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

KENDRIYA VIDYALAYA SANGANTHAN ZONAL INSTITUTE OF EDUCATION AND

TRAINING , MYSORE

3 DAY WORK SHOP ON MATERIAL PRODUCTION FOR CCE TRAINING MANUAL

FOR SCHOOL LEVEL MENTORS

CCE Package for the School Level Mentors

Primary

3 Day Workshop on Material Production for CCE

Training Manual for School Level Mentors

26th September to 28th September 2012

REPORT & CCE PACKAGE

Course & Venue Director

. Shri. S. Selvaraj

(

() (Deputy Commissioner)

Director

. . KVS ZIET, Mysore

/Venue . . ,

, , - 570011

Kendriya Vidyalaya Sangathan Zonal Institute of Education & Training

GITB Press Campus, Siddharthnagar Mysore 570011

Website: www.zietmysore.org

http://www.zietmysore.org/

OUR PATRONS SHRI. AVINASH DIKSHIT

COMMISSIONER

. ()

DR. DINESH KUMAR

ADDITIONAL COMMISSIONER (ACAD)

. ()

DR. SACHI KANT JOINT COMMISSIONER (TRG)

. . ( )

DR. E. PRABHAKAR

JOINT COMMISSIONER (PERS.)

. (.)

SHRI. S. VIJAYA KUMAR

JOINT COMMISSIONER (ADMN)

. ()

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

LIST OF PARTICIPANTS WITH CONTACT DETAILS

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 26th 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.

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

Sr. No. NAME OF TEACHER Designation Name of the ZIET / KV

Mob No. E-mail ID

1. Smt. R. Jayalakshmi

HM Mumbai 09619788780

[email protected]

2. Ms. Anusuya Srinivasan

HM AFS, Yelahanka 09535012526

[email protected]

3. Smt. Chemmalar Shanmugam

HM No.II, Jalahalli 09448928063 [email protected]

4. Ms. Sahaya mary

HM Mysore 09916591296

[email protected]

5. Shri. V.L. Vernekar Librarian Mysore 09481813629 vilasvernekar@rediff mail.com

6. Shri. DVS. Sarma Librarian No.II, Vijayawada

09492940290 [email protected]

7. Mrs. Radha Subramanian

PGT(Bio.) Mumbai 09869354319 [email protected]

8. Smt. Hajra Shaikh

PGT(Chem.) Bhubaneswar 09449904043

[email protected]

9. Shri. Parsuram Shukla

PGT(Econ) Bhubaneswar 09938649454

[email protected]

10. Shri. Kali Prasad Dash

PGT(Eng.) Bhubaneswar 09437323733 [email protected]

11. Shri. U.P. Binoy

PGT(Eng.) Mysore 09480332005

[email protected]

12. Shri. T.P. Sharma PGT(Geog.) Gwalior 09412057766 [email protected] [email protected]

13. Shri. M. Reddenna

PGT(Geog.) Mysore 09448621963

[email protected]

14. Smt. Sunita Gusain PGT(Hindi) Chandigarh 09815731829 [email protected]

15. Dr. S.K. Tiwari

PGT(Hindi) Mysore 07829382521

[email protected]

16. Shri. M. Srinivasan PGT(Maths) Mumbai 09757440353 [email protected]

17. Shri. Nabaghan Nayak

PGT(Maths) Bhubaneswar 09437238468 [email protected]

18. Shri. M. Govindu

PGT(Maths) Mysore 08762544067

[email protected]

19. Shri. K. Arumugam

PGT(Phy.) Mysore 08762543662

[email protected]

20. Shri. M. Nagi Reddy TGT(English) Picket 09885441190 [email protected]

21. Dr. A.K Chaubey PGT(Hindi) IISc. Bangalore 09980254621 [email protected]

mailto:[email protected]

ZONAL INSTITUTE OF EDUCATION AND TRAINING , MYSORE

Material Production Workshop for CCE Manual for School Level Mentors

26th to 28

th Sep. 2012

Date Session-I

Session-II Session-III & Session-IV 2 - 5.30 PM

26.09.12 9.30 am 10.15 am Inauguration

Working with teachers of KV Mysore in subject-wise groups for: (1) Preparation of Class-wise, Subject-wise 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

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

Session-II 11.30 AM- 1 PM

Session-III 2 - 3.30 PM

Session-IV 4- 5.30 PM

27.09.12 Presentation of Group Work Reports of Day-1

CCE Software Records and Formats for various classes and subjects (Group Work)

Evaluation of Co-scholastic areas : Indicators Formats Who to do it ? (Group Work)

28.09.12 Presentation of Group Work Reports of Day-2

Compilation of Training Manual.

Draft of Time Table for 3-day Workshops for CCE Mentors (separately for Primary level& Secondary level) (in ZIET-wise groups)

Draft of Action Plan for Region-wise Workshops for CCE Mentors (Primary & Secondary ) (in ZIET-wise groups)

VALEDICTION

Morning Tea- 11-11.30 a.m. 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

ZONAL INSTITTUTE OF EDUCATION AND TRAINING

TIME TABLE FOR 02 DAY WORKSHOP FOR VIDYALAYA LEVEL MENTORS ON CCE PRIMARY

TIME DAY- 1 DAY-2

9-10 am Registration & Inauguration Prayer

Techniques of Evaluation and the formats

for documentation-

Co- Scholastic Areas

Presentation by Participants

10-11 am Introduction to CCE Scheme in Primary Classes

11-11:30 am TEA BREAK

11.30- 12 noon

Subject wise Group Discussion of modules

11.30 1 PM

12 Noon - 1 pm

Tools and Techniques of Evaluation and the formats for documentation- English Presentation by Participants

Presentation of CCE Software and practice

1-2 pm LUNCH BREAK 2-3 pm Tools and Techniques of

Evaluation and the formats for documentation- Hindi Presentation by Participants

Practice Session CCE Software

3-4 pm Tools and Techniques of Evaluation and the formats for documentation- Mathematics Presentation by Participants

Proposed Action Plan at Vidyalaya level- A brainstorming session Discussion of the CCE Mentors Checklist

4- 4:30 pm TEA BREAK 4:30- 5:30

pm Tools and Techniques of Evaluation and the formats for documentation- Environmental Studies Presentation by Participants

Plenary Session Valedictory Function

DIRECTOR

1

SECONDARY CLASSES

09.00 TO 10.00 A.M.

10.00 A.M. TO 11.30 A.M.

TEA B

REA

K

12.00 P.M. TO 01.30

P.M.

LUN

CH

BR

EAK

02.30 TO 03.30 P.M.

TEA B

REA

K

04.00 P.M. TO 05.30 P.M

Day I

Inauguration & Introduction of aims and objectives

Module on Languages for classes VI to VIII

Module on Mathematics and Science for classes VI to VIII

Module on Social Science for classes VI to VIII

Session on CCE software

09.00 TO 10.00 A.M. 10.00 A.M. TO 11.30 A.M.

12.00 P.M. TO 01.30 P.M.

02.30 TO 03.30 P.M.

04.00 P.M. TO 05.30 P.M

DAY II

Module on Languages for classes IX to X

Module on Mathematics and Science for classes IX & X

Module on Social Science for classes IX & X

Session on co-scholastic areas

Plenary Session & Valedictory

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

2

KVS ZIET CHANDIGARH

TENTATIVE SCHEDULE FOR TWO DAY WORKSHOP ON MONITORING CCE

ACTIVITIES

S.No. Dates Region Teachers

11.10.12 12.10.12

Chandigarh 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 Dates Primary/ Secondary Regions

1 1st and 2nd Nov primary Bhubaneswar

2 5th and 6th Nov Secondary Bhubaneswar

3 19th and 20th Nov Primary Kolkata and Guwahati

4 21st and 22nd Nov Secondary Kolkata and Guwahati

5 3rd and 4th Dec Primary Tansukiya and Silchar

6 5th and 6th Dec Secondary Tansukiya and Silchar

7 17th and 18th Dec Primary Ranchi

8 19th and 20th Secondary Ranchi

ZIET Gwalior

2 Day Training Workshop For CCE Mentors

Tentative Schedule

Dates Region Cat

No. of Participants From To

11-Oct-12 12-Oct-12 JABALPUR Primary

Max

imu

m 4

0 in

eac

h w

ork

sho

p

16-Oct-12 17-Oct-12

Secondary

1-Nov-12 2-Nov-12 VARANASI Primary

5-Nov-12 6-Nov-12

Secondary

8-Nov-12 9-Nov-12 BHOPAL Primary

19-Nov-12 20-Nov-12

Secondary

22-Nov-12 23-Nov-12 LUCKNOW Primary

26-Nov-12 27-Nov-12

Secondary

29-Nov-12 30-Nov-12 AGRA Primary

3-Dec-12 4-Dec-12

Secondary

CALENDER FOR CCE PROGRAMME AT ZIET MYSORE

S.NO PRIMARY SECONDARY REGION

1 5.11.2012-6.11.2012 MONDAY-TUESDAY

8.11.2012-9.11.2012 THURSDAY-FRIDAY

BANGALORE

2 15.11.2012-16.11.2012 THURSDAY-FRIDAY

19.11.2012-20.11.2012 MONDAY -TUESDAY

CHENNAI

3 26.11.2012-27.11.2012 MONDAY-TUESDAY

22.11.2012-23.11.2012 THURSDAY-FRIDAY

HYDERABAD

4 29.11.2012-30.11.2012 THURSDAY-FRIDAY

10.12.2012-11.12.2012 MONDAY-TUESDAY

ERNAKULUM

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

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.

3

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

INTRODUCTION

KVS ZIET MYSORE

GUIDELINES FOR FORMATIVE

ASSESSMENT FA2 & FA4

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 SPEAKING READING WRITING

III

Follows simple oral directions/instructions.

Can identify the key ideas and important details.

Can retell main events and recall key ideas.

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.

Can read stories, poems, and folktales. Can identify prefixes, suffixes, singular and plural forms of words, words indicating gender. Can grasp ideas from the given text and materials such as posters, hoardings, etc.

Uses complete sentences. Knows the use of capital letters, and punctuation marks such as full stop/period, question mark, and apostrophe. Spells correctly most of the words taught. Can write simple descriptions of self, people and things around.

IV

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

Pronounces all the sounds correctly (especially in L2) and is aware of the pitch/intonation differences (rising tone/ falling tone). Participates in dialogues, role-plays, 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 SPEAKING READING WRITING

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

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)

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 childs 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 others 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.

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.

BLUEPRINT FOR FORMATIVE ASSESSMENT FA2 & FA4

C O M P U L S O R Y

ACTIVITY DESCRIPTION METHOD OF CONDUCTING (inform the areas/ indicators of assessment to the children before the activity is conducted)

PERIODICITY

SUGGESTED INDICATORS FOR ASSESSMENT

RECORDING

EVIDENCE

REP

OR

TIN

G

Written Work

Class work / Homework/ Assignment/ Worksheets

Individual /Paired where a child requires support

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

Regularity Neatness Correctness

Best work or an average of all written

Notebook Index WS Folders

Inte

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Listening Comprehension

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

Large Group/Whole class. 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.

Act

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

Prepared Speeches OR

Short speeches on related themes to be prepared and presented

Individual

Pronunciation, intonation, Logical sequence

Entry in the teacher record with suitable notes

Conversation and Dialogue

Everyday talk in known and relevant contexts of the child

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


PERIODICITY


RECORDING

EVIDENCE

REP

OR

TIN

G

O P T I O N A L

Group Projects

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

Small / large group

CH

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Team work Content Organisation and presentation

Act

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Oral Quiz Teacher directed or student led with questions based on the lesson

Whole class/small/ large groups

Listening Comprehension Time Management Questioning Skills

Sample of quiz questions

Story Development Oral

Construct imaginary story by continuing in a group or individually finishing an incomplete story Giving a different course or conclusion to a known story

Small group/Individual/paired

Creativity Logical sequence Communication skills

Notes in the Teacher Record

Story development Written

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

Individual/paired very small groups

Creativity Sequence Details and descriptions

Student samples Can be displayed


PERIODICITY


RECORDING

EVIDENCE

REP

OR

TIN

G

O P T I O N A L

Story Telling

Narrating a story learnt or in ones own words/ with visual story boards

Individual Activity/ with support for struggling learners

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Creative Writing

Writing letters, descriptions, picture compositions, slogans notices, messages,

Individual Activity/ with support for struggling learners

Punctuation, spelling, use of conjunctions, descriptions, organisation

Student samples/Index entry in the CW

Oral Quiz Teacher directed or student led

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

Thinking Skills Alertness Time management Application of Knowledge Reasoning Skills Art of Quizzing

Texts of quiz with feedback notes to be filed

Role Play/ Dramatization

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

Small/ large groups. Expression- verbal and non-verbal Presentation sequence

Notes in the teacher record

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

PERIOD LESSONS COMPULSORY ACTIVITIES SUGGESTED OPTIONAL ACTIVITIES

April- May

Unit-1 Good Morning The Magic Garden

Written work Listening Comprehension Conversation/Dialogue Prepared Speech

Creative Writing/Speaking Picture /Experience Based on the school garden Oral Quiz on common/local flowers

June- July FA1

Unit-2 Bird Talk Nina and the Baby Sparrows Little by Little


Presentation with peers and teachers Group project on uses of trees with writing / speaking activity

Aug The Enormous Turnip UNIT-4 Sea Song A Little Fish Story


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

Sept CONSOLIDATION OF FA2

Oct Unit-6 Trains The Story of the Road


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)

Nov Unit-7 Puppy and I Little Tiger, Big Tiger


RolePlay /dramatization of any animal fable from Aesops Fables/ Panchatantra

Dec Unit-8 Whats In the Mail Box My Silly Sister


Compose parallel poems ( page 83 of the Text) Show and Tell-about the play activities of babies

Jan FA 3

Unit-9 Dont Tell He is my Brother


Presentation with peers and teacher about experiences with siblings/ ones feelings about being a single child Show and Tell sign language (page-95)/Role Play of animal movements

Feb Unit-10 How Creatures Move The Ship of the Desert


Picture based Story Development- comic 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


April- May

Unit-1 Wake Up

Nehas Alarm Clock

Written work Listening Comprehension

Conversation/Dialogue Prepared Speech

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

June- July FA1

Unit-2 Noses

The Little Fir Tree



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

Aug Unit-3 Run

Nasruddins Aim Why



Show Tell about sportsperson/sportspeople and the their field of sport

Watch a video clip with narration about a sport and Speak/write about it

Speaking/Recitation /Role Play of a parallel poem -Six Honest Men by Rudyard Kipling

Sept CONSOLIDATION OF FA2

Oct Unit-6 The Donkey

I had a Little Pony The Milkmans

Cow



Story development (page 101) Comic strip writing (page 105)

Role Play of the poem with choral recitation Role Play of the lesson

Group Projects on Animals our friends

Nov Unit-7 Hiawatha

The Scholars Mother Tongue



Creative Writing-Write the poem as an illustrated story

Role Play/Dramatization of the Story

Dec Unit-8 A Watering

Rhyme The Giving Tree



Personification- written/oral presentation of a plant in danger and how it would like to be saved

Group Project on A green Worldor Uses of Trees and presentation with peers and Teacher

Role Play of the Story

Jan FA3

Unit-9 Books

Going to Buy A Book



Book Review/Design a book cover and present Book Talk- advertise your favourite book

Feb Unit-10 The Naughty Boy

Pinocchio



Role/Play Dramatization I am a Talking Puppet- Make a puppet(s) and enact

an experience.

CONSOLIDATION OF FA4

CCE CALENDAR OF ACTIVITIES FOR FA2/FA4

CLASS V ENGLISH- MARIGOLD BOOK FIVE


April- May

Ice-cream man (Poem) Wonderful waste Bamboo curry


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

June- July

Teamwork Flying Together My Shadow


Group Projects on teamwork and collaboration Creative Writing- Comic strip writing of the lesson /conversation between the shadow and the little boy Story development on teamwork

Aug Robinson Crusoe Crying My Elder Brother


Creative writing/Story Development/ Story Telling- based on viewing video clips such as Treasure Island, Sindbad the Sailor Group Projects- compile situations illustrated with smileys where one has been disappointed, sad, afraid, left alone.. and present to the class


October The Talkative Barber Class Discussion


Role Play /Oral Quiz on different professions Presentations involving peers and teacher on acts of bravery , bravery award Creative Writing- Writing a notice for informing the class

November Topsy Turvy Land Gullivers Travels


Creative Writing- writing a parallel poem Story Telling- based on video of Gullivers Travels Story Writing- Video clip/reading of Hansel and Gretel- house of the witch and describing it.

December Nobodys friend The Little Bully


Presentation with Peers and Teacher about how to be a good friend with reading of few situations and stories and discussion based on them Group Projects- My Best friend

January Sing a song of People Around the world


Creative Writing-. Meet families in the neighbourhood and write about them Poster making about city/country life

February Malu and Bhalu Who will be Ningthou?


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


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 _________________________________________________________________

Sl. No

Name of Student

Lesson /Poem 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


Roll No.

Names of Students

Listening Comprehension(40) Conversation

/Dialogue /Prepared Speech(40)

Written Work(40) Optional Activity

I II III IV total

I II III IV TOT

I II III IV total

I II III IV total Grand

total Aggregate (40)

April/Oct

May-June/Nov

July/ Dec

Aug/ Feb

April/ Oct

May-June/ Nov

July/ Dec

Aug/ Feb

April/ Oct

May-June/Nov

July/ Dec

Aug/ Feb

April/ Oct

May-June/ Nov

July/ Dec

Aug/ Feb

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TEACHERS MANUAL FOR FORMATIVE ASSESSMENT

KVS ZIET MYSORE

MATHEMATICS

FOR CLASSES III TO V

S.NO CONTENT

1 Introduction 2 Continuous Assessment 3 Indicators in Mathematics 4 Blueprint for Formative Assessment 5 CCE Calendar of suggested Activities for Classes III,IV, V 6 Recording Formats:

Teachers Notes and Record for each Activity Cumulative Record

7 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

childs 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 childs learning and

progress and crossing curricular boundaries.

4. Collecting information continuously and recording the same.

5. Giving top priority, time and opportunity to each childs 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 teaching- learning 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 co-scholastic 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 childrens learning of both

concepts and procedures systematically, as this would enable teachers to plan their own

instruction more effectively.

In order to assess childrens 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 childs

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

Addition, Subtraction, Multiplication and Division

Length

Weight

Time Money Fraction

Class I Reads and writes numbers upto 20

Adds and subtracts numbers up to 20 Adds two single digit numbers mentally

Distinguishes between near-far, thin-thick, shorter-longer/taller, low-high.

Compares heavy and light objects.

Distinguishes between long and short duration of school days v/s holidays.

Identifies common currency notes and coins upto Rs. 50/-

Class II Reads and writes numbers upto 100 .

Adds and subtracts two digit numbers Adds and subtracts single digit numbers mentally Discusses situation involving repeated addition.

Measures lengths and distances along short and long paths using uniform (non-standard) units (for example, hand span, etc.)

Compares weights of two objects using simple balance.

Reads the days of week and months of the year.

Puts together amount of money not exceeding Rs. 50/-

Class III Reads and writes numbers upto 1000

Computes sum and difference between two given numbers (do not exceeding 3digit numbers)

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

Measures length using appropriate standard units-meters, 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

Class IV Reads and writes numbers upto 100000

Divides a given number by another number

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 Appreciates equivalent fractions of 1/2 and 2/3

ClassV Reads and writes numbers upto 10000000

Explains the meaning of factors and multiples.

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

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.

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.

Class III 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)

Draws some 3D-objects.

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. 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 6- faced 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

CO

MP

UL

SO

RY

AC

TIV

ITIE

S


PERIODICITY SUGGESTED INDICATORS FOR ASSESSMENT

RECORDING

(Date) EVIDENCE

RE

PO

RT

ING

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

Notebooks Index

WS Folders

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Pee

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Group Projects

AND

Mathematics Lab. Activities

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

syllabus

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

one's hands

Activity/Grade. Descriptive notes in the teachers 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

indicators

OP

TIO

NA

L A

CT

IVIT

IES

ACTIVITY DESCRIPTION METHOD OF

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

PER

IOD

ICIT

Y


REC

OR

DIN

G

(Dat

e)

EVIDENCE

RE

PO

RT

ING

Data Handling and Analysis

Teacher directed or student led

Students to collect data as per the need of ELO of the lessons

CH

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Analytical Skills Presentation Skills

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The samples of work done by students

Inte

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child

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on

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esp

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are

as t

hat

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Oral Quizzes Teacher directed or student led

The class is divided into groups and questions pertaining to the topic are asked to assess the students in a group.

Thinking Skills, alertness, Time management, Application of Knowledge Reasoning Skills, Art of Quizzing

Texts of quiz with feedback notes to be filed. Score card.

Estimation Teacher directed or student led

Individual/ paired/ Small/ large groups.

Inquisitiveness Alertness Conversational Skills Analytical Skills Presentation Skills

Record of students graded work

Problem solving Teacher directed or student led


Inquisitiveness Conversational Skills Analytical Skills Presentation Skills

The samples of work done by students

Field Activities and Reporting

Polls, opinions Preferences Market related


ICT, Interpersonal Skills Data collection and analysis

Student samples to be filed

Mapping Your Way

Teacher directed or student led


Comprehension Conversational Skills Analytical Skills Presentation Skills

Samples of associated symbols,

Maps prepared by students.

Record of discussion on different routes to a destination

KENDRIYA VIDYALAYA SANGATHAN, ZIET MYSORE CCE CALENDAROF ACTIVITIES FOR FA2 AND FA 4

Mathematics Class III Sl. No.

Month Title of the lesson

Optional Activities

01. April Where to Look

From?

1. OOral Quiz

2. Puzzles

3. DData Handling and Analysis

Match objects available in the class / school / garden etc. to geometrical shapes eg. Notebook- cuboid,

Quiz on identification of top, front and side views of objects

Completing the mirror half of given pictures

Create shapes using dots- a speed based puzzle

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 an even number?

Group even and odd numbers between two given numbers

Quiz on place value of a digit in a 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

Collection of mathematical puzzles

Questions to enhance speed and accuracy

02. May Fun with numbers

03. June Give and Take

04. July Long andshort

05. August Shapes

andDesigns

06. August Fun with

Giveand Take

07. September

Time goes on Quiz on reading time and looking up a calendar

Compulsory activities Optional Activities

Written Assignments, Group Work, Mathematics Lab Work

Data Handling and Analysis Oral Quiz

08. October

Who is Heavier 1. Oral Quiz

2. Puzzles

3. Problem

Solving

4. Estimation

5. Mapping

Your Way

6. Field

Activities

and

Reporting

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

09. November

How manyTimes

10.

November

Play with Patterns

11. December

Jugs and Mugs

12. January

Can We Share?

13. January

Smart Charts

14. February Rupees and Paisa

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 Class IV

Sl. No. Month

Title of the lesson Optional Activities

01. April Building With

Bricks

Oral Quiz

Puzzles

Data

Handling and

Analysis

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

02. May Long and Short

03. June A Trip to Bhopal

04. July Tick-Tick-Tick

05. August The Way the World Looks

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 06. August The Junk Seller

07. September Jugs and Mugs

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

08. October Carts and Wheels

Oral Quiz

Puzzles

Problem

Solving

Estimation

Mapping

Your Way

Field

Activities and

Reporting

Draw circles in the play ground using thread and twig/ chalk, locate the centre. Estimate the radius

Designs using compass and circular objects

Practice, solve small problems related to capacity mentally Puzzles.

Magic squares and triangles, play with patterns creative activity

Framing of questions by looking at pictures

Story problems

Worksheets on all four basic operations

Arrange things in sequence and develop the multiplication fact e.g. desks in the classroom with different combination

Story problems, pupils frame questions.

09. November Halves and Quarters

10. November Play with Patterns

11. December Tables and Shares

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.

12. January How Heavy? How

Light?

13. January Fields and Fences

14. February 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) To find the centre of a circle by paper folding and verify that length of radius of the circle is always same. (b) To make a geometrical design using compass and a ruler. (c) To make a pattern of different circles with i) samecentre and different radii ii) same radii and centres 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 m, m and 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

Mathematics Class V

Sl.No. Month

Title of the lesson Optional Activities

01.

April

The Fish Tale Oral Quiz Puzzles Data Handling and Analysis

Formation of smallest and greatest number using 3,4 & 5 digits

Mock bank showing borrowing of money, interest and savings.

Word problems on addition and subtraction, measurement- length, weight, capacity, speed, distance and time.

Mock shop to experience of buying and selling and handling money

02.

May

Shapes and Angles

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

03.

June

How Many Squares

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.

04.

July

Parts and Wholes 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

Preparing vegetable/grocery bills and calculate prices for quantities in fractions.

05. August

Does it Look the Same?

Observing and drawing different shapes on rotating 1/3, 1/2, 1/4, 1/6

06.

August

Be my Multiple , Ill be your Factor

Group given number of objects in to different factors

Game on multiples of different numbers

Oral quiz to find the multiples of given numbers

07.

September

Can You See the Pattern

Oral Quiz Puzzles Problem Solving Estimation Mapping Your Way Field Activities and Reporting

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

08.

October

Mapping Your Way

Locate places on a map of a city and answer the questions

Draw the floor plan of the school and locate different rooms

09.

November

Boxes and Sketches

Make nets for cubes and cuboids

Make deep drawings of objects

Quiz on identifying top front and side views of objects

10.

November

Tenths and Hundredths

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

11.

December

Area and its Boundary

Estimating perimeter and area of the class room and compare with the actual values

Find the area of irregular periods using thread

12.

January

Smart Charts Represent the given data using tally marks, pie chart, bar graph

Show ones family tree using a tree diagram

13. January

Ways to Multiply and Divide

Mock shopping based on multiplication and division

Quiz on calculating areas and perimeters using multiplication

14.

February

How Big? How Heavy?

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 , 1/3 , , 1/5, etc. using rectangular strips of papers by paper folding. (b)To represent the fractions , , , 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) a square ii) 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 cubic units ii) 3x3x2 cubic units iii) 3x3x3 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___________________________________________________________________________

S.NO NAME OF THE STUDENT

ACTIVITY CONDUCTED_____________________________________

TOTAL

Specific Remarks/ Diagnosis/ Remediation

Apr-May OR Oct- Dec

Apr-May OR Oct- Dec

Jun-Aug OR Jan- Feb

Jun-Aug OR Jan- Feb

Mar

ks (

40

)

Gra

de

DATE: ______ DATE: ______ DATE: ______ DATE: ______


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

KENDRIYA VIDYALAYA -----------------------------------------------------------

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

CLASS AND SEC: _____________ SUBJECT: ___________________ TEACHERS NAME: ________________

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[KVS ZIET MYSORE]

[TEACHERS MANUAL FOR CONTINUOUS

ASSESSMENT ]

ENVIRONMENTAL STUDIES

CLASSES III-V

(NCERT Source Book

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