के प्रनत दानयत्वबोि पिपता है । मल ू ्ांकन मल् ू यांकि एक सतत प्रक्रक्रया हैं ....... इसका प्राथलमक उद्देश्य प्रववचि ,सामग्री, लशक्षक, प्रलशक्षण और कक्षा में कायथ निटपादि में सि ु ार के ललए प्रनतपटु टी प्राप्त करता है ..... भावषक मल् ू यांकि में आिनु िक तरीके यह सझ ु ाते है क्रक ववववक्त बबन्दओ ु ं और समाकलिात्मक परीक्षण जैसी बंद प्रक्रक्रया जो सभी स्तरों पर ववववि रूपों में सज ृ िात्मक ढं ग से ढाला जा सकता है ।

ववद््ार्थी का मल ू ्ांकन एक साथथक ररपोटथ बिािे के ललए ज़रूरी है - हर बच्चे के सीखिे का मल् ू यांकि करिा। बच्चों के उपलष्धि स्तर के साथ-साथ बच्चे की अलभरुचच , अलभवष्ृ त्त (सीखिे की) तथा उसके स्वतंत्र रूप के सीखिे की क्षमता भी शालमल है । इि सबको समझिे के ललए यहा ज़रूरी है की कक्षा में मल् ू यांकि की प्रक्रक्रया को बदला जाए ष्जसके अंतगथत मल् ू यांकि उि अिभ ु वों पर आिाररत हो जो बच्चा सीखते समय अिभ ु व करें । सीखिे की प्रक्रक्रया का मल् ू यांकि होता है ष्जसमें िीमी गाती और तेज़ गनत वाले अचिगमकताथ के रूप में तल ु िा, ववभाजि और वगीकरण ि हो। दक्षता िाहीं है, जैसे निणथया या अंक दे िे जैसी क्रक्रया केवल एक अवलेकि पर आिाररत होती है , जो अपेक्षक्षत िहीं हैं। अवलेकि ववशेषकर, एसवी-अवलेकि, एक शष्क्तशाली उपकरण होता है ष्जससे लशक्षक्षका /लशक्षक दस ू रों के बारे में बहुत कुछ जाि सकते हैं। प्रनतददि अवलेकि डाइरी ललखिा निरं तर मल् ू यांकि मैं मादद करता है ।

प्रारं हिक आकलन एफए 2 और 4 एफए के हलए खाका आवहिकिा का

कक्षा कार्य / गृि कार्य

व्यहिगि / र्ुहममि िै,

सौंपा गर्ा काम /

ििां एक बच्चे को समर्यन की आवश्र्किा िै

२ कक्षा कार्य और गृि कार्य प्रहि सप्ताि. पाठ अनुसार एक कार्यपत्र

हलहखि कार्य श्रवण करना बोि बाििीि और वािायलाप

िैर्ार िाषणों र्ा

अहनवार्य क्रिर्ाकलाप

कार्यपत्र दिय की पढें / / सुनाई पैसेि - उम्र उहिि और उपर्ुि

बडे समूि / पूरे वगय

अहिमानिः पाठ के / कहविाओं के हवषर्ों से संबंहिि

लंबाई की, अहिमानिः एक सरल बीिने के सार् र्ुरुआि वगीकृ ि संबंहिि हवषर्ों पर लघु िाषण करने के हलए िैर्ार और प्रस्िुि क्रकर्ा िाएगा िर रोि बाि करिे िैंबच्चे के हलए ज्ञाि िै और प्रासंहगक संदिों में

एक िर मिीने,

व्यहिगि

र्ुहममि / छोटे समूिों में

सुझाव क्रदर्ा मूलर्ांकन के हलए संकेिक

अहिलेख/ िैर्

एकसमानिा सुर्रापन करे क्टनेस

सबसे अच्छा काम र्ा एक औसि सिी हलहखि

साक्ष्र्/ प्रमाण

इत्र्ाक्रद का आदर्य

नोटबुक के अनुिमहणका कार्य पत्रक फोलडसय सरल मौहखक हनदेर्ों / क्रदनांक और (गहिहवहि /ग्रेड) अनुदर् े ों का पालन करिा हवस्िार हर्क्षक के िै। व्याख्र्ा हविारों और व्यहिगि अहिलेख हर्क्षक ररकॉडय मित्वपूणय हववरण की में पाररि िोने / के ररकाडय में पििान कर सकिे िैं। का एक नमूना वणयनात्मक नोटों मुख्र् घटनाओं हनकल के रूप में और िब पूछे िाने वाले सकिे िैं और मुख्र् हविारों समूिों के हलए प्रश्न को र्ाद करिे िैं। आर्ोहिि िै। हर्क्षक ररकॉडय उच्चारण, आवाज़ का उिार में उपर्ुि नोटों - िढाव , िार्ककक अनुिम के सार् प्रवेर् दैहनक िीवन के मामलों के बारे में वािायलाप प्रश्नों के िवाब बच्चा रार्, हविारों, अनुिव और साहर्र्ों के समूि के सार् र्ेर्र करने के हलए प्रहिक्रिर्ा करिा

पूरी िरि से एक से एक के आिार पर बच्चों के सार् सििाहगिा करें । हवर्ेष रूप के हववरणी क्षेत्रों की प्रगहि की आवश्र्किा िै। सिकमी मूलर्ांकन 5 वगय के हलए र्ाहमल क्रकर्ा िा सकिा िै

प्रक्रिर्ा िरे क (बच्चों को गहिहवहि के मूलर्ांकन के क्षेत्रों / संकेिकों को सूहिि करने से पिले आर्ोहिि क्रकर्ा िािा िै)

क्रिर्ाकलाप/

हववरण

Small / large group

का िुनाव। िर एक

साक्षात्कार, नारे , नोरटस आक्रद का उपर्ोग कर हवषर्ों पर सिर्ोगात्मक कार्य हनदेहर्ि हर्क्षक र्ा छात्र प्रश्नों के सार् नेिृत्व पाठ पर आिाररि एक समूि में िारी रखने के द्वारा कालपहनक किानी का हनमायण व्यहिगि रूप से र्ा एक अिूरी किानी पररष्करण एक किानी के हलए ज्ञाि िािा िै एक अलग पाठ्यिम र्ा हनष्कषय देिे कॉहमक हस्िप के लेखन एक ज्ञाि किानी / सहित्र किानी / हित्र सरल किानी के सार् किानी बोडों बनाने एक अिूरी किानी समाप्त एक किानी के हलए ज्ञाि िािा िै एक अलग पाठ्यिम र्ा हनष्कषय देिे

प्रहि माि क्रकसी एक हवद्यार्ी एफए २

टीम कार्य सामग्री आर्ोिन िर्ा प्रस्िुहि

और एफए ४ के हलए हवहिन्न गहिहवहिर्ों का िर्न कर सकिा पूरी कक्षा / छोटे / बडे समूिों

िै

सुनना समर् प्रबंिन पूछिाछ के कु र्लिाएँ

(गहिहवहि /ग्रेड)

हवद्यार्ी के काम का प्रदर्यन

हर्क्षक के व्यहिगि अहिलेख के ररकाडय में वणयनात्मक नोटों के रूप में और िब प्रश्नोत्तरी समूिों के हलए सवालों का आर्ोहिि िै। नमूना

लघु समूि / व्यहिगि / र्ुहममि

रिनात्मकिा िार्ककक अनुिम संिार कौर्ल

अध्र्ापक के ररकाडय में नोट्स

व्यहिगि / र्ुहममि बहुि छोटे समूि

रिनात्मक अनुिम हवस्िृि हववरण

छात्रों के नमूने प्रदर्शर्ि क्रकर्ा िा सकिा िै

बच्चे के सार् एक से एक के आिार सििाहगिा करें हवर्ेष रूप से उन क्षेत्रों में िो प्रगहि की आवश्र्किा िोिी िै

किानी के हवकास मौहखक किानी के हवकास हलहखि

वैकहलपक क्रिर्ा कलाप

मौहखक प्रश्नोत्तरी

समूि पररर्ोिनाएं

हित्र, हलखने अप,

पत्र लेखन, वणयन, हित्र व्यहिगि गहिहवहि / हर्क्षार्ी हिन्िें मागयदर्यन रिनाएँ, नारे , नोरटस, की िरूरि िो संदर् े

कर्न की कला अबाि िाषण अहिव्यहि हवराम हिह्न, वियनी, संर्ोिक के प्रर्ोग, हववरण, संगठन कर्न की कला अबाि िाषण अहिव्यहि हवराम हिह्न, वियनी, संर्ोिक के प्रर्ोग,

हर्क्षक के व्यहिगि ररकॉडय में (क्रदनांक / / गहिहवहि ग्रेड) नोट वणयनात्मक) ररकाडय के रूप में और िब समूिों के हलए आर्ोहिि िै।

हर्क्षक अहिलेख में हवस्िार हववरण छात्र नमूने / कक्षा कार्य में सूिकांक प्रहवहि हर्क्षक अहिलेख में हवस्िार छात्र नमूने / कक्षा कार्य में सूिकांक प्रहवहि

मौहखक प्रश्नोत्तरी

हर्क्षक हनदेहर्ि र्ा छात्र का नेिृत्व क्रकर्ा गर्ा

उपर्ुि हवषर्ों और पाठ िो बडे र्ा छोटे समूिों में िूहमका हनिाने के हलए हनकलेगा

वगय समूिों और पाठ से संबंहिि सवालों में हविाहिि िोिा िै एक समूि के छात्रों का मूलर्ांकन करने के हलए किा िािा िै। लघु / बडे समूिों में.

हविार कौर्ल सिगिा समर् प्रबंिन ज्ञान के आवेदन िकय कौर्ल प्रश्नोत्तरी की कला अहिव्यहि मौहखक और गैर मौहखक प्रस्िुहिकरण अनुिम

प्रश्नोत्तरी ग्रंर्ों की प्रहिक्रिर्ा के हलए दार्र क्रकर्ा रटप्पहणर्ों के सार् हर्क्षक अहिलेख में रटप्पणी

आवश्र्किा िोिी िै

नोरटस आक्रद का उपर्ोग कर हवषर्ों पर सिर्ोगात्मक कार्य

प्रहि माि क्रकसी एक का िुनाव। िर एक हवद्यार्ी एफए २ और एफए ४ के हलए हवहिन्न गहिहवहिर्ों का िर्न कर सकिा िै

बच्चे के सार् एक से एक के आिार सििाहगिा करें ,हवर्ेष रूप से उन क्षेत्रों में िो प्रगहि की

सृिनात्मक लेखन

रिनात्मक /

साक्षात्कार, नारे ,

व्यहिगि गहिहवहि / हर्क्षार्ी हिन्िें मागयदर्यन की िरूरि िो

हववरण, संगठन

िूहमका हनिा / नाटकीर् रूपांिरण

वैकहलपक क्रिर्ा कलाप

समूि पररर्ोिनाएं

हित्र, हलखने अप,

उदािरण :

के न्रीर् हवद्यालर् संगठन आंिहलक क्षेत्रीर् हर्क्षा संस्र्ान हनमायणात्मक मूलर्ांकन २ एवं ४ िेिु सुझाहवि क्रिर्ाकलाप पाठ का र्ीषयक

अप्रैल -

कक्कू र्ेखीबाज़ मक्खी

२ ३

िुलाई

४ ५

अगस्ि

बिादुर हबत्तो  मूस की मज़दूरी िम से सब कििे

हसिंबर

रटपरटपवा

६ ७

बंदर बाँट





िाँद वाली अम्मा  सूरि और िाँद ऊपर क्र्ों गए मन करिा िै

अिू बर

१०

११ नवंबर क्रदसंबर

१२ िनवरी

अक्ल बडी र्ा िैंस क्र्ों िी मल और कै से कै सहलर्ा  सदी आई मीरा बिन और बाघ  किानी की किानी

१३

िब मुझे सांप ने काटा  बच्चो के पत्र हमिय का मज़ा

१४ फरवरी

सब से अच्छा पेड

१५

पहत्तर्ों का हिहडर्ाघर  नाना नानी की काम

अपेहक्षि कु र्लिाएँ एवं अहनवार्य क्रिर्ा कलाप

सुझाववत वैकष्ल्पक गनतववचियाँ

किानी को आगे बढाना, पात्र पररिर्, हित्र की मदद से संवाद हनमायण हित्रों द्वारा किानी खोि, कठपुिली नाि/ गान कालपहनक संवाद / नाटक एकल नाटक

लघु प्रश्नोत्तरी (क्रिि),एकलन, नाटकीकरण,पररििाय,



मास

सुनना, बोलना, लेखन, सृिनात्मक लेखन, वािायलाप, अहििाषण, आर्ुिार्ान,

िं .सं

कक्षा – ३ हवषर् : हिन्दी

पिेली हनमायण मुिावरों का वाक्र्ों में प्रर्ोग कालपहनक िररत्र की िूहमका हनिाना किानी को एक नर्ा रूप देना, किानी बढाना बाघ के मुँि से इस किानी का कर्न स्वहनर्शमि मुखौटे पिनकर पाठ का नाटकीकरन किानी को नर्ा मोड देना अपने पसंद की व्यंिन बनाने की हवहि को सिपारठर्ों के सार् बाँटना व्यंिन पििानना संगणक पर पावर पॉइंट प्रस्िुहि मौहखक लघु प्रश्नोत्तरी पावर पॉइंट के आिार सिपारठर्ों एवं अध्र्ापक के सार् वािायलाप र्ा ििाय – ( िमारे मददगार , उनके उपकरण और काम करने की हवहि वन्नीर् प्राणीर्ों के प्रहि संवेदना , सामूहिक पररर्ोिना , िारर के /अपने राज्र् के अिर्ारण्र् के बारे में कक्षा में पररििाय वृक्षारोपण , वनमिोत्सव , औषदीर् बाग की सैर घरे लू नुसके की िानकारी

के न्रीर् हवद्यालर् संगठन आंिहलक क्षेत्रीर् हर्क्षा संस्र्ान हनमायणात्मक मूलर्ांकन २ एवं ४ िेिु सुझाहवि क्रिर्ाकलाप

०३. ०४.

०५.

मन के िोले िाले बादल िैसा सवाल वैसा िवाब

क्रकरहमि की गेंद  कोई लाके मुझे दें पापा िब बच्चे र्े  उलझन  एक सार् िीन सुख दोस्ि की पोर्ाक  नसीरुद्दीन का हनर्ाना

०६.

नाव बनाओ , नाव बनाओ

०७.

दान का इसाब

०८.

कौन ?

०९.

स्विंत्रिा की ओर

१०.

र्प्प रोटी, र्प्प दाल

११.

पढक्कू की सूझ

१२.

१३.

अपेहक्षि कु र्लिाएँ एवं अहनवार्य क्रिर्ा कलाप

सुनीिा का पहिर्ा कु सी

हुदहुद

सुझाहवि वैकहलपक गहिहवहिर्ाँ

लर्बद्ध र्ब्दों के सार् नव कहविा का हनमायण करना किानी का नाटकी कारण , अन्र् किानी सुनाना र्ा एकलन प्रस्िुिी करना अकबर के िीवानी को कक्षा में सुनाना अन्र् व्यहिर्ों की िाहिरिवाबी की क्रकस्से सुनाना नाटकीकरण मानव मूलर्ों के बारे में – लघु ििाय मैं बढा िोकर क्र्ा बनूँगा और क्र्ों श्रम का गौरव – वािायलाप र्ा लघु अनुच्छेद लेखन हवहिन्न पोर्ाकों का प्रदर्शर्णी िर्ा पररिर् नसीरुद्दीन के अन्र् क्रकस्से सुनाना , मुिावरों का प्रर्ोग

,(क्रिि),एकलन, नाटकीकरण, पररििाय

०१. ०२.

पाठ का र्ीषयक

सुनना, बोलना, लेखन, सृिनात्मक लेखन, वािायलाप, अहििाषण, आर्ुिार्ान, लघु प्रश्नोत्तरी

िं .सं

कक्षा – ४ हवषर् : हिन्दी

लोक गीि - समूि प्रस्िुिी नाव बनाने की हवहि को कक्षा में सुनाना र्ा सृिनात्मक लेखन ( बरसाि के मौसम में बीमाररर्ों से कै से बिाएँ ) किानी का मूक अहिनर् – एक समूि अन्र् समूि  इस किानी का संवाद पदे के पीछे से कहव पररिर् स्वरहिि कहविा प्रस्िुिी देर्ििी के नारे , लघु नाटक नेिाओं के िीवनी –मौहखक र्ा हलहखि रूप में व्यि करना स्विंत्रिा के मुख्र् घटना रे खा दर्ायना नाटकीकरण हवहर्ि व्यंिनों के बारे में पाक र्ास्त्र पर पावर पॉइंट प्रेिेंटेर्न मुिावरों का अपने वाक्र्ों में प्रर्ोग िारि के गाँव के बारे में लघु प्रश्नावली – छात्रों द्वारा हनर्शमि एवं संिाहलि अक्षर िाल हनमायण करना हवहिन्न पत्रों के बारे में कक्षा में लघु प्रर्ानोत्तर अपने आस – पास के कोई एक हवर्ेष व्यहि

(िो सुन-बोल

निीं सकिा) के बारे में पररिर् देना अपने हप्रर् पक्षी का मुखौटा खुद बनाकर पिनकर उस पक्षी की हवर्ेषिाएँ बिाना

किानी को अपने दोस्िों के सार् बाििीि को कक्षा में नाटक के रूप में प्रस्िुि करना कोई एक पक्षी को पििानने के हलए िार से पाँि हबन्दु हलखना िर एक रं ग का नाम कै से बना िोगा? इस हवषर् पर सोिकर कक्षा में ििाय करना १४.

मुफ्ि िी मुफ्ि

किानी के पात्र के बारे में संहक्षप्त िाषण, अपने िाषा र्ा राज्र् िी कोई अन्र् लोक कर्ा कक्षा में सुनाना /नाटक के रूप में प्रस्िुि करना ।

के न्रीर् हवद्यालर् संगठन आंिहलक क्षेत्रीर् हर्क्षा संस्र्ान हनमायणात्मक मूलर्ांकन २ एवं ४ िेिु सुझाहवि क्रिर्ाकलाप कक्षा – ५ हवषर् : हिन्दी अपेहक्षि िं .सं पाठ का र्ीषयक सुझाहवि वैकहलपक गहिहवहिर्ाँ कु र्लिाएँ एवं अहनवार्य क्रिर्ा कलाप

फसलों के त्र्ोिार

०३.

हखलौनेवाला  ईदगाि  िवाई छत्री नन्िा फनकार

०४.

०५.

०६. ०७.

ििाँ िाि विाँ राि  बाि का सफर  पत्र हिट्ठी का सफर डाक्रकए की किानी ,

०८.

कं वरससि की िुबानी वे क्रदन िी क्र्ा क्रदन र्े

०९.

एक माँ की बेबसी

कटपुिली के माध्र्म से किानी प्रस्िुि करना अपने हप्रर् त्र्ोिार के बारे कक्षा में बाि करना अपने हप्रर् पकवान बनाने की हवहि बिाना कोई एक िार्शमक त्र्ोिार कक्षा में मनाना और उस क्रदन की गहिहवहिर्ों का नाटकीकरण समूि पररर्ोिना – अपने देर् र्ा राज्र् के क्रकन्िीं दो ऐहििाहसक स्मारकों के बारे में हवस्िृि िानकारी प्राप्त कर कक्षा में ििाय पावर पॉइं ट प्रस्िुिी – िारि के हवहिन्न

एकलन, नाटकीकरण, पररििाय,

०२.

अन्र् लोक कर्ा सुनाना , मुख्र् पात्र पररिर् ,

आर्ुिार्ान, लघु प्रश्नोत्तरी (क्रिि),

राख़ की रस्सी  दुहनर्ा की छि

सुनना, बोलना, लेखन, सृिनात्मक लेखन, वािायलाप, अहििाषण,

०१.

कर्ीदाकारी अपने आस – पास के कोई एक हवर्ेष व्यहि (िो मूक-बहिर िो ) के बारे में पररिर् देना हवहिन्न पत्रों के बारे में कक्षा में लघु प्रर्ानोत्तर डाकघर के सैर िादोपरान्ि लघु प्रश्नोत्तरी डाक कमयिारी से िेंट वािाय वाद हववाद प्रहिर्ोहगिा कलपना करके हलखो - २०२०में िारि का स्वरूप अलग ढंग से सक्षम बच्चे - एक पावर पॉइं ट प्रस्िुहि

 मज़ा खटोला

१३.

१४.

१५.

१६. १७.

१८.

गुरू और िेला  हबना िड का पेड स्वामी की दादी  काटूयन  आस-पास बाघ आर्ा उस राि  एहर्र्ाई र्ेर के हलए मीठी गोहलर्ाँ हबर्न की क्रदलेरी  राि िर हबलखिेसिघाडिे रिे पानी रे पानी  नदी का सफर छोटी सी िमारी नदी  िोडासांकों वाला घर िुनौिी हिमालर् की  िम क्र्ा उगािे िैं

िाषण /परठि व्याख्र्ान , लघु प्रश्नोत्तरी पाठ का नाटकीकरण हवहिन्न पकवान के प्रदरर्ीनी , पत्र पहत्रकाओं में से नए र्ा हिन्न प्रकार के पकवान हवहि की संग्रि कर कक्षा में प्रदर्शर्नी व मौहखक िानकारी प्रस्िुहि सूझ – बूझ की किाहनर्ाँ – पढना , रिना करना एवं सिपारठर्ों को सुनाना आर॰ के ॰ नारार्नन की किाहनर्ाँ – वीहडर्ो

(क्रिि),

१२.

एक क्रदन की बादर्ािि िावल की रोरटर्ाँ

सुनना, बोलना, लेखन, सृिनात्मक लेखन, वािायलाप, अहििाषण, आर्ुिार्ान, लघु प्रश्नोत्तरी

१०. ११.

र्ामस आलवा एडीसन , िेलेन के ललर के बारे में

प्रस्िुहि का हवमर्यन काटूयऊंस द्वारा आर॰ के ॰ नारार्नन की किाहनर्ाँ की प्रस्िुिी बाघ के बारे में हवर्ेष अहिकिम िानकारी /िाषण प्रस्िुहि हवज्ञान – अहिर्ाप र्ा वारदान  प्राकृ हिक िीवों के हलए संवेदना िीवारक्षण पर ििाय िल प्रदूषण  कारण और सुिार एक पररििाय िारि में प्रमुख बांि के बारे में िानकारी प्प्राप्त करना और प्रदर्शर्नी प्रस्िुहि पवयिारोिण में आने वाली करठनाइर्ाँ - एक ििाय िारि के प्रहसद्द पवयिारोिी के बारे में संहक्षप्त हववरण देना

मूलर्ांकन हनदेर् वािायलाप कौर्ल , र्ब्दिंडार, सार ग्रिण , र्ब्ििन्ढार, स्वरहिि सृिनात्मक लेखन का हवकास, व्याकरण का सिी प्रर्ोग, सिी वाक्र् हनमायण, अर्यग्रिण कर अपने र्ब्दों में अहिव्यि करना ,सिी वाक्र् में एक नई क्रदर्ा में किानी को आगे बढाना

KVS ZIET MYSORE TEACHER’S MANUAL FOR FORMATIVE ASSESSMENT

MATHEMATICS FOR CLASSES III TO V

S.NO 1 2 3 4 5 6

7

CONTENT Introduction Continuous Assessment Indicators in Mathematics Blueprint for Formative Assessment CCE Calendar of suggested Activities for Classes III,IV, V Recording Formats:  Teacher’s Notes and Record for each Activity  Cumulative Record FAQs- Frequently Asked Questions

   

(NCERT Source Book on Assessment for Classes I-V) Children have various capabilities and learn in different ways. A balanced assessment should take care of assessing the complete child. No single assessment took or method is capable of providing information about a child’s progress and learning in different areas of development. Continuous assessment aims at assessing how and how much the children have learnt and provides support to them to learn to their fullest capabilities.

Assessment can become a useful and interesting process. To realize this you need to keep in mind: 1. Being clear about why you are assessing the child. 2. Not labeling the children as slow, poor, intelligent, disturbing and making comparisons between children. 3. Using a variety of ways to collect information about the child’s learning and progress and crossing curricular boundaries. 4. Collecting information continuously and recording the same. 5. Giving top priority, time and opportunity to each child’s way of learning and responding. 6. Providing feedback in clear and simple language, which will lead to positive action and help the child to learn better. The Manual has been compiled with excerpts from these sources: 1. Activities from the Split of syllabus posted on www.kvsangathan.nic.in 2. CCE guidelines posted on www.kvsangathan.nic.in 3. NCERT Source Book on Assessment for Classes I-V (Mathematics) 4. CCE Trainers Manual for Indicators of Assessment The CCE calendar of activities for each chapter/unit/lesson, recording formats and blueprints have been generated by the team during the Three Day Workshop for Material Production held at KVS ZIET Mysore from 26 to 28 September2012.

 Assessment of the outcomes of learning in holistic education is integral to the teachinglearning process.  Each session on learning should involve three parts: process of learning, applying what has been learned, and assessment of what has been learned.  In order to have Continuous and Comprehensive Evaluation, both scholastic and coscholastic aspects need to be given due recognition.  The process of assessment includes the following dimensions of mathematical learning: 1. concepts and procedures 2. mathematical reasoning 3. dispositions towards mathematics 4. using mathematical knowledge and techniques to solve problems 5. communication Through assessment teachers should explore the nature of children’s learning of both concepts and procedures systematically, as this would enable teachers to plan their own instruction more effectively. In order to assess children’s learning, observation, oral questions and discussions, written tasks, projects and group work may be used. Assessment must not induce anxiety or frustration, and therefore it is necessary that all methods allow for children to experience success, show what they can do, and attempt challenging questions (in a problem solving situation), encouraging them to inquire, think, experiment, reason and solve. Assessment would also need to include classroom observation in the form of mental notes the teacher makes as she teaches and while children work, regarding aspects of each child’s participation as well as individual work characteristics. Some of the aspects to note would include: does the child ask questions, is he/she able to follow arguments and make their own, what does she/he do when confronted with a new type of problem, etc.

In order to help the quality of learning, a record the following aspects may be kept child wise:  Mathematical concepts (elaborated into various dimensions and subsections)  Mathematical reasoning (able to follow an argument/able to provide an argument, justification, etc.)  Attitude towards mathematics (persists at task, confident about ability to do, etc.)  Using mathematical knowledge and techniques to solve problems (can solve problems in more than one way if possible.)  Communication (initiates questions/ explains to peers, etc.)  Metacognition (able to explain how and why she did what she did and reflect on the procedures followed by others.)

THE INDICATORS The indicators/markers of quality for assessment of achievement in four operations for Classes I-V are presented in the box. The teachers can develop their own indicators based on the syllabus. Numbers

Class I

Reads and writes numbers upto 20

Class II

Reads and writes numbers upto 100 .

Class III

Reads and writes numbers upto 1000

Addition, Subtraction, Multiplication and Division Adds and subtracts numbers up to 20 Adds two single digit numbers mentally Adds and subtracts two digit numbers Adds and subtracts single digit numbers mentally Discusses situation involving repeated addition. Computes sum and difference between two given numbers (do not exceeding 3digit numbers)

Length

Weight

Time

Money

Distinguishes between nearfar, thin-thick, shorterlonger/taller, low-high. Measures lengths and distances along short and long paths using uniform (nonstandard) units (for example, hand span, etc.)

Compares heavy and light objects.

Distinguishes between long and short duration of school days v/s holidays. Reads the days of week and months of the year.

Identifies common currency notes and coins upto Rs. 50/Puts together amount of money not exceeding Rs. 50/-

Measures length using appropriate standard unitsmeters, centimeters.

Weighs objects using standard units

Reads a calendar to find a particular day and date Reads clock time correct to the hour.

Converts rupees to paise

Determines area and parameter of simple geometrical figures. Solves problems involving length and distance.

Determines sums and differences of weights

Calculates the number of weeks in a year. Reads clock time to the nearest hours and minutes.

Adds and subtracts amounts using column addition and subtraction with regrouping.

Explains the meaning of 1/2, 1/4 and 3/4

Uses the four operations in solving problems related to length

Uses the four operations in solving problems related to weight. Converts kilogram into grams.

Uses addition and subtraction in finding time intervals in simple cases.

Uses the four operations in solving problems involving money.

Compares fractions Uses decimal fractions in the context of units of length and money

Compares weights of two objects using simple balance.

Constructs multiplication tables of 2, 3, 4, 5, and 10. Class IV

ClassV

Reads and writes numbers upto 100000

Divides a given number by another number

Reads and writes numbers upto 10000000

Explains the meaning of factors and multiples.

Fraction

Appreciates equivalent fractions of 1/2 and 2/3

Geometry

Data Handling

Patterns

Class I

SHAPES & SPATIAL UNDERSTANDING • Develops and uses vocabulary of spatial relationship • Sorts, Classifies and describes the objects • shapes affect movement like rolling and sliding. • Sorts 2 - D shapes

Collects, represents and interprets simple data such as measuring the arm length or circumference of the head using a paper strip.

• Describes sequences of simple patterns found in shapes in the surroundings and in numbers, e.g. stamping activity using fingers and thumb. • Completes a given sequence of simple patterns found in shapes in the surroundings and in numbers.

Class II

• Observes objects in the environment and gets a qualitative feel for their geometrical attributes. • Identifies the basic 3-D shapes such as cuboid, cylinder,cone, sphere by their names. • Traces the 2-D outlines of 3-D objects. • Observes and identifies these 2-D shapes. • Identifies 2-D shapes viz., rectangle, square, triangle, circle by their names. • Describes intuitively the properties of these 2-D shapes. • Identifies and makes straight lines by folding, straight-edged objects, stretched strings and draws free hand and with a ruler. • Draws horizontal, vertical and slant lines (free hand). • Distinguishes between straight and curved lines. • Identifies objects by observing their shadows.  Creates shapes through paper folding, paper cutting. • Identifies 2-D shapes • Describes the various 2-D shapes by counting their sides, corners and diagonals. • Makes shapes on the dot-grid using straight lines and curves. • Creates shapes using tangram pieces. • Matches the properties of two 2-D shapes by observing their sides and corners (vertices). • Tiles a given region using a tile of a given shape • Distinguishes between shapes that tile and that do not tile. • Intuitive idea of a map. Reads simple maps (not necessarily scaled)

• Collects data through measurement. • Represents the data followed by discussion (e.g. heights of children). • Collects and presents the data on birthdays. • Draws inferences from the data at the appropriate level.

• Observes and extends patterns in sequence of shapes and numbers. • Searches for patterns in different ways of splitting a number. • Creates block patterns by stamping thumbprints, leaf prints, vegetable prints, etc. • Creates patterns of regular shapes by stamping.

• Records data using tally marks. • Collects data and represents in terms of pictograph choosing appropriate scale and unit for display through pictographs. • Draws conclusions from the data by discussing with the teacher

• Identifies simple symmetrical shapes and patterns. • Makes patterns and designs from straight lines and other geometrical shapes. • Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers.

Class III

• Draws some 3D-objects.

.

• Partitions a number in different ways. • Identifies patterns in his surroundings • Identifies patterns in multiplication with, and dividing by 10s.

Class IV

Draws a circle free hand and with compass. • Identifies centre, radius and diameter of a circle. • Uses Tangrams to create different shapes. • Tiles geometrical shapes: using one or two shapes. • Chooses a tile among a given number of tiles that can tile a given region both intuitively and experimentally • Explores intuitively the area and perimeter of simple shapes • Makes 4-faced, 5-faced and 6faced cubes from given nets especially designed for the same. • Explores intuitively the reflections through inkblots, paper cutting and paper folding  Reads and draws 3-D objects,

• Collects data and represents in the form of bar graphs; • Draws Inferences by discussing with the teacher.

• Identifies patterns in multiplication and division: multiples of 9, • Casts out nines from a given number to check if it is a multiple of nine. • Multiplies and divides by 10s, 100s. • Identifies geometrical patterns based on symmetry.

Class V

• Gets the feel of perspective while drawing a 3-D object in 2-D. •Gets the feel of an angle through observation and paper folding •Identifies right angles in the environment. • Classifies angles into right, acute and obtuse angles • Represents right angle, acute angle and obtuse angle by drawing and tracing. •Explores intuitively rotations and reflections of familiar 2-D shapes. • Explores intuitively symmetry in familiar 3-D shapes. • Makes the shapes of cubes, cylinders and cones using nets especially designed for this purpose

• Collects two-dimensional quantitative data and represents the data in the form of a table. • Draws a bar graph or a pictograph to present a data.

• Identifies patterns in square numbers, triangular numbers. • Relates sequences of odd numbers between consecutive square numbers. • Makes border strip and tiling patterns

METHOD OF CONDUCTING (inform

PERIODICITY

SUGGESTED INDICATORS FOR ASSESSMENT

RECORDING (Date)

EVIDENCE

the areas/ indicators of assessment to the children before the activity is conducted)

Written assignments

Class work / Homework / Assignment/ Worksheets

Individual /Paired where a child requires support

2 each per week of CW & HW. Two WS per lesson

Regularity Neatness Correctness

Best work or an average of all written tasks

Notebook’s Index WS Folders

Group Projects

Selection of Activities designed for learning the core ELOs assigned to different groups

Divide students into groups with role definition. Inform the areas/ indicators of assessment while assigning the activities to groups of students.

One every month under the two in the lessons allotted, according to the split of

Observe, collect data, analyze, organize and Interpret data and draw generalizations. Work in groups and in real life situations. Helps develop a positive attitude towards group work, sharing and learning from each other. Provide opportunities to explore and work with

Activity/Grade. Descriptive notes in the teacher’s record. Teacher to record as and when these activities are conducted for the groups.

Date and detail in the teacher record with a sample/ write-up or remarks about the activity I terms of

AND

Mathematics Lab. Activities

syllabus

one's hands

indicators

REPORTING

DESCRIPTION

Interact with the child on one to one basis especially in the areas that require progress. Peer assessment can be included for class IV and V

COMPULSORY ACTIVITIES

ACTIVITY

Teacher directed Students to collect data as per the need or student led

of ELO of the lessons

OPTIONAL ACTIVITIES

Oral Quizzes

Estimation

Teacher directed The class is divided or student led into groups and questions pertaining to the topic are asked to assess the students in a group. Teacher directed Individual/ paired/ or student led Small/ large groups.

Problem solving

Teacher directed Individual/ paired/ or student led Small/ large groups.

Field Activities and Reporting

Polls, opinions Preferences Market related

Mapping Your Way

Teacher directed Individual/ paired/ or student led Small/ large groups.

Individual/ paired/ Small/ large groups.

Thinking Skills, alertness, Time management, Application of Knowledge Reasoning Skills, Art of Quizzing Inquisitiveness Alertness Conversational Skills Analytical Skills Presentation Skills Inquisitiveness Conversational Skills Analytical Skills Presentation Skills ICT, Interpersonal Skills Data collection and analysis Comprehension Conversational Skills Analytical Skills Presentation Skills

REPORTING

(Date)

Analytical Skills Presentation Skills

The samples of work done by students Texts of quiz with feedback notes to be filed. Score card.

Record of students graded work

The samples of work done by students Student samples to be filed

Samples of associated symbols, Maps prepared by students. Record of discussion on different routes to a destination

Interact with the child on one to one basis especially in areas that require progress

Data Handling and Analysis

EVIDENCE RECORDING

areas/ indicators of assessment to the children before the activity is conducted)

SUGGESTED INDICATORS FOR ASSESSMENT

(Date/ Activity/Grade) Descriptive notes in the teacher’s personal record. Record as and when conducted for the groups.

METHOD OF CONDUCTING (inform the

PERIODICITY

DESCRIPTION

CHOICE OF ANY ONE PER MONTH. THE CHILD MAY CHOOSE DIFFERENT ACTIVITIES FOR FA2 & FA4

ACTIVITY

KENDRIYA VIDYALAYA SANGATHAN, ZIET MYSORE CCE CALENDAROF ACTIVITIES FOR FA2 AND FA 4 Compulsory activities Written Assignments, Group Work, Mathematics Lab Work Sl. No.

Month

01.

April

02.

May

03.

June

04.

July

05.

August

06.

August

07. September

Optional Activities Data Handling and Analysis Oral Quiz

Mathematics Class III Title of the Optional Activities lesson 1. O  Match objects available in the class / Oral Quiz school / garden etc. to geometrical Where to Look 2. shapes From? Puzzles eg. Notebook- cuboid, 3. D Quiz on identification of top, front Data and side views of objects Fun with Handling  Completing the mirror half of given numbers and Analysis pictures  Create shapes using dots- a speed based puzzle Give and Take  List alphabets which are symmetrical.  Quiz on formation of greatest and smallest numbers using 3 given digits  Quiz-even or odd numbers eg. Is 567 Long andshort an even number?  Group even and odd numbers between two given numbers Shapes  Quiz on place value of a digit in a andDesigns number. eg. Place value of 8 in 789  Time bound quiz - show number using place value cards  Quiz of appropriate unit of measurement of length Fun with Giveand Take  Collection of mathematical puzzles  Questions to enhance speed and accuracy Time goes on  Quiz on reading time and looking up a calendar

08.

Who is Heavier October

09. November 10. November 11.

December

12.

2. Puzzles How manyTimes

3. Problem

Play with Patterns

4. Estimation

Jugs and Mugs

Activities and

Smart Charts January February

Your Way 6. Field

January

14.

Solving

5. Mapping

Can We Share?

13.

1. Oral Quiz

Reporting

Rupees and Paisa

 Quiz of appropriate unit of measurement of weight of different objects  Estimate the weight and measure.  Word problems of multiplication  Estimating and comparing capacities of containers  Quiz of appropriate unit of measurement for capacity for objects eg. Water in a tank, medicine for injection  Measure the capacity of a container  Preparing smart charts for the data given and explaining the same to classmates  Preparing Tangram pieces efficiently and assembling tangram puzzles  Quiz on conversion of time, distance and capacity  Visit a nearby shop and find the cost of stationery items.  Quiz on conversion of rupees to paisa and vice versa

 Make place value cards in different shapes and use them to represent numbers  Make patterns using shapes cut out from card board  Weaving pattern using paper cutting  Show subtraction on number line  Show multiplication table by skip counting  Secret coding  Show division as repeated subtraction by grouping beads  Represent the given data using pictographs, tally marks and bar graphs.

Math Lab Activity Class III Activity 1: To draw the following on a dot paper (i) a hut (ii) a joker (iii) a flower Activity 2: To represent the following pair of numbers on straight lines, using stickers.Also find the greater number from the representation (i) 7 and 11 (ii) 9 and 5

Activity 3:Group Activity: Body Mathematics Divide the class in groups of 5 students (say) Using a measuring tape ask each group to measure the following i) Length of the right palm ii) Width of the right palm iii) Length of the right ear iv) Width of the smile Ask them to note down the following observations: i) Which group member has longest palm length? ii) Which group member has shortest palm length? iii) Which group member has widest smile? iv) Which group member has longest ear length? v) Which group member has shortest ear length? Activity 4: To measure the dimensions of door or window of room in your house using a 1 m long thick thread?

Activity 5: a) To count the edges and corners of the following objects i) Ruler

ii) Rectangular paper iii) Dice iv) Shoe box

v) Alphabet ‘O’

b) Fold a rectangular paper from each corner one by one and record the number of edges and corners obtained after every step. Shape

No. of edges

No. of corners

Rectangle After folding 1st corner After folding 2nd corner After folding 3rd corner After folding 4th corner

c) Fold a paper five times in any way. Unfold and draw any shape on the creases formed. Record the number of edges and corners of the shape drawn.

Activity 6 : To make the following shapes using tangram pieces

i) a cat

ii) Numeral 4

Activity 7: To make a time scheduler from wake up time to bed time on a working day and a holiday.

Activity 8: To represent multiplication tables, from 2 to 5, using lines and dots by an activity method. (Use stickers to represent dots)

Activity 9: To identify a number as an even number or an odd number, by making pairs of beads/ pebbles/counters.

Activity 10: To experience money transactions using fake notes and coins i) Rs. 20 note

= four Rs. 5 notes/ coins

ii) Rs. 20 note

= two Rs. 10 notes

iii) Rs. 20 note = ten Rs. 2 coins iv)Rs. 20 note = twenty Rs. 1 coins

KENDRIYA VIDYALAYA SANGATHAN, ZIET MYSORE CCE CALENDAROF ACTIVITIES FOR FA2 AND FA 4 Mathematics Sl. No.

Title of the lesson

Class IV Optional Activities

Month Oral Quiz Puzzles

01.

April

Building With Bricks

Data Handling and Analysis

02.

May

Long and Short

03.

June

A Trip to Bhopal

04.

July

Tick-Tick-Tick

 Identify the number of faces in different 3Dshapes.  Observe and make arrangement of brick patterns on floor and walls.  Find the length, breadth and height of a brick  Quiz on place values of digits in 6 digit number  Estimate the length of class room objects and compare with actual measurement  Guess the approx height of the class room, a tree, school building, etc  Convert from centimeters to meters and vice versa  Find the strength of different classes and prepare a chart on seat allocation, number of buses, food(picnic)  Write various activities done in am/pm  Quiz on reading time and calculating duration  Quiz on 12 hour to 24 hour clock conversions  Find life span of different animals. [Integrated with E.V.S.]  Growth of plant/life span.  Observe a picture/or route map carefully and mark the directions

 05.

06.

August

August

The Way the World Looks

The Junk Seller

07.

September

Jugs and Mugs

08.

October

Carts and Wheels

09.

November

Halves and Quarters

10.

November

Play with Patterns

  

with reference to ones position (left right) Quiz ontop views of different objects Collect notes of different denominations and make different combinations for a given amount. Mental arithmetic Mock Bank operations

 Estimation of capacity of various containers  Preparing a measuring bottle using a bottle of known capacityand measuring the capacity of smaller containers  Quiz on appropriate unit of measurement for capacities  Oral Quiz  Draw circles in the play ground using thread and twig/ chalk, locate the centre. Estimate the  Puzzles radius  Designs using compass and circular objects  Problem  Practice, solve small problems related to capacity mentally Solving Puzzles.  Magic squares and triangles, play  Estimation with patterns  creative activity  Framing of questions by looking at pictures  Mapping  Story problems  Worksheets on all four basic Your Way operations  Arrange things in sequence and develop the multiplication fact e.g.  Field desks in the classroom with Activities and different combination  Story problems, pupils frame Reporting questions.

  11.

December

Tables and Shares

January

How Heavy? How Light?

 

 12.

  

13.

January

Fields and Fences

14.

February

Smart Charts

Worksheets on all four basic operations Differentiate things bought in grams and kilograms. Compare the weights and height Visit a post office and find the cost of sending parcels of different weights. Calculate the rate for the given weight. Find the areas of regular and irregular figures Solve the puzzles pertaining to areas. Collect/interpret data from newspaper and represent it in tabular form. Conduct class survey and represent the data as smart charts.

 Draw the top view of the class room and represent different objects using their top views  Draw the top view of the school building and map the way to the class room with instructions indicating the directions  Lattice multiplication chart  Make a spinning top

Math Lab Activity Class IV Activity 1: To draw the following on a dot paper i) triangle ii) square iii) rectangle Activity 2: (a) (b) (c)

To find the centre of a circle by paper folding and verify that length of radius of the circle is always same. To make a geometrical design using compass and a ruler. To make a pattern of different circles with i) samecentre and different radii ii) same radii and centre’s on the same line

Activity 3: Do the following by paper folding a) Transform a square into i) four rectangular quarters ii) four square quarters iii) four triangular quarters b) Transform a rectangle into i) four rectangular quarters ii) four triangular quarters Activity 4: To mark ¼ m, ½ m and ¾ m on a string of length 1 m. Activity 5: (Hand Print Activity) a) To shade 1/4th region of your palm print. b) To make patterns using thumb prints. Activity 6: To make a repeated tiling pattern on a dot paper , using geometrical shapes as tiles. Activity 7: (a) To write a secret code message if all the English alphabets are replaced by numbers from 1 to 26 ,respectively ,in order. (b) To decode the given message on the basis of above code. 9 121522 5132591449 1

Activity 8: (a)To find the length of the boundary of the top of mathematics text book in (cm) using a thread. (b) To find the length of the boundary of any shape in (cm) drawn on a paper using thread.

Activity 9: To write your name using tangram set. Note: Teacher may ask the students to cut tangram pieces using the given diagram. Make duplicate copies of it.

Activity 10: (Group Activity) Divide the class in the groups of 5(say) and perform the following activities in each group. i) Measure the height of each member in cm(s) using a measuring tape. ii) Measure the weight of each member in (kg) using a weighing machine and answer the following. iii) Who is the tallest member of your group? iv) Who is the shortest member of your group? v) What is the maximum weight measure in your group? What is the minimum weight measure in your group?

KENDRIYA VIDYALAYA SANGATHAN, ZIET MYSORE CCE CALENDAROF ACTIVITIES FOR FA2 AND FA 4 Sl.N o.

Mathematics Title of the lesson Optional Activities Month

01.

The Fish Tale

April

02.

Shapes and Angles May

03.

How Many Squares

June

04.

Parts and Wholes

July

Class V

 Formation of smallest and greatest number using 3,4 & 5 digits  Mock bank showing borrowing of money, Puzzl interest and savings. es  Word problems on addition and Data subtraction, measurement- length, Handl weight, capacity, speed, distance and ing time. and  Mock shop to experience of buying and Analy selling and handling money sis Oral Quiz

 Make different polygons with same number of matchsticks and identify the angles.  Make match stick puzzles and locate the angles  Locate angles in alphabets  Show angles in clock face  Make patterns with self prepared cardboard tiles,  Calculate the areas of the tiles and the pattern created  Puzzles with five squares  Drawing shapes for the given number of squares on a graph paper/square grid.  Finding area and perimeter by placing things on a square grid/graph paper.  Take a square grid colour/make design, write fraction for the coloured part  Divide the given shapes in equal parts in different ways  Make a time table of your daily routine. Write a fraction to show what part of a day is spent for each activity?  Show different activities of a day on a paper strip with different colours

05.

August

06.

Does it Look the Same? Be my Multiple , I’ll be your Factor

August

07.

Can You See the Pattern September

08. October 09. November 10.

Mapping Your Way

Boxes and Sketches

Tenths and Hundredths

November

11.

Area and its Boundary December

12.

Smart Charts January

13.

January

Ways to Multiply and Divide

Oral Quiz Puzzl es Probl em Solvi ng Esti mati on Map ping Your Way Field Activ ities and Repo rting

 Preparing vegetable/grocery bills and calculate prices for quantities in fractions.  Observing and drawing different shapes on rotating 1/3, 1/2, 1/4, 1/6  Group given number of objects in to different factors  Game on multiples of different numbers  Oral quiz to find the multiples of given numbers  Extend the pattern by identifying the motif and rule  Extend pattern by rotation of objects  Solve magic squares and magic hexagons  Riddles to identify numbers  Locate places on a map of a city and answer the questions  Draw the floor plan of the school and locate different rooms  Make nets for cubes and cuboids  Make deep drawings of objects  Quiz on identifying top front and side views of objects  Measuring lengths in centimeters and millimeters  Convert lengths in millimeters in to centimeters and vice versa  Solve problems on currency involving decimals  Show decimals by shading a grid  Quiz on fractional and decimal forms of money  Estimating perimeter and area of the class room and compare with the actual values  Find the area of irregular periods using thread  Represent the given data using tally marks, pie chart, bar graph  Show ones family tree using a tree diagram  Mock shopping based on multiplication and division

14.

How Big? How Heavy?

  

February   

Quiz on calculating areas and perimeters using multiplication Estimate the volume and compare with actual values Count small units used to make a bigger one Estimate the number of unit cubes that fits in a bigger cube Estimating volume of different solids which has same surface area- using post cards Estimating the weight of different objects

 Make a wind mill by paper folding  Make nets of dice and place dots appropriately following the rules of dice making  List out values of currencies of different countries in terms of rupees  Geo board activity- form different shapes having same perimeter  Plot the growth of a plant and represent graphically.  Display lattice method of multiplication  Make a cube by paper folding  Identify water marks and other features of currency notes.

Math Lab Activity Class V Activity 1: To make a set of tangrams by paper folding using 8x8 grid.

Using the tangram pieces do the following: a) Try to make a triangle, a square and a rectangle using 2 pieces of the tangram set. b) Try to make a triangle, a square and a rectangle using 3 pieces of the tangram set. c) Calculate the area of each part by counting complete squares and half squares. Activity 2: (a) To make closed geometrical shapes using i) 3 match sticks ii) 4 match sticks iii) 5 match sticks iv) 6 match sticks (b) To observe the change in angles between any two adjacent match sticks. Activity 3: (a) To identify a right angle, angle less than a right angle and angle more than a right angle using body parts and to draw them using stick drawings. (b) Write the word mathematics using straight lines and observe the number of right angles, number of angles more than a right angle and number of angles less than a right angle. (c) To make a degree clock by paper folding.

Activity 4: To observe hands of the clock at different time in a day and record four observations each of the following (a) right angle between hands of the clock (b) angle less than a right angle between hands of the clock. (c) angle more than a right angle between hands of the clock.

Activity 5: (a) To make rectangles of different dimensions on a squared paper using 12 adjacent squares.

(b) To calculate the perimeter and area of each of the rectangles so formed. (c) To observe the fact that shapes having same area may have different perimeter. (d) To observe the relation between dimensions of rectangles and the factors of 12. Activity 6: To calculate the perimeter of different shapes formed by shading six adjacent squares of dimension 1 cm each on a squared paper. Some shapes are shown below

Activity 7: (a)To represent the fractions ½, 1/3 , ¼, 1/5, etc. using rectangular strips of papers by paper folding. (b)To represent the fractions ½ , ¼ , ¾ , 3/8 , 5/8 etc. of a circular region by paper folding.

Activity 8: To find the lines of symmetry in the following shapes by paper folding i) ii)

a square a rectangle

Activity 9: To make a 3x3 magic square, using numbers from 1 to 9. Hint:

Activity 10: (a)To make cube and cuboids of various dimensions using unit cubes i) 2x3x2 ii) 3x3x2 iii) 3x3x3

cubic units cubic units cubic units

(b) To find the number of missing unit cubes in a given shape to obtain a given shape of desired dimension .

Note: Teacher may ask the students to use unit cubes and explore.

RECORDING FORMAT 1- (Teacher to maintain it for each activity conducted)

KENDRIYA VIDYALAYA ……………………………………… CLASS & SECTION:________________ Name of the Teacher:________________________ FORMATIVE ASSESSMENT (FA 2/4) SUBJECT: ____________________ TITLE OF THE LESSON: __________________YEAR:______________ Areas of Assessment___________________________________________________________________________

Apr-May OR Oct- Dec DATE: ______

Apr-May OR Oct- Dec DATE: ______

Jun-Aug OR Jan- Feb DATE: ______

Jun-Aug OR Jan- Feb DATE: ______

TOTAL

Specific Remarks/ Diagnosis/ Remediation

Grade

ACTIVITY CONDUCTED_____________________________________

Marks (40)

S.NO NAME OF THE STUDENT

A Brief Description of the Activity: (What, how conducted, participation of students etc.)

Signature of the Teacher

KENDRIYA VIDYALAYA ----------------------------------------------------------RECORD OF MARKS AND GRADES FOR FORMATIVE ASSESSMENT 2 or 4 (YEAR_________)

2 3 4 5 6 7 8 9 10

Assessment-1

Assessment-2

Assessment-3

Assessment-4

TOTAL 2

Assessment-1

Assessment-2

Assessment-3

Assessment-4

TOTAL 3

Assessment-1

Assessment-2

Assessment-3

Assessment-4

TOTAL 4

10

10

10

40

10

10

10

10

40

10

10

10

10

40

10

10

10

10

40

Grade Obtained

TOTAL 1

10

REDUCED TO 10

Assessment-4

AREA-4

Assessment-3

AREA-3

Assessment-2

S. NO

1

AREA-2

Assessment-1

AREA-1

NAME OF THE PUPIL

TEACHER’S NAME: ________________

SUBJECT: ___________________

Total Marks- 160

CLASS AND SEC: _____________

[KVS ZIET MYSORE] [TEACHER’S MANUAL FOR CONTINUOUS ASSESSMENT ]

ENVIRONMENTAL STUDIES CLASSES III-V

(NCERT Source Book on Assessment for Classes I-V) Children have various capabilities and learn in different ways. A balanced assessment should take care of assessing the complete child. No single assessment took or method is capable of providing information about a child’s progress and learning in different areas of development. Continuous assessment aims at assessing how and how much the children have learnt and provides support to them to learn to its full capabilities. Assessment can become a useful and interesting process. To realize this you need to keep in mind: 1. Being clear about why you are assessing the child. 2. Not labeling the children as ,slow, poor, intelligent, disturbing and making comparisons between children 3. Using a variety of ways to collect information about the child’s learning and progress and crossing curricular boundaries 4. Collecting information continuously and recording the same 5. Giving importance , time and opportunity to each child ‘s way of learning and responding 6. Providing feedback in clear and simple language, which will lead to positive action and help the child to learn better

The Manual has been compiled with excerpts from these sources: 1.

Activities from the Split of syllabus posted on www.kvsangathan.nic.in

2.

CCE guidelines

3. NCERT Source Book on Assessment for Classes I-V ( Environmental Studies) 4. CCE Trainers Manual for Indicators of Assessment

The CCE calendar of activities for each chapter/unit/lesson , recording formats and blueprint have been generated by the team during the Three day Workshop for Material Production held at KVS ZIET Mysore from 26 to 28 Sept.2012.

Where are my students now? (Assessment) It is assessment and evaluation that drives planning and teaching. Good teaching starts with evaluating what the student knows (students’ prior knowledge) and determining what the student needs to know next. Analysing student assessment data tells teachers what their students already know, understand and can do. What do I want my students to learn? (Syllabus outcomes) Objective or ELOs How will my students get there? (Teaching and learning strategies)     

Type of Activity Group, Individual or Paired Work Method of Assessment Materials Process

How do I know when my students get there? (Student work sample) Provide Meaningful Learning Opportunities by assigning appropriate activities such as field visits. Group projects, Portfolio. Written work, paired work, journals or learning logs oral presentations, concept maps, poster presentations, practical experiences, teacher quizzes, 3D models, oral quizzes, analogies, open-ended essays, observe and record and assess them based on the indicators given.It is important that assessment is informal through the teaching - learning progress to measure students' progress as learning occurs.

Recording Record the progress in the formats given here. Teacher analyses the information given and finds the strengths and weakness of the child  Observing children and immediately recording the oservations/changes seen, in the format/ diary/register etc  Assessing the child’s work during/completion of the activity assigned  Preparing a child’s profile  Keeping samples of a child’s work in aportfolio  Interacting with the child  Clarifying doubts with the child while recording Reporting: (to the child and to the parent) Provide positive constructive feedback while the child is working or when the task is completed Diagnosis and Remediation Has the child achieved the learning outcome and to what level(s)? What effort should I make to arrange better teachingLearning practices? Detailed List of EVS Indicators (Class III to V) 1. Observation and Recording • Using the senses to gather information • Observing an object, an event or a phenomenon • Identifying differences between similar objects/events • Identifying similarities between different objects/events • Noticing greater details • Recognising the order of events that take place in a sequence • Reporting and narrating an event or process; oral and written presentations • Reading pictures, maps and tables, with gradually increasing complexity 2. Discussion • Listening to others’ ideas and opinions • Expressing one’s thoughts/ideas/opinions in a group • Reacting and responding to others’ ideas and opinions • Openness to accept feedback from others and appreciating that others may have a different point of view • Reviewing one’s thoughts and ideas depending on feedback from others • Finding out from other people, even strangers outside school 3. Expression • Expressing verbally • Expressing oneself through gestures/body language; sculpting in clay • Expressing through drawings • Understanding that making a drawing of a place is different from making a symbolic map; developing the basic ability to draw simple maps • Expressing one’s own ideas and thoughts through creative writing

4. Explanation • Formulating one’s own reasoning for an observed event/activity. • Thinking critically about one’s own reasoning • Making logical connections • Making simple hypotheses – to explain observations or relationships in terms of a principle or concept • Recognising that there can be more than one possible explanation of an event/actvity • Recognising the need to test explanations by gathering more evidence • Using evidence or patterns to make a prediction (as different from a guess, which needs no evidence) 5. Classification • Identifying a group of objects on the basis of observable characteristics • Identifying differences/contrasts in groups of objects • Identifying similarities in groups of objects • Grouping the objects on the basis of one variable at a time 6. Questioning • Asking questions to get information about objects, events and people • Raising critical questions that help deeper analysis • Asking questions based on hypothesis • Identifying questions which can be answered by their own investigations • Recognising that some questions cannot be answered by inquiry 7. Analysis • Defining the situation/event in their own language • Identifying/predicting possible causes of any event/ phenomenon • Checking evidence which does not fit into the pattern of findings • Treating every conclusion as being open to challenge by new evidence, and changing ideas when a different one makes better sense of evidence • Making inferences based on evidence gained by experiences/experiments 8. Experimentation • Handling things or equipment with care - individually and in a group • Doing activities individually or in a group through systematic steps • Showing respect and care for living beings • Showing concern for minimum wastage of materials; trying to reuse and recycle • Using standard or non-standard measures in making comparisons and taking readings • Improvising and creating new things on their own 9. Concern for Justice and Equality • Being receptive to views of children from different life experiences/cultures • Being sensitive towards others who may be disadvantaged and differently abled • Conscious of inequalities in the family and society; being able to reflect and question • Having a strong sense of justice and being ready to act for a just cause 10. Co-operation • Accepting one’s own strengths and weaknesses • Appreciating others’ view points • Taking initiatives/responsibility in conducting collective work • Sharing and working with others; being considerate and helpful towards others

FORMATIVE ASSESSMENT FOR CO-SCHOLASTIC AREAS

ART-WORK EXPERIENCE-MUSIC-GAMES-

INTRODUCTION The co-scholastic domains of Music, Art, Work Experience and Games at the Primary Level

are fields to

nurture and promote, talent, creativity, a mind set for team spirit, healthy competition and innovation. These promote education of the whole person. The term “Comprehensive” in CCE refers specifically to the nurture and development of these aspects of the learner . While the KV Curriculum, particularly CMP provides ample opportunities for children to develop every capability , there is a vital need for these to be assessed methodically and systematically. Two periods per week are allotted to Work Experience and Art whereas three periods each are allotted for Music and Games. While some KVs have employed qualified Games Coach for the Primary Classes, many KVs have the PRTs conducting Games classes. Most often than not, two or more PRTs conduct all the co-scholastic areas including Music depending on the size of the KVs. In KVs having two sections, the TGT (WE/Art) take Primary classes. These aspects require proper planning and guidelines for the systematic conduct of these classes and the regular assessment of children. The objective of this package is to inform and equip the teachers to help them assess in a “Continuous and Comprehensive” mode. This package deals with the assessment of co-scholastic areas. The basic guidelines have been sourced from the CBSE Manual on CBSE. The Package contains: 1. Parameters for Assessment 2. Blueprint for Assessment under each co-scholastic area 3. Formats for Assessment- Continuous and Cumulative The material has been generated by a team of four HMs at the Material Production Workshop held at KVS ZIET Mysore In September 2012

Parameters for Assessment WHAT SHOULD BE ASSESSED ? 1. Identifying qualities- Ex personality traits, talent in music, dance, physical abilities, creative art 2. Specifying behaviors/indicators of the concerned area/skill- Ex- student works, participation in school activities, interest, initiative 3. Collection of evidence in respect of behavior/indicators through observation and other techniques. 4. Recording of the evidences. 5. Analysis of the recorded evidences. 6. Reporting or awarding grades. HOW SHOULD IT ASSESSED?  Observation  Awarding grades using the descriptive indicators  Recording the grades in the formats given HOW OFTEN SHOULD THE ASSESSMENT BE CARRIED OUT? (PERIODICITY) 

Once a month on a continuous basis. Teacher(s) observe and record in the Teacher formats. Two to four students are assessed everyday thus covering the entire class over a period of one month.  Grades are given twice – in September for SA1 and March SA2 Teacher(s) are expected to submit monthly Assessment record to the HM/Sr.PRT/PPL as the case maybe. Grades are to be submitted to the classteachers in the second week of September and March of each academic year

WHO SHOULD DO THE ASSESSMENT? “It is always desirable that while assigning grades in co-scholastic activities a team of two teachers including the class teacher should get together.” ( CCE MANUAL –CBSE) The class teacher spends a lot of time with the children in the primary classes and so is required to collate the grades along with the teacher taking the classes in co-scholastic areas. WHAT IS THE SCALE USED FOR ASSESSMENT? KVS has outlined Descriptive Indicators for all the co-scholastic areas. Teachers concerned should used it to award grades judiciously to the students. ROLE OF THE TEACHER: 1. Provide ample opportunities for ALL students and encourage active involvement and participation 2. Identify, record and promote talent by one to one interaction 3. Involve students who do not show intitiative or willingness by customising, roles , opportunities for them.

COSCHOLASTIC AREA

CRITERIA FOR /AREAS OF ASSESSMENT

MUSIC

Interest Rhythm Melody Interest Creativity Skills

ART SUPW PHYSICAL EDUCATION

BLUEPRINT FOR FORMATIVE ASSESSMENT IN CO-SCHOLASTIC AREAS INDICATORS OF SKILL/ COLLECTION & RECORDING OF EVIDENCE ASSESSMENT SPECIFIC DETAILS OF CLASSES PARTICIPATION BASED ON PARTICIPATION IN PARTICIPATION /COACHING IN MINI OBSERVATION SCHOOL IN OUTSIDE BEING SPORTS/ - CLASSROOM ASSEMBLY/CCA/SPORTS COMPETITIONS ATTENDED CUBS&BULBULS ACTIVITIES UTSAV BAL DIWAS One cycle of One cycle of observation As and when it Class Record and observation every month by the class happens. Class teachers to assessment to every month teacher Teachers and maintain a be done jointly By the CCA corecord . For by the event coClass displays, club teacher(s) ordinators example ordinators and activities, integration concerned should evolve a many class teachers. with scholastic subject mechanism of students It must particularly EVS necessarily be One cycle of observation keeping record attend of these yoga, reflected in SA2 every month karate, reports. Taekwondo classes On a daily As applicable to the which can basis activity be assessed under physical education

Achievements/ Prizes Recognition

To be maintained by both subject and class teachers

Enthusiasm Talent Team spirit Disciplines PERSONALITY 1. Courteousness TRAITS 2. Confidence 3. Care of belonging 4. Neatness 5. Regularity & punctuality 6. Initiative 7. Self-Control 8. Respect for others’ property 9. Sharing and Caring NOTE: while it is difficult for the class-teachers to keep a record of all these areas. Students may be given these areas as an Index and guided to make dated entries with details. A class chart “TALENT TABLE” can be generated with name list of the class with columns for participation in the areas stated above and children can be encouraged to keep a continuous log. This will serve as a good student profile and an index to both the students and the teacher.

CONTINUOUS ASSESSMENT FORMAT (TO BE MAINTAINED BY THE CONCERNED TEACHER) KENDRIYA VIDYALAYA ……………………………………… YEAR:____________________________ Co-Scholastic Area _____________________________ CLASS & SECTION:________________ Name of the Teacher:________________________ AREAS OF ASSESSMENT:___________________________________________________________________________

Sl. No.

Name of the student

OBSERVATION AND ASSESSMENT OF CLASS ACTIVITY

WK 1 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

WK2

WK3

WK4

EVIDENCE OF SKILL/ RECORDING AND REPORTINGPARTICIPATION IN, (details of date, achievement)

CUMULATIVE ASSESSMENT FORMAT (TO BE MAINTAINED USING THE CCE SOFTWARE) KENDRIYA VIDYALAYA ……………………………………… CLASS & SECTION:________________

YEAR:____________________________ Name of the Teacher:________________________

Co-Scholastic Area GAMES Sl.No. Name of the students

ENTHUSIASM

DISCIPLINE

TEAM SPIRIT

1 2 3

Co-Scholastic Area ART & CRAFT Sl.No. Name of the students 1

INTEREST

CREATIVITY SKILL

INTEREST

RHYTHM

2 3

Co-Scholastic Area Sl.No. 1 2 3

MUSIC

Name of the students

MELODY

TALENT

1 2 3

Co-Scholastic Area- COMPUTER LITERACY Sl.No.

Name of the students

SKILL

ATTITUDE

RESPECT FOR OTHER’S PROPERTY SHARING AND CARING

SELF CONTROL

REGULARITY AND PUNCTUALITY INITIATIVE

NEATNESS

CONFIDENCE

Name of the students COURTEOUSNESS

Sl.No.

PERSONALITY DEVELOPMENT CARE OF BELONGINGS

Co-Scholastic Area

KENDRIYA VIDYALAYA __________________________________________________________________ SAMPLE ANNUAL ASSESSMENT PLAN FOR CONTINUOUS AND COMPREHENSIVE EVALUATION YEAR ----------GUIDELINES FOR CLASSES I & II Classes I & II will have evaluation Worksheets every month for assessment. This is for the teacher’s reference only and not to be communicated to the child or parent. The Assessment is on five point grade scale based on descriptive indicators for that subject. There are no marks allotted. GUIDELINES FOR CLASSES III-V ( SCHOLASTIC AREAS) ( Continuous Assessment as part of Teaching-Learning) Sl. no 1

Areas Assessed

Assessment Cycle

Periodicity

Mode of Assessment

Month wise Activities under each subject listed in the handbook as part of classroom Teaching-Learning

FA 2 in Term I

3 COMPULSORY ACTIVITES AND 1 OPTIONAL ACTIVITYA total of four Activities per month in each subject April, May, June, July & August

Assessment of Activities based on criteria out of max.10 marks or multiples of it for each Activity in the Activity format given each month

FA 4 in Term II

3 COMPULSORY ACTIVITES AND 1 OPTIONAL ACTIVITYA total of four Activities per month in each subject October, November, December, February

Marks/Grade Scale

Marks out of 10 or multiples of 10 for individual activity Total marks 40 for FA2/FA4 Final grade on a 5 Point Scale

Cumulative Record in Sept/ March at the end of the Term

NOTE: Formative Test Plans in the format given and the marks/grades to be submitted every month along with Lesson Notes

2

Pen Paper Test

FA1

JULY

SA 1

SEPT

FA3

DEC/JAN

SA2

MARCH

As per design/ scheme given in the handbook

5 point scale

NOTE: Students should be prepared well for all pen paper tests by a model paper typically on the design and scheme of marks , replacing / supplementing worksheets in the allocated months. Part-2: Co-Scholastic Areas Sl.No

Areas Assessed

Periodicity

Assessed in grades by

Grade Scale

( assign to specific Tr. (s) 1

2.

Games

Work Education

Continuous Assessment once in a month to be submitted along with Lesson Notes

Games Coach Games Tr. For classes I-V Club Activities Teacher for respective students Work Experience Teacher

3

Arts

Cumulative Record using the software in Sept/ March

Classes _______________ Teacher assigned Art Classes for class __________ Art Teacher Classes III_V

4

Computer

Computer Instructor I-V

5

Music

Music Teacher I-V

Descriptive Indicators for the respective co-scholastic subject

KENDRIYA VIDYALAYA _________________________________________________________________FORMATIVE ASSESSMENT PLAN FOR __________________________________ ( CLASSES III-V) LIST OF ACTIVITIES: ( Refer to the CCE Activity Plan & Blueprint) PLANS FOR FORMATIVE ASSESSMENT 2 /4 Class & Month Sec

Subject__________________________

Name of the Teacher:_____________________________ Optional/Compulsory

Name of the Lesson

Activities Planned

As per month wise listing

Proposed Date of Activity

Refer to the month wise, subject wise listing of activities for the particular subject. Choose optional activities which suit the ELOs of the lesson Marks and Grades to be posted in the Formative Assessment Register and submitted along with Lesson Plan before the 5th of every month. Signature of the Teacher

Criteria of Assessment

KENDRIYA VIDYALAYA SANGATHAN ZONAL INSTITUTE OF EDUCATION AND TRAINING MYSORE CHECKLIST FOR CCE MENTORS FOR VIDYALAYA LEVEL FACILITATION AND MENTORING PRIMARY SECTION (CLASSES III- V) I. ABOUT THE CCE PACKAGE It is a package for FA2 and FA4 only A) HARD COPY- has self- contained capsules one each for English, Hindi, Maths, EVS containingIntroduction, Subject specific list of Indicators/points/areas of Assessment, CCE Activity Plan, Formats for Recording and FAQs B) SOFT COPY soft version of the hard copy,  soft copies of NCERT Source Book on Assessment for Classes I-V in English, Maths and EVS  Maths Lab Activities (CBSE Publication)  CCE Software ( for classes I &II and Classes III-V separately) Note: The Mentors are required to load the soft copy on the computers in the Primary staffroom/, Resource Room for ready reference and access by all teachers. Hard copy of guidelines can be xeroxed and given to subject teachers for the subjects handled by them. The Manual and the CD to be submitted to the Exam Department for archiving for continuous use. II. ROLE OF THE CCE MENTORS I. Organize subject wise mentoring in the subject committee meetings with all PRTs attending all the subjects with the help of subject committee convenors. II. Organize Jigsaw reading of the Package of each subject, walking through the stages of planning, conducting, assessing, feedback, recording, reporting and filing evidence of student works. III. Co-ordinate with the Exam Department and ensure the implementation of guidelines III.RECORDS TO BE MAINTAINED By each Teacher (To be submitted to the HM/ PPL/ Sr.PRT every month along with Lesson Notes)  Activity wise formats with notes/feedback/diagnosis/remediation for FA2 &FA 4  Cumulative record of four Activities for each month (using the CCE Soft ware. ( Manual Recording to be avoided)  Observation record on co-scholastic areas and activities of the students in the classes assigned NOTE: 1) General Descriptive Feedback in the teacher formats is required at the end of an Activity. Child specific remarks are to be given for students with learning difficulties. 2) Teachers are encouraged to maintain clear and concise records showing EVIDENCE of the Assessment of FA2 & FA4 Activities

By the Exam Department:  The Department to plan “ Annual Assessment Plan” for the year in the formats given to ensure that assessment, particularly of co-scholastic subjects, is distributed judiciously amongst the teachers taking those areas in various classes.  Subject wise Cumulative Record of FA2 & FA4 for all sections of III-V  Teacher Records of FA2 to be submitted to the Exam Dept. by the 2 nd week of Sept. and FA4 by the end of February of the academic year. By the Student: (Evidences of Assessment)  Students to maintain a Portfolio containing samples of/ notes on the activities sequentially arranged preferably with an index ( Classes IV & V) RECORDING  Manual RecordingSubject Teachers of classes III-V will record in the formats given on the lines of a journal with     

clear date and detail entries. Details of Diagnosis and remediation only for students with learning difficulties Feedback about the conduct of the Activity and the achievement of ELOs /Competencies Teacher Record must reflect regularity of continuous assessment with evidences as suggested in the blueprint. Computerized Recording- Mentors are instructed to see that all the PRTs in the Vidyalaya, including co-scholastic teachers are familiarized with the use of the software for Cumulative recording in all the subjects. Class wise print out of the same can be maintained as hard copy record by the exam department as a file copy.

REPORTING  

PERIODICITY- Twice a year – SA 1 in September and SA2 in March FORMAT- E- Reports generated using the software enclosed (recommended). Print outs to be taken and issued twice a year. Regular paper (plain/ coloured ) can be used for SA1 and and a thicker paper of higher quality to be used for SA2. Paper being thin, transparent covers of A-4 size freely available in all stationery stores can be used for preservation and presentation while issuing to the parents.

@@@@@ ALL THE BEST !!!!!!