NEST Handbook

Page : 1

DIET - Malappuram

ourishing nglish through trengthening alents

(A Special English Tryout Programme)

Page : 2

Page : 3

Nourishing English through Strengthening Talents is aresearch conducted by DIET Malappuram, and is being tried out insix schools this year.

A material prepared in tune with the prevailing methodologyhas been brought to you which will benefit children at all levels ofachievements , especially the Low Proficient Learners. The successof this programme lies in your sincere effort to implement this materialin your class room.

Please go through it and practice it in your class with a will.Keep a record of your personal experiences, your views on the material,its merits/de merits etc, which will help us refine it before we spread itout to all the schools in the district next year.

Wish you every success.Sincerely

P Abdul RazakPrincipal, DIET Malappuram.

Page : 4

Page : 5

Proficiency in English has always been a matter of serious discussion, notamong the academicians but among the parents too. To satisfy this need we wereplanning and executing various programmes throughout the past several years. The studiesand tryouts conducted by District Institute of Education and T raining reveals thatthe performance level of the children, has not improved much ,despite our efforts andpedagogic innovations .

However we have to take responsibility to make our students competentfor the foreign tongue. Programmes in tune with this aim have to be charted out. Whiledoing so we have to bear in mind the educational rights of the child which is envisagedin the historic act of RTE passed by the Government of India.

One of the major issues in our class room is the case of Low ProficientLearners LPL . We have to design or derive new strategies for them, keeping all theprocesses intact. The LPL have to go through the graphic reading and writing at a paceconvenient for them .Of course we the teachers have to take effort for them. They havetheir own talents and these talents can be modulated to develop language skills.

Through determined team work we can overcome this issue. Here arisesthe new program NEST (Nourishing English through Strengthening Talents.) designedby DIET Malappuram.

1. To equip teachers proficient in class room process.

2. To Develop strategy for strengthening language learning

3. To ensure equality of opportunity for all children

4. To develop strategies and techniques to support low proficient learners.

In the academic year 2012-13 six schools from four sub-districts will be ‘nested’.

They are

1. GVHSS Vengara (Vengara)

2. PMSAMUPS Karathode (Vengara)

Page : 6

3. Pariyapuram Central AUP School (Tanur)

4. AMUPS Vaniyannur (tanur)

5. GWUPS Thrikkulam (Parappanangadi)

6. GUPS Purathur (Tirur)

· Pre test administration in all divisions of Vth standard

· Material development of NEST

· Orientation workshop for AEOs, BPOs, DIET Faculties, Head Master of thecorresponding schools, PTA, MPTA presidents.

· One day initial training for teachers for the material familiarization includingtryout classes

· SRG meeting for evaluating the progress of the programme

· Frequent monitoring of AEO, BPO, Faculties, Trainers and On Site Supportwhenever needed

· Parental awareness of NEST

· Interim review and Sharing and solving classroom issues

· Dissemination seminar For community awareness

Page : 7

Dear ones,

The material focuses on the enhancement of reading and writing. Each readingpassage is enriched by interactive pictures .These pictures are used as the platformfor interaction in order to lead the children for graphic reading. The text evolved bythe teacher using the pictures are named as Sub texts

NEST Concentrate on evolving subtexts using picture interaction

Stratagies for the recurrence of the subtexts are given for each reading text

Extended activities for the same passage is given for further enhancementof reading

P. NishaLecturer (Planning & Management)

DIET Malappuram

Page : 8

Page : 9

Process

CAN I BUY A BICYCLE?

Draw the attention of the children to the picture on the T.B. Page No. 27 and interact,

Look , the children are riding bicycles.

Where are they going? Can you guess?

school, play ground......

Do you know cycling?

Do you have bicycles? How many of you have bicycles?

Okay, all of you like bicycle verymuch. Don’t you?

Here is a story of two friends and their bicycle.

Module 1

Narrative Presentation

“Can I buy a bicycle” (H.B.) Page 58

Gist : - On the way to school, Binu and Basheer stopped infront of a bicycle shop. Binu wished tobuy a bicycle.

Interaction

Who are the friends ?

O.K. Binu and Basheer.

Where are they now?

Binu likes to buy a bicycle, doesn’t he?

ourishing nglish through trengthening alents- ( )

Teaching Manual

English

Unit - II Dream on Wheels Std-V

Issue : The lack of human resource development

Sub issue : 1) There are veriety of jobs in the society

2) Every job has its dignity.

** Dear friend,

For every activity there should be some visual evidence for its successfulcompletion. Please note down them in the space provided.

Visual evidences of the trigger.

Visual Evidence of Narrative Presentation.

Assessment:

Page : 10

Can he buy it? Lets see.

Let’s read “Can I buy a bicycle” (T.B. Page No. 28)

Can you identify the characters?Where are they going?Where are they standing now.?They are standing in front of a bicycle shop.What did Binu want to buy?Look Binu tells about his wish to Basheer.What did he say?

( write on BB)Can Binu buy the bicycle?See the price tag.How much does it cost?

(write on BB)Is Binu happy?He is gloomy now. Isn’t he?

(Write on BB )Basheer is his friend. He is saying some thing to Binu. Can you guess?What is it?

(Write on BB)Strategy

There are four sentences in the chart.

Cut every sentence into words.

Shuffle these words and distribute to

groups. The groups can arrange the

words in right order to get the sentence.

Activity Reading the picture story.

Five pictures are given for you. There are some speech bubbles in each picture. Somespeach bubbles are blank. Can you select the expressions suitable to each bubble from the box.

Visual evidences of sub - text

Visual evidences of the chart with pasted strips.

1

23

Page : 11

I

What is the picture about ?

Can you see Binu and Basheer in the picture?

Who is the other person?

“ Shop keeper”

Why do they go to the shop?

“To buy a bicycle”

Okay, then what will the shop keeper ask. Teacher reads the firstbubble.

What will Binu’s reply be? You are right!

“I want a bicycle”. Find it out from the box and write it on yournote book.

II

“I want a bicycle”, Binu said to the shop keeper.

What will the shop keeper ask next.

The shop keeper asked, “Which bicycle do you want?”.

What will Binu say?

Find that also from the table and write it in your note book.

III

........................Hello children, What

do you want ?

Which bicycle do you want ?

* That blue bicycle.

* Why are you gloomy?

* This bicycle costs RsTwo Thousand.

* Don’t worry friend;which bicycle are youplanning to buy?

* I want a bicycle.

................................................................................................

........................

4

5

4

5

...........................Oh! Rs Two Thousand.

I can’t buy it.

66

Page : 12

Will Binu ask about the price?

“Surely he will.”

What is the cost of this bicycle? Binu asked.

How will Basheer reply?

It is in the first bubble.

Can you write it in your note book?

It is also in the box

After writing the response, The teacher can interact with the second bubble.

What will Binu’s reply be?

See his expression.

Binu says “Oh! Rs Two Thousand. I can’t buy it.”

IV

What is the price of the bicycle.

“Yes it is Two Thousand rupees”.

Binu’s face became gloomy. The shop keeper noticed it. Will he ask about it?

What will he ask?

Yes. He will ask “ Why are you gloomy?”

It is also in the box.

V

Basheer is his friend. He is also there.

Basheer is trying to console Binu. What is he saying?

..........................................

77

............................................

...............................8

Page : 13

Can you write it in your note book?

It is also in the box.

How many of you could write the dialogues?

Okay, now all of you go through the reading passage and underline thesentences in the chart

Reading process

Now all of you read the passage ‘CAN I BUY A BICYCLE?’. CB Page 28

Individual reading

Children, all of you read the passage silently.

Read the passage once again and put ‘x’ for the ideas or words that you can’t understand.

LPL identifies the subtext from the reading passage and underlines it.

Collaborative reading

You have got some ideas.

You may have some doubts too.

You can now sit in groups.

Now share the ideas in turn.

You can ask your friends and clear your doubts. ( Inter group interaction)

You can make use of glossary if needed..

See children, group one has a doubt. Can any group help them?

( Groups help each other - intra group interaction)

Teacher clarifies the remaining doubts through interaction (Teacher- class interaction. )

The teacher can check comprehension of the passage using the following questions

* Where are the friends going to ?

* They stopped at the bicycle shop. Didn’t they?

* What is the cost of the bicycle ?

* Binu’s face turned gloomy. why ?

* How did Basheer console Binu ?

Ensure children mark the portion/portions coveying the idea revealed through the follow-ing questions.

Loud reading by the teacher.

Scaffold reading

Teacher displays the question in the class

“ Don’t worry .“ Why did Basheer says so ?

- Groups share the idea

-Group presentation

Teacher can direct the outstanding children to write the response the scaffold questions.

Loud reading by learners.

Give the following instructions.

Visual evidence of the activity in the notebook

Visual evidence of thecollaborative reading, loudreading by the learners in

the T.M.

Visual evidence of Scaffold reading(Questions and responses in the chart)

Page : 14

1. Take turn and read one sentence aloud .

2. Select one child to read aloud in the whole class.

3. Others can offer suggestions to make loud reading better.

4. Selected learners read aloud two or three sentences in turn. (The secondchild begins where the first child stopped.)

Assignment 1.

Binu likes bicycle very much. I think you also like bicycle, All of you draw a beautiful bicycle. colourit bring it when you come tomorrow.

Module 2

Discourse Construction

I hope all of you have drawn your dream bicycle.

Interaction based on the picture drawn.

Has your bicycle a dynamo ?

How many mirrors are there ?

Is the handle bar glittering ?

What about the bell ?

Now describe your bicycle .

Individual attempt

- Teacher interact with L.P.L

- Elicits ideas and megaphones it in English.

- Teacher writes their ideas in their notebook.

Group Sharing

Each member shares their ideas in group

L.P.Lshould be given first preferance

Group presentation

Teacher Version.

Teacher has to prepare evolving teacher version instead of a readymade one.

Editing.

Follow this process given in the course bok Page No 36,37

A DREAM

Interaction

- Where is Binu now ?

- What will he do after school ?

- Who will be there at home ?

Ok Let us see.

Module 1

Narrative Presentation.

visual evidence of the individual writing andSAT (CB page 29) in the note book, group

product in the chart, teacher version.

visual evidence of edited group product in the chart

Page : 15

A Dream Page No 59 SB

Gist:- Malathy came home late. Binu asked her to buy a bicycle for him. Her eyes filled with tears.

Seeing that Binu told “sorry mother”.

* Why does Malathy cry ?

* How does Binu respond ?

* Will Binu get a bicycle ?

* Can you guess what happend then ?

¨ Children, have you seen the picture?¨ Who is in the picture?¨ What is Binu doing?¨ Ok, See his face; he is very happy in his sleep. He is also smiling; isn’t

he?¨ Why he smiling in his sleep?¨ Yes, he had a dream

¨ What did he see in his dream?¨ ‘Cycle’¨ Ok, what was he doing with the cycle?

¨ Can you say the colour of his bicycle?¨ Red? Green? Orange? Blue?¨ Geetha, you are right, It was a blue bicycle.

¨ How many of you said “blue”?¨ Good; Binu is very happy and rides the bicycle.¨ Look at the picture once more.¨ What did he do with the finger?

¨ How does the bell sound?

visual evidence evolving big picture

99

Page : 16

¨ Look, he started riding the bicycle.¨ What was he doing with his legs?

¨ Look at the picture.¨ Binu is riding fast.¨ How do you like to ride the bicycle? Slowly or fastly?¨ I like to ride it slowly. Najeeb what about you? Do you like to ride it fast?¨ Tell me about Binu.Does he like to ride it fast?¨ Yes, Binu also likes to ride the bicycle fast.¨ Look at the picture.¨ What did Binu do?

(write on BB)¨ Where?

( write in continuation )¨ Binu loves his cycle very much.¨ Look at the picture. Is Binu sitting straight ?¨ No , He bent down.¨ Modify the sentences already elicited to write the subtext on chart.

¨ See how happy he is!¨ He says something to his dear bicycle.¨ Can you say it?¨ Do you want to know it?

LPL identify the sub text from the reading passage and underline

Strategy - I

There are balloons tied to Binu’s bicycle. Why there are balloons?

“Yes to decorate”.

1010

Page : 17

You can use flower too. Can’t you?

What else can you use?

Balloons, flowers and then?

Of course, ribbons, beads, cds…………..

Write the words on BB.

Balloons, Ribbons, Beads, CDs

Children may read the words in turn. Let them group themselves.

Teacher talk for grouping

All the “balloons “ can fly and sit here.

“Ribbons” please find your space here.

“ Beads” roll down and settle here.

CDs please sit here.

Now you are in groups.

Tell me Arun ; which is your group?

Arun is in the balloon group. Mohan which group do you belong to?

That’s fine.

Now, look at the BB. There are 6 sentences on it.

[Shows a cover.]

See this cover, I have one sentence in this cover.

It can be the first, it can be the last. You can guess.

Which sentence is in the cover?

Divya any idea?

The first one? Can you read it?

[Help the child to read it.]

Divya, says it is the first one.

I will give a tally mark for the first one.

Maya, what do you think?

That’s fine, one more tally to sentence one.

Now there are two tally marks for sentence..................

Meera, what is your choice? Meera says it is sentence four.

[Like this give chance to maximum number of children.]

Now let us see what is inside the cover.

Open the cover.

See the sentence. Teacher shows the sentence.

Okay, can’t you read it?

Let children read the sentence.

How many of you were correct?




product in the chart, big book, teacher version.

Page : 18

Now I will give you some words. You can make any sentence of the chart.

Supplies words. Your time begins now.

Strategy - II

After eliciting and writing the sub texts on the chart, read the sentences as if you present a narrative with tone and pitchvariation. Supply strips of paper to children. Children of one wing (left half/right half) choose word from the first sentence. Thesecond sentence is used by the other half. The left half can deposit the strips in the ‘A’ box placed on the table (empty chalk box).The other group uses box ‘B’ to deposit their words. Then exchange the boxes. Let children assemble sentences with words in thebox.

See which group comes first.

Shows the same picture

¨ Who is sleeping?

¨ Yes, it is Binu.

¨ What did he do with the balloons?

¨ Binu likes the bicycle. Doesn’t he?

¨ Do you like Binu’s bicycle?

¨ How do you know?

¨ See his face. He is very happy.

¨ Binu had a dream.

¨ A sweet sweet dream.

¨ While riding the bicycle Binu was singing a song too.

¨ Do you want to hear that song?

¨ Let children sing the song after you.

¨ Play the audio cd of the song.

¨ Elicit lines.

¨ Shall we hear the song?

¨ Pupil hear the audio track. ‘Binu had a dream’

¨ Okay, have you enjoyed it?

¨ Can any body identify the lines?

¨ No? Don’t worry, you can!


Page : 19

¨ I will give you a clue.

¨ There are four words in the first line.

¨ Plays audio once again.

¨ Children ,which is the first word?

¨ Teacher writes the first word in BB and put ___ for the nextwords.

¨ Can you say the second one?

¨ What about the third and fourth?

¨ Repeats the process.

¨ Fills the gaps and complete the stanza.

¨ Children sing with the audio track.

( Teacher can supply the unidentified words /sentences if necessary..)

Binu had a dream

Sweet sweet dream

The dream of a bicycle,

His new blue bicycle.

How bright it shines

Like a mirror in the sun.

How sweet the bell sounds,

Tring Tring Tring

How he pedals it

Round round round

How nice it goes

Fast fast fast

Binu had a dream

Sweet sweet dream

The dream of a bicycle.

His cute little bicycle.

After enjoying the poem teacher asks; Children did you like the poem?

You have enjoyed it, haven’t you?

Okay, what is this poem about?

Yes it is about Binu’s bicycle.

Please open the course book page 30.

Now you go through the passage.

Can you see the word ‘rim’ in it?

Visual evidence of the activity in the note book


Page : 20

Teacher writes ‘rim’ on the BB.

Underline it.

Okay, try to find the ‘handle bar’ in your passage.

At the same time teacher writes ‘handle bar; on the BB.

Children , these are parts of the bicycle.

There are some more parts written in the passage. Try to find out and complete theword web in the next page. [ This can be given as home assignment.]

Reading process

Now all of you read the passage ‘A DREAM’ CB Page 30

Individual reading




Collaborative Reading

You may have some doubts in the passage.

Interact with your friends and clear your doubts (Inter - group - interaction )

Do you have any more doubts, if so use glossary and clear it.

Are there any doubt still, ?

Teacher invites other groups to clear the doubts (Intra - group-interaction)

Teacher clarifies the remaining doubts through interaction (Teacher - group - interaction)

Teacher elicit shared ideas from all the group through interactions

Ensure children mark the portion/portions coveying the idea revealed through the following

1111

Visual evidence of the collaborative reading,loud reading by the learners in the T.M.

Page : 21

questions.

* What was Binu’s dream about ?

* Can you describe his dream bicycle ?

* Binu was whispering something to the bicycle. What was it ?

Loud Reading by the teacher

Scaffold questions

* Have you ever experienced such a dream ? Share it ?

* Suppose Binu wakes up from his dream, what will be his thoughts?




1.Take turn and read one sentence aloud .

2. select one child to read aloud in the whole class.

3. others can offer suggestions to make loud reading better.

4. The selected learners read aloud two or three sentences in turn. The second child begins where the first child stopped.

AN ATTEMPT

Module 1

Interaction

Draw attention to the picture. (Trigger)

Binu is dreaming. Isnt he ?

Look at Malathy. Is she happy ? Why ?

What is Malathy thinking ?

Let’s see.


( An attempt S.B. Page 59)

Gist:- Malathi’s income is not enough to buy a new bicycle. She decided to ask money from thesupervisor

Interaction

1. Malathi asked for some money from the supervisor, didn’t she ?

2. What will he say ?

3. Will Malathy get money from the Supervisor ?

4. Can you guess what happened next ?


Visual evidences of the trigger.


1212

Page : 22

Process for Reading

(An attempt TB Page No 31)

All of you read the passage ‘An attempt’ silently.

You can read the passage once again and put ‘X’ mark for the ideas or words that you can’tunderstand.

Can you say who are in the picture?Yes, you are right; It is supervisor and Malathy.Where are they? They are in the Quarry.What is Malathy doing there?She is crushing the stone.She is a Coolie in the quarry.How much money does she want from the supervisor? She wants two thousand rupees from the supervisor.She went to the superviser and what will she ask?“Sir, will you give me some money?”What will the supervisor say? Can you guess?Look at his face. Is he ready to lend money?“ No”Is he a nice man?“You are right; he is a tough man”.Then what will be his answer?

“

See the next picture

visual evidence of the Picture interaction

13 14

15

13 14

15

Page : 23

Malathy is standing there. She is very sad.Does she want to say something more to the supervisor?What will she say? Can you guess?

“ Sir, please”, Malathy pleaded again.

Look at the picture.Is the supervisor angry? Will he give money to Malathy?‘No’.Ok children,What is her wage?“One twenty rupees”.How much money does Malathy want?“Two thousand rupees.”Will the superviser ask what is it for? “Yes”.Then how will he ask it?

“What do you want two thousand rupees for?”She has to buy a bicycle for her son.Can she tell it to the supervisor?No. What will she do then?Will she tell a lie?What lie will she say?Deepak, what is your opinion?Consulting a doctor? Quiet possible.Mini, tell me , won’t she think about her old house?Yes. Thats a good reason.Malathy will ask money for repairing her house.How will she say it to the supervisor?

Will the supervisor get back money?Okay, you are saying “Yes”.But he is not sure about it. Why?Malathy is getting only 120 rupees per day.Can she repay? He thought.He asked her about it.


16

Page : 24

What will he ask?

Strategy - I

The above sentences are written on the chart. Ask the following questions.

Who is saying ‘No’? Supervisor or Malathy?

You are right; it is the supervisor.

Raghu can you show the word ‘supervisor’?

‘That’s fine ! Well done Raghu.

Who can show Malathy?

See, Rema is coming. Give her a clap!

There are two words starting with ‘P’.

One is “please.” What is the other word?

George is ready to answer. Aren’t you George?

That is very good. It is ‘pleaded.’

There is one word starting with “r”. What is that?

One is ‘rupees’, isn’t it? What is the other word?

Okay children, it is ‘repaired’.

Role play

Now one can take the role of supervisor and one can act as Malathy.

Who is ready?

So nice; Pinku and Tony are coming.

Are you acting as Malathy?

Yes, Pinku is acting as Malathy.

Then Tony must be the supervisor.

Tony am I right? Yes I am.

Tony the supervisor is standing here. ( mark the position on the floor)

Where is Malathy standing ?In front of the supervisor or behind the supervisor?

Negotiate and fix the position.

Who is saying first?

Is it Malathy? No it is the supervisor. What does he say?

Pinku says ‘no’.

Pinku, say it aloud in a harsh voice.

Good.

Malathy can say your dialogue.

“Sir please............”

That’s fine. Why can’t you give them a big clap?

Visual evidences of strategy

children underline please, pleaded, rupees,repaired in their note book.

visual evidence of role play in T.M.

Page : 25

Strategy - II

Can you point out the sentence saying ‘Malathy wants to repair her house’

Good guess.

(Tell children that you are going to erase one word from BB.)

Come on children, look at the BB once again. I am going to rub off one word from the firstsentence. You close your eyes for a while.

Okay…. (Rub off the word ‘thousand’)

Now open your eyes.

Devapriya, can you say the word?

Correct .. It is ‘thousand’.

Who can write the word on BB?

Hari is coming. Hari, do not write the full word. Write only one letter.

Yes; Hari has written “t”.

Which is the next letter?

Radhika; It is your turn. Radhika is writing ‘o’. Do you agree with her?

Sorry Radhika ; I will give you a clue. The letter is in Hari, it is in ‘happy’.

It is there in ‘the..’ Teacher writes Hari and, happy in BB.

Good guess. It is ‘h’.

(If the children can’t write teacher put a round on .Now we got the letter ‘h’ of the wordthousand.)

Try the next.[ Elicit the spelling through interaction.]

As earlier we can role play these dialogue of all evolved sub texts.

Who is Malathy?

Yes, Malathy is Binu’s mother.- write on the BB.

What is she?

She is a coolie. Isn’t she?

Teacher writes on the BB.

Rahim, what is your father?

Yes, Rahim’s father is a driver. Teacher can elicit different types of jobs and writes on theBB.

Is there any other jobs that you know?

(Teacher elicits the responses and write on the BB)

Teacher writes only the jobs written in the activity on the BB. Can we read it again?

Teacher asks the children to read it again.

Visual evidences of interaction in the note book


Page : 26

Teacher introduces the activity.

There are some pictures in the activity.

Look at the pictures. ( teacher rubs the jobs on the BB.)

Who are they?

Let them go through the pictures.

Who is in the first picture?

There is a box. Can you find out from the box.

Look at the picture; ‘Who is he ?’

This is Binu.He is a Doctor

This is Malini...................

This is Mr. Balan.

..................... This is Mr. Basheer..................

This is Mr. James.

.....................This is Malathi.

..................

Driver

Teacher

Doctor

Coolie

Merchant

Policeman

Visual evidence of the activity in the note book

17

Page : 27

Reading process

Now all of you read the passage ‘AN ATTEMPT’ CB Page 31

Individual reading




Collaborative Reading

Now you may have some doubts in the passage, interact with your friends and clear

your doubts. (Intra group interaction)

The teacher can check comprehension of the passage using the following questions

* Do you have any more doubts ? If so use glossary and clear it.

* Are there any doubt still, Teacher invites other groups to clear the doubts

(teacher groupinteraction)

* Teacher elicit shared ideas to all the group through interactions

* Malathy asked for money, didn’t she ?

* What did supervisor say to Malathy ?

* Malathy pleaded again. didn’t she ?

* How did supervisor react ?

* Malathy told a lie to the supervisor. what was it ?

* Can you repay the money , the supervisor asked. why ?

Ensure children mark the portion/portions coveying the idea revealed through the following

questions.

Loud reading by the teacher

Scaffold Reading

(Teacher displays the questions in the chart)

* The supervisor was not ready give money to Malathi. Do you agree with supervisor ? why ?

* I want to get my house repaired, Malathi lied. Do you agree with Malathi?. why?


Group shares the ideas.

Group presentation







Visual evidence of the collaborativereading, loud reading by the learners

in the T.M.

Visual evidence of Scaffold reading (Questionsand responses in the chart)

Page : 28

JOBS IN MY LOCALITY

Module 2

Interaction

Malathy works in a quarry.

She is a coolie there.

People do different kinds of jobs.

Some are coolies, some are drivers , some others are doctors.

- Do you know what is your neighbour ?

- Is he a teacher or a nurse? ( acknoledge their responses)

Let’s find out the jobs of people in our locality.

- What will you do for it?

You are right. We will meet them and ask questions to them.

- What all questions will we ask?

- Remya, any idea?

Remya says ‘ what is your name’ . Thats fine. (write ‘name’ on BB)

- Tinu, any other questions ?

- What are the details you want to collect ?

“Of course we will collect their address.” (write ‘address’ on BB)

- Don’t we ask about their job? (write job)

Thats good

- Now tell me how we can tabulate these data?

Lets draw a table.

Draw the table given on page 32 of CB

Look at the table. There are four columns.

I will write the head of the first column. (write ‘serial number’ in the first column.)

Sita, come and write the head of the second column.

Sita has written ‘name’ in the second column.

- What about third and fourth?.

- Who is ready to come and write?

Then Teacher farmiliarises the table given in the CB (page 32)

Preparing a questionnaire

Don’t you remember the questions we discussed ? Let’s write it

Individual attempt

Teacher interact with LPL.

Elicits ideas and megaphones it in English.

Teacher writes their ideas in their notebook.

Group Sharing (teacher interacts with the groups )

Page : 29

- When you go to a house to collect the data How will you treat the person ?

Each member get chance to share their idea.

Eg :- Good Morning Sir

Excuse me sir

Hai sir

Let the group select the best idea and each member in that group writes in their notebook.

- How will you ask for the name ?

Eg:- Your name please ?

May I know your name ?

etc...

- What are the other details you want to collect?

- Children say ‘address’

- How will you ask ‘address’ ?

- Will you ask about his job ?

Group presentation

Teacher Version.

Teacher has to prepare an evolving teacher version instead of a already prepared one.

Editing

Let the children do the project work as home assignment.

Compile a big book on the project done by them.

The big book may contain the questionnair, and tabulated data

THE BICYCLEModule 1

Interaction

Yesterday we have collected the data.

- What are the different types of jobs , people do in your locality ?

- Can you suggest a good job for Malathi. ?

- Why do you select it ?

- Will it be convenient for malathi. Why ?

Allow them to respond orally first. Ask them to write their opinion individually.

Teacher may interact with LPL elicit idea and megaphone. She writes it in the child’s note book

Allow them to discuss their ideas in the groups.

Teacher interacts with the group for ensuring the participation of all the members.

Groups present their ideas orally.

Let’s go back to the story.


Visual evidence of the project report

Page : 30

SB page 60

Gist :- Binu is doing his home work. Mother comes there and console him and suggest tobuy an old bicycle from Balan, the fish merchant.

Interaction:

- What will be Binu’s decision ?

- Will he agree to buy an old bicycle ?

Let’s see

Binu has no money to buy a new bicycle.Binu and Basheer decided to buy an old one.Mother told that Balan had an old bcycle.- Will Balan sell the old bicycle?- How will you know? Will they go to meet Balan?You are right. They will go to meet Balan.

- What is Balan ? Is he a doctor?You are right. He is a fish monger. (complete the sentence adding ‘fish monger’)

Look at the picture. Who do you see in the picture?Who is standing near to Balan? It is Basheer.“Baletta’ do you want to sell your bicycle?” Basheer asked.Yes I want to sell it. Balan said.What did he say? Binu was anxiousHe wanted to sell the bicycle. Basheer said..

Visual evidence of the narrative and responsesfor the interactions.

18

Page : 31

Can you see the bicycle in the picture.- What about its stand? Have a close look at the picture.- Has it a stand ?

- The bicycle had no stand. Then how is it kept?- How is the bicycle placed? (show the action ‘leaning against the wall)

- Can you remember Binu’s dream cycle. What about this bicycle?- What is the colour of the bicycle?- What about the handle bar?- Can you see the bell and mirror?

Strategy

[Let the sub text be on the BB. Children go through the sub text once again.]

They had many chances to read the following words of this sub text earlier.

Basheer,Binu, He , And, Bicycle, Handle bar, His, The, etc.

Let the children write the words they are familiar with in their note book.

Write the subtexts on a paper.

Then cut it into words. Keep the words in a box or in a can.

Teacher talk:

- See the box, can you guess what is inside ?

- “Toffees ?” Sorry dear. make another guess, “Words?”

Okay, let’s see

Now you can take lots.

Let every child take one strip containing words of the sub text elicited.

Jyothy, Read your word please.

Yes you are right. It is ‘stand’.

- Beena you have the word ‘leaned’, haven’t you?

- Jasmine yours is the ‘bicycle’. Isn’t it?

Yes, it is.

All of you have got the words.Now you can assemble and form the sentence.

- Okay, who have got the words of first sentence?

Look at the chart and find out.[ the chart to be exhibited must be prepared carefully.Sentences are written one after another,ie One sentence in one line.]

- Ravi, what is your word? Ok, it is handle bar. Can you find out ?

Visual evidence of the subtextpasted strips of strategy.

Page : 32

- Is it in the first sentence? No.

- Then where is it? It is in the fifth sentence.

Find out your sentence first. Then find out your partners/ friends .

Chart to be exhibited

Ø Basheer and Binu went to meet Balan, the fish monger.

Ø He wanted to sell his old bicycle.

Ø It had no stand.

Ø It leaned against the wall.

Ø The colour , the glittering handle bar, the bell, the mirror.. nothing was there.

Note: Children who are the part of one sentence will stand in one group. There will besome confusions regarding the repeated words like it, the, he, etc. Try to eliminate theconfusions through negotiations.

See the pictures.

One is Balan’s old bicycle and the other one is Binu’s dream bicycle.

Compare the two bicycles.

- Binu and Basheer went to meet Balan. Why?

Yes. They wanted to buy Balan‘s old bicycle.

- What was the condition of the old bicycle. Was it a beautiful bicycle?

- Does it have a stand?

- What about its mirror?

- How was the handle bar?

- Was it shining?

- Did it have the blue colour?

Teacher elicits the answer from the children and writes on the BB.

Okay, lets think about Binu’s dream bicycle .

- What about the handle bar?

- How was the seat?

- Do you remember the sound of the bell?

Teacher elicits the response and write each quality of the new bicycle on the BB.

19 20

Page : 33

Okay, now the features of the old and new bicycles are on the BB.

Lets read it again.

Now we are going to sit in groups.

(Teacher writes the words like bell, mirror, handle bar etc. on the BB. Make thegroup accordingly.)

Teacher makes the sentence strip of the features of old and new bicycles.Shufflethe strips and distribute 5 strips to each group. Make the children read their strips andpaste it on the chart provided.

- Okay, you got some sentence strips right?

- What is it about?

- It’s about Binu ’s dream bicycle and Balan’s bicycle. Isn’t it?

You can arrange it on your desk in two rows.

Teacher has to check whether they are doing it correctly and gives one chart foreach group with two columns. ( Balan’s old bicycle and Binu’s dream bicycle.)

Now children, let us play a game. ( Teacher gives the chart to each group.)

You come and paste the strips in the right place of the chart.

Teacher congratulates each group.

- Have you completed the work?

I also have prepared a table comparing the old bicycle and the dream bicycle .

Teacher shows the teachers version.

Now all of you compare your group product with this chart.

Children write down the missing traits .

Reading process

Now all of you read the passage ‘THE BICYCLE’ CB Page 33

Individual reading





Yes, you may have some more doubts on the passage.

Try to clear it, sharing with your friends (intra group)

Again if there are doubts you can seek the help from the other groups (inter group

sharing)

Teacher clarifies the remaining doubts (Teacher group interaction)

Teacher tries to elicit the ideas in the group through interactions.


* Who did they meet to buy the bicycle ?

Page : 34

* What was the condition of the bicycle?


Scaffold reading

Teacher exhibits questions on the chart.

Why did Balan decide to sell his bicycle ?

Binu’s face turned pale, Why ?

Group shares the ideas

Group presentation.





3. others can offer suggestions to make loud reading bet

t e r .

4. The selected learners read aloud two or three sentences

in turn. The second child begins where the first

child stopped.

Teacher ensures the participation of LPL

Module 2

Interaction

- Binu saw a bicycle at Balan’s home. Didn’t he?

- Does it match with his dream bicycle ?

Let’s compare the bicycle in his dream with that of Balan’s .

- Is there a dynamo on Balan’s cycle?

- Which one has glittering handle bar?

Process - Writing

Compare the bicycle Binu saw at Balan’s house and the dream bicycle.

Write in the column CB page number 34.

Discourse construction

Individual Writing

Teacher interacts with the LPL, elicits idea, negaphones it and write it in his notebook.

Random Presentation

Elicit responses of LPL first.

Megaphone the responses in English

Group Refinement





in the T.M.

Page : 35

Frame interaction questions to ensure comparison of the old and new bicycles.

Group Presentation

Teacher can present evolving teacher version instead of a prepared one.

Editing

Follow the process of editing given in S.B Page No 35,36,37.

Module 3

Binu’s Thoughts

Interaction

- Binu and Basheer are near the fish monger, aren’t they ?

- Why did they come there ?

- Balan’s bicycle is an old one. Isn’t it ?

- What will be the price?

- Will it cost two thousand rupees?

- Will Binu buy that bicycle ?

Let’s see


Gist : Balan sells his bicycle for 275 rupees. He doesn’t allow them to take it without payingthe full amount. SB page 61


- Balan didn’t allow them to take the bicycle . Did he ?

- Was Balan so cruel ?

- Will Binu think about Balan ?

- What will he think ?

- He needs 25 rupees more, doesn’t he ?

- Will he think of making that much money ?

- Who will help him?

Binu was in deep thoughts.

Now let’s write down Binu’s thoughts.

Individual writing

Teacher interact with LPL

Elicit ideas and megaphone it in English

Teacher writes their ideas in their note book

Group Sharing

Teacher intevenes in the groups and ensures the turn of each member

(LPL should be given the first preference)

Balan did not allow them to take the bicycle.

- What will Binu think of Balan ?

Each member in the group says their ideas taking turn.


Page : 36

Select the best idea and write it in their notebook.

- What is the cost of Balan’s bicycle ?

Yes, 275 rupees.

- How much money has Binu with him?

He has only 250 rupees.

He needs twenty five rupees more. Doesn’t he?

- Will Malathy give him money?

- What will Binu think about it ?

Group Presentation

Teacher Version

The teacher has to prepare an evolving teacher version , instead of an already pre-pared one.

Editing

Follow the process given in the source book Page No 36,37

BASHEER, THE FRIEND

Module 1

- What will Binu do ?- Who will help him ?

Look, Basheer is in deep thought.- What is he thinking ?- What came to his mind ?Yes, Binu’s face came to his mind.- See Binu’s face. Is he happy ?“Gopi, you are right.” Binu’s face is gloomy.

- What made Binu gloomy?




21

Page : 37

- How much money had he with him?

- How much Binu needs more?

Basheer is his real friend.He wants to help Binu.-What will his thoughts be?He is thinking about making money.- Where will he get it from?He may think about it.- What will he think?- Where can I get it from? (act and say it in the apt tone)

Some thing came to his mind like a flash.

Reading process

Now all of you read the passage ‘Basheer the Friend’ (TB Page No35)

Individual reading





In oder to clear doubts, ask the members in your group. (intra group interaction)

I think some more doubts are still there in your group.

Just ask to the next group. (Intergroup interaction)

Then teacher clarifies the remaining doubts (Teacher group interaction)

Then teacher elicits the shared ideas in the group through interactions.

* Why did Basheer think about Binu ?

* How much more money does Binu need to buy his bicycle ?

Loud reading by teacher


Visual evidence of LPL identifiesand underlines subtext in CB.

22

Page : 38

Scaffold reading

‘Balan is a rude fellow.’ Why does Basheer think so

Can you say the idea that flashed through Basheer’s mind ?

Group shares their ideas







Module 2Interaction

Basheer has decided some thing.

- What will Basheer do ?


Page No 61,62 of SB

Gist:- Binu decided not to buy the bicycle because he has no money. He sets out to Balan’shome to get the money back. At that time Basheer comes with money. Both of them go tobuy the bicycle.

Basheer gave money to Binu to buy the Bicycle.

- Where did Basheer get the money from ?

Elicit responses

Draw the attention of the children to the picture on page 36 of CB.

Let them write his thoughts and dialogues in the bubbles.

Individual writing

Teacher interacts with LPL

Elicits responses, Megaphones it and writes it in his notebook.

Random Presentation

Gives chances to LPL first

Megaphone his responses in English if needed.

Group Sharing

Teacher intervenes in the group and ensure the turn of each member in group sharing throughinteractions

Look at the first picture

- What is Basheer thinking ?

- What is he looking at ?


Visual evidence of the collaborative reading,loud reading by the learners in the T.M.

Page : 39

- What is there in the shelf ?

Look at Second picture

- What is Basheer doing?

- What is in his hand ?

Ok Coin box.

- What is he going to do with it ?

- Can you write it ?

Look at the third picture .

- What is Basheer doing with Coin box ?

- Who is standing behind him ?

- What will his mother ask him ?

- What will his reply be ?

Look at fourth picture

- What is in his hand ?

- What will he do with it ?

- Will his mother ask him about it ?

- What will she ask ?

- What will Basheer reply ?

Group presentation

Teacher version

Evolving teacher version can be used instead of a prepared one

Editing

Follow the processes suggested earlier

A GENTLE WASH

Module 1

Interaction

Basheer gave Binu 25 rupees.

Basheer and Binu went to Balan’s house.

- Will they get the bicycle?

Surely they will. What will they do then?

- Wont they go for a ride?

Let us see.

Narrative presentation

page 62 SB

Gist :- Basheer and Binu reaches Balan’s house with the money. Balan gives the cycle by




Page : 40

receiving the money. They decided to give it a nice wash since it smelt fish.

- What did they do with the cycle?

- They wanted to wash the bicycle. Did’nt they ?

- They started singing a song

Lets sing that song.

Sing the song ‘A Gentle wash’. Page: 37 CB.

Teacher reads aloud the poem.

Let the learners find out their own tune for the song.

presentation by the group.

Teacher sings the poem for the whole class.

Let the learners sing after the teacher

Write the poem on a chart. Cut it out into words. Supply these words to groups.

Groups can assemble the the words to get the rhyme.

Let the groups paste these words on a paper.

Interaction.

They washed the bell, the tyre. the wheels and the seat.

- Won’t they wash the other parts?

- Which are the other parts to be cleaned?

- Rim, and then?

Interact and elicit.

Suppose Binu nwashes the rim. What may be the lines he sings

- Can you write the lines when he washes the rim?

Individual writing.

Teacher interacts with LPL

Meghaphones his ideas and writes it in his notebook.

Random presentation.

Give chances to LPL first.

Elicit ideas from the children and develops two lines as a whole class activity.

Interaction

- What is the poem about?

- What are the parts of the cycle mentioned in the poem?

- What are the other parts of the bicycle?

OK- mirror

- what is the shape of the mirror?

OK , You are right, round

- How can we make one line about mirror?

Elicits and writes


visual evidence of the individual writing and SAT (CB page 29)in the note book, group product in the chart, teacher version.

Page : 41

Wash the mirror round round mirror.

- What will you do with the mirror or what is it for?

- Will you look at it?

Look in the mirror, round round mirror.

- So, what are the two lines children

Wash the mirror round round mirror.

Look in the mirror, round round mirror.

Let the children say the names of other parts.

Like rim, chain, light, pedal etc.

Let them also share the shape and use of it.

Group refinement.

Group presentation.

Teacher version, (evolving teacher version can be used instead of prepared one)

Wash the chain, long long chain

Let’s fix the chain, long long chain

Wash the rim ,nice nice rim

Let’s polish the rim ,nice nice rim

Wash the light, bright bright light

Let’s ‘on’ the light, bright bright light.

Wash the pedal, strong strong pedal

Let’s move the pedal, strong strong pedal

(Write the teacher’s version on a chart and exhibit it)

Strategy.

If possible, bring a bicycle to the classroom.

Chilren can write the parts of bicycle on bits of paper and paste them on the bicycle.

Teacher gives a strip to each group showing the parts of bicycle such as bell,wheel,seat,rim, light, pedal and chain. If a group gets the strip ‘rim’ that group actslike washing the rim.Others in the class can sing the corresponding lines of thepoem.(teacher’s version)

THE MECHANIC

Module 1

Narrative presentation.

Visual evidence of evolved poem.

Visual evidence of the participation ofstudents in the T.M.


Page : 42

SB Page 63

Gist:- Binu and Basheer washed and oiled the cycle. They started to school on the bicycle.The bicycle moved along the muddy road. Suddenly a grazing goat ran across theroad.

Teacher shows the picture:

- What happened in the picture?- Did Binu fall down?- What will happen to the bicycle?Elicite responses.- Where will they carry the bicycle?Let’s see.Now you see the next picture.

- What happened to Binu?- What happened to the bicycle?It was damaged.- Where did they carry the bicycle?Look at the picture.

23

24

25

Page : 43

Is the bicycle damaged? Yes it is.What happened to the front wheel?Elicit responses.

Look at the picture once more.- Are they alone in the picture?“ No they are not alone.”- Somebody is watching them. Isn’t it?- Do you know who they are?

- Are they helping Binu and Basheer ?- Are they mocking at them?- Could you say how did they mock at Binu and Basheer?

point to the picture. See, what is Shiyas trying to say?- Will he ask Binu to carry the bicycle on his shoulder?

See the last picture.

A car is coming through the road. It passed by Shiyas and his friends .What did it do?There was muddy water on the road. Won’t the car splash muddy water on them?

See, Shiyas and his friends, what happened to them?

Strategy-I

Exhibit the following chart.


26

Page : 44

They carried the bicycle to the repair shop.

Its front wheel was jammed

Supply sheets of paper.

Let children copy down the sentences.

Teacher talk:

Dear children, I am giving you pieces of paper. Can you copy down the sentences on it?

Hope you have copied it down. Now tear the words out of it.

Be careful, don’t tear through the words on it.

- How many pieces have you ?

- Which are the missing words ?

You can write the missing words on these strips. (Supply necessary strips.)

Now you can exchange your words with your friend.

Well done ! Now lets start.

- What you have to do ?

Fine guess. You have to form sentences with these words.

Walk around and encourage children while they make sentences.

Teacher shows the pictures of events happened during the first ride.

- Which incident happened first ?

- Which happened next?

I will mark the first one.

Put number 1 to the first event .( Binu was riding the bicycle)

- Rahim can you mark the second event?

- Thats nice. Tinu will mark the third one. Won’t you Tinu?

(teacher gives chances to the LPL children)

- Shall we try to write the events?

Put number one and write the first event.

(1. Binu was riding the bicycle)

Like this you can write all the events individually.

Sharing in groups

Each member reads out his order of events in turn.Group can decide the changes ifany.

Groups present their order of events. Teacher can intervene and set right the orderif needed.

Page : 45

Teacher distributes strips of incidents to each groups.Groups set the order and givenumbers accordingly. Groups compare their writings with that of teacher.

Strips for distribution

Reading process

Now all of you read the passage ‘THE MECHANIC’ CB Page 38

Individual reading





Interaction with in the group (intra group)

Clearing the doubts with the help of glossary.

Interaction with other group (inter group interaction)

Children clear their doubts with the help of teacher (Teacher Group interaction)

Teacher elicits the student’s ideas through interaction.

* Why did they carry the bicycle to the repair shop?

* Binu bowed his head in shame, Why?

* The car splashed muddy water on Shiyas and his friends.What will be the



27

28

Page : 46

thoughts of Binu and Basheer?

Loud reading by the teacher.

Scaffold reading

Teacher writes the scaffolding questions on a chart.

Do you like Shiyas , why?

Group shares their ideas.

Group presentation.



1 . Take turn and read one sentence aloud .

2 . Select one child to read aloud in the whole class.

3 . Others can offer suggestions to make loud reading

b e t t e r .

4. Selected learners read aloud two or three sen

tences in turn. (The second child begins where

the first child stopped

Module 2


BINU’S LETTER

Interaction

- What happened to the bicycle?


Page No: 63 SB ,

Gist:- Basheer and Binu reached the mechanic with the damaged bicycle. He demandedRs. 50 to repair the cycle.

Interaction

Where are the friends now?

Do they have money?

The friends have no money.

They have spent all their money for buying the bicycle, have n’t they?



29


in the T.M.

Page : 47

- What will they do now?

- What can I do? Binu thought.

Let me write a letter to the mechanic stating all the pain I had taken for buying the bicycle.

- Binu thought. What will I write?

‘Poor Binu. The mechanic asked for money.’

He needs money to repair the cycle.

- Has he got money?

He had suffered a lot to buy a bicycle.

- Will he write all about it?

Process - Letter

- To whom the letter is address to?

- How will Binu begin the letter?

- How will he end the letter?

Individual writing


Group refinement.

Teacher intervenes and ensures the turn of each members in sharing ideas.

Presentation by groups.

Teacher version. Evolving teacher version can be used instead of an already prepared one.

Editing

Tool Box

Module 3

Interaction

Binu wrote a letter to the mechanic. Didn’t he?

- What will the mechanic do?

- Will he be angry?

- Will he help Binu?

Elicit responses


Page No: 64 SB ,

Gist: The mechanic agrees to repair the cycle. Inorder to pay the money Binu expresseshis willingness to help the mechanic. Being a boy, mechanic refused that. He asksBinu to take a tool to cut the rubber tube. He takes the apt tool for that.





Page : 48

Children, Binu saw some tools in mechanic’s tool box.

Teacher exhibits a picture chart of tools.

-What do you see there?

Yes, they are tools.

-Can you write the names of them?

Children write the names of the tools they know.

Teacher charts the names of tools.

Now you look at page 40 of CB

The names of the tools are given in the puzzle board.

Can you find out each one’s use

Write the use of each tool.

I

- Teacher can interact with the LPL, meghaphone his responses andcan write it in the notebook.

Random presentation

Give chances to LPL first

Megaphone the responses if needed

Group sharing

Teacher intervens in the group and ensures the turn of each member insharing ideas.

Can you read the first one?

“Screw driver”

- What is the use of it?

It is used to tighten screws.

- What about the second one?

It is a knife

- What is the use of it?

It cuts things.

Group presentation

Presentation of evolved teacher versionVisual evidence of the activity in the note

book

30

Page : 49

RIDING RIDING

Module 1

The friends got their bicycle repaired, Are they happy?“Yes, they are very happy”All of you please have a look at the picture.

You have got some ideas. Haven’t you?Now you can say something about this picture.- Do you have something to say about their relationship?- They have become friends. Haven’t they?

- Where is Binu now ?He is on the road, isn’t he?Binu rides his bicycle to many places.Teacher shows some pictures.Look at the picture.

“ Where has he reached now”?“ In the market”Which are the other places he went to?“ To the valley, near the hills….”Who was with him in all these places?‘Bicycle’

32

31

Page : 50

Everyday Binu wanted to go out. He wanted to get permission from mother to goout.- Suppose he is going to market?- What will he ask?(Elicit responses and megaphone it on the BB.)

Every day they went out side. Which were the usual places of their ride?

Strategy

Give the following sentences written on a chart.

1. Binu and his bicycle at the market.

2. The friends are at the road

3. The friends are at the school

4. Through the valleys we go.

5. A joyful ride on the hills

6. Meet my best friend

Look at the sentences and look at the picture chart. There are some numbers for thepictures. Which picture would you select for the fisrt sentence?

- Remya , can you say?

Remya says ‘picture number 1.’

- Sheeja, do you agree with Remya?


33

34

Page : 51

Read the second sentence. Select the picture from the chart.

Teacher can complete matching of all the sentences with the pictures like this.

Now all of take CB page41

- Which are the usual places of Binu’s visit?

Village road,the hills, valleys and the market.

Children, now look at the picture..

What are the things that you can see in the picture

Random presentation

- What is this picture about?

‘It is the picture of a village’

- Can you say the name of the things in the village?

Elicit responses and teacher writes on BB

- Shall we try to describe this village?

Individual writing

Random presentation

Grouping

- Children, Here are some words on the BB.Which are the things you like in thispicture?.

Teacher rounds five words they say.

Groups children based on the rounded words

Teacher intervenes in the group to elicit the idea and megaphones it.

- Eg. What are the birds doing?

The birds are flying in the sky.

What can you write about the hills?

Evolving a product from the classroom as teacher version.

Reading process

Now all of you read the passage ‘RIDING RIDING’ CB Page 41

Individual reading



35

Page : 52





Intragroup interaction

Intergroup interaction

Interaction with teacher

Teacher asks some questions to the children to elicit their

i d e a s .

* How do you know that the bicycle is Binu’s best friend?

* Why does Binu ask mother to go to market always?

* Which are the places of their usual visits ?


Scaffold reading


1. Binu is always riding his bicycle. What happened to

Ba sh ee r?

2.Can you share a wonderful experience of your cycle ride?


Group presentation.






4. Selected learners read aloud two or three sentences in turn. (The second

child begins where the first child stopped.)

(Teacher ensures the chances for LPL)

ON MY BICYCLE

Lead the learners to the song “On my bicycle”given in the CB 42

Interaction

- Is Binu happy with his bicycle?

O.K. He is very happy with it.

Binu and Basheer went to market on the bicycle

They are very happy now.

They began to sing


in the T.M.


Page : 53

- Would you like to sing that song?

Teacher sings the song three or four times with correct rythm and tune

Let the learner sing along the teacher

Children identify the lines and chart it.

Sing it again looking at the chart

Sensitise the rhythm and pattern

The following interaction questions will help the teacher to elecit some lines from the children.

- Can you find out the lines which are repeated ?

- Will you find out the words which are repeated?

- Can we replace the word road, meadow, valley, hill,etc with another words ?

Let the children make some lines using replaced words (Individual writing)

For LPL teacher makes interaction with the following questions

- Where did Binu and Basheer ride the bicycle to?

(road, meadow, valley, hill side etc.)

- What are the other places they may go to?

Teacher elicits ideas from the children , megaphones and writes it in their note books.

Random presentation

Refinement in groups

Teacher interacts in the group and ensures everybody’s contribution.

Group presentation

Teacher version

Compiling the big book

ON MY BICYCLE

Down the road I slide

La la la la la

Through the meadow I ride

La la la la la

On my cycle ,With my friend

Down the road l I slide

Through the ground I ride

La la la la la

Through the hills I ride

Visual evidence of the evolvedpoem.

Page : 54

La lalalala

On my cycle, with my friend

Through the ground I ride

Through the market I slide

La la la la la

Near the pond I ride

La la la la la


Through the market I slide

Through the grass I ride

La la la la la

To the school I ride

La la la la la


Through the grass I ride

Through the village I ride

La la la la la

To the shops I ride

La la la la la

On my cycle,With my friend

Through the village I ride.

Processing the rhyme.

Exhibit the rhyme on a chart.

Sing the song two or three times, looking at the chart, touching every word/ sentence with apointer.

Familiarize the tune and rhythm of the song.

Adding lines to the poem

Children may add lines to the poem keeping the rhythm intact.

To begin with, they can simply replace some words such as road,/ meadow/ hills/ etc, withwords like ground / school/ market. Etc. Later they can change the phrases and coin newones like

To the school I go Or To the market I go

You can also allow them to keep certain lines as a refrain of the song.

Page : 55

You can draw attention to the places of Binu’s usual visit.

Your interaction can be like this.

He rides the cycle through the roads. And then? Where will he go?

Niju, what do you say?

That is good. Hisham, what did Niju say?

Good . He said Valley.

Now we can change word Road with Valley and sing the song.( the class sings the song)

Go on and change the other words too.

Be sure to stick on to the rhythm, because it is the only challenge we can set for them.

Let them add lines and sing the song.

Play the recorded version of the song two or three times.

Let them identify the lines of the song.

Your interaction may be like this.

Dears can you identify the first line of the song?

( they may have to listen to the song once again- play it without any hesitation)

I will give you a clue. There are five words in the first line.

( put five dashes on the BB)

I shall write the first word. It is ‘Down’

( write ‘down’ on the first dash. They will of course identify the second and third wordsreadily.

You will have to elicit the words ‘I’ and ‘slide’.

Do remember to write the words in the appropriate places as soon as you elicit them.

Like this you can elicit all the lines of the poem at your valuable patience.)

Choreographing the rhyme.

Choreographing a song , in a nut shell, means visualizing a song. Before we go for it, we mustbe aware of the classroom implications of it . While we visualize a song, children will have to makesome movements and will have to perform some actions. They will of course need help. We can giveapt instructions in English and children will listen to you with a purpose. Their major aim is performingthe choreograph and ours is providing rich language inputs. It touches all kinds of intelligence and weview it as a strong pedagogic tool.

Here we go.....

* Identifying the theme.

The first step is to identify the theme of the song.

Read the song once again. You can identify the theme ‘friendship’ or ‘a joyful ride’ as thetheme of the song.Please remember that the theme of any song can change depending onyour perception. For example, the famous rhyme

Row, row, row, your boat

Page : 56

Gently down the stream

Merrily, merrily, merrily, merrily

Life is but a dream.

For a child the theme of this rhyme may be ‘a joyful ride’ . He may not be able to make outany meaning out of the last line.

But to a philosopher, the theme can be nothing less than the life itself.

He may be much interested in the last line which speaks a lot about nothingness of life!

Let’s come back to Binu and Basheer.

We have identified the theme. What will be our next step ?

Don’t we have to tell our children about the theme?

We have to fix the theme through negotiation to ensure their participation.

* Fixing the location

Draw attention to the locations described in the poem.

* Fixing the events

Negotiate and fix the events happened/ might have happened at every location.

* Fixing the characters.

Fix the characters( Raheem and Binu are common. But some other characters can appear.

* Fixing up the actions

Every characters have their own actions. Through negotiation fix the actions.

Fix also the entry points for every character.( when does he appears or on hearing what lineor music bit of the song)

* Sequencing the actions

Which action should come first ? What is the consequent action?

Negotiate and fix.

* Make the audiens feel the location.

How will the audiens feel that this a market/ house/ school etc?

Who will enact as trees/ vehicles/ etc?

How can make the busy feeling of the street?

What are the properties you needed?

The events/ characters/ actions differ according to the theme you select.

The teacher can interact well in English in the class to make the children participate actively.

The song is sung by the chorus

The actors Come to the scene as fixed early.Visual evidence of the perfomance

of the choreography in T.M.

Page : 57

ON THE WHEELS

Module 1

Interaction

- Do you like to ride a bicycle?

- Howmany of you know cycling?

- Who helped you to learn it?

- Is it your brother,father, uncle or friend?

Now all of you look at the picture.

- Who is riding the bicycle? Who is sitting back?- Who rides the cycle always?- It is Binu. Is it not?- Why Basheer is not riding?Can you guess?Santhosh, it is a very good guess.Basheer doesn’t know cycling.- Will he ask Binu to teach him to ride the cycle?- How will he ask it?Teacher elicits ,megaphones and writes on the BB

- Will Binu teach him?- What will Binu say?

)- Where will they go to learn cycling?- Can you guess?- Ravi, from where did you learn cycling?

Okay.- Will Binu and Basheer go to the playground ?Yes, you are right.

Now Binu and Basheer are in the playground.

36

Page : 58

- Binu is ready to teach Basheer cycling.

- See the picture, Who is riding the bicycle now?- What will Binu ask Basheer to do first?‘Yes, to get on to the cycle.is’nt it ? Then what did Basheer do ?

- What will be the first instruction ?

Strategey

Teacher writes the whole subtext on a chart. But some words are hidden. Children have toguess and write those words in their notebook. Later they can check the words looking atthe textbook.

- Do you know how to ride a bicycle ?

- Who taught you cycling ?

- Is it your father ? brother ? neighbour ?

- What do you do at first ?

- Yes. Hold the handle bar and get on to the bicycle isn’t it ?

- What will you do next ?

Yes, Pedalling

Teacher can megaphone the answers

Through interaction teacher elicits the different steps of cycling, megaphones andwrite in on the chart. In the form word web

The following steps will form the wordweb

1. Hold the handle bar 2. Get on to the cycle 3. Sit straight

4. Look foward 5. Pedal it 6. Move foward

Playing a game.

Teacher takes children out to the play ground. Children stand in a circle. Teachergives directions and children act accordingly.


37

Page : 59

Children we are going to ride our cycle. Get ready.

All of you get on to your bicycle.( children act like getting on to a bicycle)

Like this give other commands also. In the second round teacher will not say sayanything but will show commands written on a strips.Children who cannot followthe commands are out.

- What other instructions would Binu give to Basheer?

Children write in the notebook

Reading process

Now all of you read the passage ‘ON THE WHEELS’ CB Page 43

Individual reading





Intragroup interaction

Intergroup interaction


Teacher asks some questions to the children to elicit their ideas.

* How did Binu teach cycling to Basheer?


Scaffold reading


1. Who taught you cycling ?

2.Can you share the experience of learning cycle ride?


Group presentation.









Writing Process



in the T.M.


visual evidence of the individual writing and SAT (CB page 29) inthe note book, group product in the chart, teacher version.


Page : 60

Individual writing


Group refinement.



Teacher version.

Evolving teacher version can be used instead of an already prepared one.

Editing

THE PAINTED BICYCLE

Module 1


SB page 66

Gist:- The mechanic changed some parts. They were of different colours. They watched thebicycle.How can I make it a better one? An idea flashed through Basheer’s mind.

How can we make it a better one?We have to do one thing. Basheer said.- What is that? Binu asked.- Children , can you say? What might have Basheer said?Elicit and accept .Yes. You are right.“It has to be painted.” Basheer said.

Where will we get the paint from ?Look at the picture

38


Page : 61

- What is Basheer thinking?- Can you guess from the picture?Yes . that s a nice guess. Basheer has some cans of paint at home.How will Basheer console Binu?Teacher writes “Don’t worry” on BB. Can you read it?Very good! What will Basheer say?

- See the paint cans. Are they fresh cans?You are right. They are not fresh.

They are Can you complete what Basheer did say?

- Where are the cans of paint kept?Good. ‘ at home” ( write in continuation.) What did Basheer say?Read the whole sentence

Did Basheer bring the cans?

“Yes “

Basheer brought paint. What were the colours?:Red ? Only red? No . they were of different colours.

Strategy

Write the sub text neatly on a chart.


40

39

Page : 62

Cut it into strips.

Distribute the strips to groups.

The groups will come forward and reads out the strip without sound. (only lip move-ment)

Others can guess what the sentence is.

Group the children

The above grouping can be retained.

Each group enact ‘The painted bicycle” using their own dialogues.

Appreciate their performance.

Reading process

Now all of you read the passage CB Page 28

Individual reading





Intra group interaction

Inter group interaction


Teacher asks some questions to the children to elicit their ideas.

* Binu wanted to make his bicycle a new one? How did Basheer console him?

* Can they make the bicycle a new one?


Scaffold reading


1. Basheer has some left over paint at home. will his mother allow him to take

the paint?


Group presentation.









in the T.M.



Page : 63



Assignment

All of you take CB page 45 .

Colour it from home and come with your colourful bicycle tomorrow

A COLOURFUL BICYCLE

Module 1


Description

All of you have painted the bicycles beautifully.

Interaction

- What is the colour of the Tyre? Okay, Black

- What colour will you give to the mudguard?

- What about the seat?

- Can you describe the bicycle you have painted?

Writing Process

Individual writing

Teacher interacts with LPL elicits his ideas and megaphones it and writes it in his note book.

You have completed writing.

Teacher displays the picture of a bicycle coloured by herself /himself .

Can you help me to describe it?

Elicits ideas from children. Select the best ideas and write them on the chart.

Group refinement.



Teacher version.


Editing

A WARNING


Page No. 66 and 67 SB.

Gist: Binu and Basheer completed painting their bicycle. Binu decided to keep it in the sunlight.He tried to touch the bicycle. Don’t touch! Basheer Shouted

- Why did Basheer shout at Binu?

Page : 64

- What did Basheer say?

- What will Binu ask then?

- What will Basheer reply? Why didn’t he allow to touch the cycle?

- What will be Binu’s response? Will he say sorry?

Binu was doubtful, if some body touches it . what will happen?- How will Binu ask this to Basheer?

?- What will we do? Then What may Basheer say?Won’t he tell about the caution notice?

Strategy

Cut the text into words. Shuffle the words and supply in the group. ( 5 strips in onegroup)

Groups rearranges the words to form sentences.

Teacher says a sentence.. Those who have the sentence with them, assemble in a line.

When teacher says two sentences ,Children having the first sentence assemble first. Thenthe children having the second sentence comes in order.

Teacher can repeat the activity by saying any number of sentence.

( Teacher places Five chalk boxes in different places of the classroom. Teacherpastes the subtexts on the chalk box. paper strips are given to each child)

Children,All of you come and take one paper strip from the table.Five chalk boxesare kept in our classroom. All of you read your strip and put it in the correct box.

After completing the game,the teacher reshuffle the paper and the game can becontinued.

Module 2


Basheer and Binu decided to prepare a caution notice.

All of you prepare caution notices and write it in your notebook.

Individual writing

Teacher interacts with the LPL elicits ideas and megaphones it in English and writes it in his


Page : 65

notebook



Group refinement

Teacher intervens and ensure the turn of each member in group sharing

Group presentation

Evolving teacher version can be used instead of prepared one.

Editing

A CLEVER IDEA

Module 1


Page No. 67 SB

Gist:- Binu and Basheer are preparing a caution notice. They think of a safe plan to keep thebicycle at night. Basheer says an idea

- Okay children, where is the bicycle now?‘Out side’Yes, It is outside the house.- Can they take it inside now?- Sajin says ‘no’ - why sajin?It was painted just thenYes - They have to wait for more time- Is it safe to keep it outside?- ‘No’ - Why Meenu ? Why is it not safe ?Somebody will take it away.- “Yes, you are right”What will they do then?Basheer, do you have any idea? Binu askedShall we tie it up, Binu? Basheer asked.- Good idea ! What do you want for it ?I want a long plastic ropeOk children, We know Basheer wants a long rope for tying the bicycle- Does Binu have a long plastic rope with him?- How will Basheer ask for the plastic rope?

Page : 66

- Will Binu get the plastic rope?‘Yes’You are right .Binu got the plastic rope- What will Basheer do with the rope ? Can you guess?

- What did Basheer do?- Basheer tied the rope to the bicycle- Did he tie both the ends?

- Where did he tie that end to?

Okay children , one end is tied to the bicycle- What about the other end ?See - the next picture

- Where is Binu now ?He is standing outside the room!- Ok, where is Basheer now?‘He is inside the room.’- What is Binu doing ?He is giving the rope.See the picture once again.- How is he giving the rope ?He is giving the rope through the window- How did Basheer take the other end ?

42

41

Page : 67

- Where did Basheer tie it to?

Where is the table?teacher writes in continuation to the previous subtext)

(Teacher writes thecomplete subtext in the BB)- Children, how the bicycle is tied ?It is tied to the leg of the tableIs my bicycle safe now? Binu asked‘No, No don’t be hurry,Binu”.‘I want a bell also’Children, now Basheer needs a bell- How will he ask it ?

- Will Binu give a bell?‘Yes, you are right,Binu gave a bell to Basheer- What is Basheer going to do with the bell?- See the picture ,What did Basheer do?

Yes, ( elicits and writes on BB)Where did he hung it?

(Writes in continuation of the previous subtext)- Is the rope near the table or away from the table ?

)

Binu was surprised- Basheer, what is the bell for ?Come, I will show you

43

Page : 68

- What did Basheer do?

- What happens when Binu pulled the rope?It made sound ring ringBinu checked it.‘Yes’ It makes sound-ring ringIs Binu happy now?’Yes’- What did he do?Binu ran towards Basheer and hugged him.Look he says something to Basheer.See the next picture,

- What is Binu saying?

Strategy

Teacher supplies some words to the whole class.

Teacher writes the subtexts on the Blackboard leaving gaps for some words.

Those who get the rubbed off words come forward and write them on the board.

(make sure that all children are getting chance to write on the board)

When one sentence is completed,those who supplied the words can read the sentence forthe whole class.

Eg:- Children, here is a sentence for you. But there are some gaps in it. All of you read the


45

44

Page : 69

strips you got..Those who got the missed words please come and fill the gap on theboard.

Okay,Very Good. Now All of you read the sentence you made.

(Teacher takes back the strips from the children and calls the next group with the nextsentence)

Activity

- What was Basheer’s idea to keep the bicycle safe?

- Do you like the idea?

Yes, It was a clever idea.

Binu was thrilled by Basheer’s idea. Now let’s sing about the wonderful idea.

Teacher exhibits the poem ‘What shall I do’ on a chart

Let the children read the poem individually

Let them find out a tune for the poem in group and sing it

Presentation by each group

Teacher plays /sings the song

The children sing with the teacher

Poem - What shall I do ?

Binu : My cute little bicycle

looks very nice

The paint is not dried

what shall I do?

Basheer : Put it inside

Keep it safe

Nobody will see it

None will take

Binu : No my dear friend

Mom will scold me

Can’t keep it inside

what shall I do ?

Basheer : Give me a bell

And a plastic rope

Hang the bell and

go to sleep

Page : 70

Binu : I can sleep

and wake at the bell

Oh! my dear friend

You are a genius

Okay, all of you write down the poem in your notebook

All of you take your CB and read the passage ‘ A CLEVER IDEA’ Page No. 47

Reading process

Now all of you read the passage ‘A CLEVER IDEA’ CB Page 47

Individual reading





Intra group interaction (Interaction with group members)

Children try to clear their doubts with the help of glossary

Inter group interaction (Each group approach other group for clearing their doubts)

Teacher clarrifies remaining doubts.

Teacher elicits the shared ideas from the group through interaction

- Why did they search the plastic rope?

- What did Basheer do with the bell?


Scaffold reading

- Why did they think about a safe place?

- What is your opinion about the idea?

- Do you think Basheer is a genius?

Group shares their ideas

Group presentation

Loud reading by listners



3. others can offer suggestions to make loud reading better.

4. The selected learners read aloud two or three sentences in turn. The second child begins where the first child stopped.

Teacher ensures the participation of LPL

Page : 71

Module 2


Interaction

What is Basheer’s idea?

Will it work?

What will you do if you were in his place?

Write your idea in a short paragraph

Individual writing

Teacher interacts with LPL elicits his ideas megaphones and writes it in his/her Englishnotebook

Random presentation

Give chances to LPL

Let them share their ideas in mothertongue. Teacher can megaphone it in English.

Group sharing

Teacher intervens in group and ensures the turn of each member

Group interaction

Teacher version ( Evolving teacherversion can be used instead of an already prepared one)

Editing

THE LOSS

Interaction

- What do you think about Basheer’s idea?

- Have you faced such a situation?


Page No: 68 SB

Gist:- Binu couldn’t sleep well on that night. He feared that some one will steal his bicycle. Mothermocked him saying who want your old bicycle.

- Will you get sleep on such a night?- Will somebody take away Binu’s bicycle?Evolving Subtext in the class- Can Binu sleep that night?No- Why ?Because he is thinking about his bicycle

Page : 72

- What will happen to Binu’s bicycle ?- Had anybody taken it away?Yes/Don’t knowBinu woke up early in the morning- What will he do at first ? Can you guess?Yes he will ran to the bicycle- What will he see there ?- Is the bicycle there ?- No.... bicycle is not there ?- What will happen to Binu ?Yes... he will be shocked.- How will he react then ?what will he say ?

You remember, they tied the bicycle to the table last night. If any body pull it thebell will ring.Did the bell ring? Can you guess?The bell didn’t ring.- And do you know what happened to the rope?

What will be the condition of Binu?If you are in the place of Binu,What you will do? ‘ Sethu tell me ,Will you cry?Yes, Binu also will cry.- What was Binu doing?

Binu was crying so loudly.Who will come there?Yes, you are right. Binu’s mother.-What about Basheer? Won’t he come there?Yes, Basheer will also come.-Will Basheer get shocked. Will he cry?Yes, Basheer also will cry with Binu.

You know, Basheer and Binu are very sad.They loved the bicycle so much.- Is there any body else?Yes, Binu’s mother. Will she get angry?

Page : 73

- Will she scold them? ( Yes/ No)Now look at the picture.- What ‘s she doing? Yes, she is consoling Binu?- What will she say to Binu?

Strategy I

Teacher presents another chart having the same idea of the Subtext and asks chilren tofind out the similar sentences from the chart.

Teacher talk.

Children, all of you write down the subtext in your note book.

- Children have you completed?

Teacher shows the chart with sentences having same meaning.

1. Basheer also can’t stop his tears.

2.Don’t cry. We will try to get it back.

3. Oh! my God.. Did anyone see my bicycle?

4.Who cut the rope into two?

5.Binu couldn’t bear it. He was crying severly

Reading process

Now all of you read the passage CB Page 28

Individual reading





In oder to clear doubts, ask the members in your group. (intra group interaction)

I think some more doubts are still there in your group.

Just ask to the next group. (Inter group interaction)

Then teacher clarifies the remaining doubts (Teacher group interaction)

Then teacher elicits the shared ideas in the group through interactions.

* What happened to the cycle?

* How was the cycle stolen?

* How did the mother console Binu?

Loud reading by teacher

Scaffold reading


Page : 74

Suppose you are Binu. What you will do?

Will Binu get back the cycle? If ‘Yes’ How? If ‘No’ Why?


Group presentation.






4. Selected learners read aloud two or three sentences in turn. (The s

child begins where the first child stopped

Strategy II

The passage “The loss” can be written on a chart. Later it can be cut into word or group of words.(It can be limitedupto the number of children in the class)

The words can be distributed to children .Place a chart on the wall.

Read the first word.

The child who possesses it comes forward and pastes it on the chart.

Read the next word .

Children can also read the words looking at the text book.

At last the reading passage will be regenerated.

Children all of you now know what was the clever idea of Basheer and whathappened to the bicycle at last.

Basheer tied a rope to the bicycle. Then he tied the other end to the leg of a table.

Then what happened?

He tied and hung a bell on the rope.

- What did Binu see in the next morning?

There are two scenes for our drama.

- Who are the characters appearing in this scene?

You are right. Basheer, Binu and Malathi.

You can plan the scenes

Group children. Let all the groups present the drama.

They can think about the sound effect, the stage settings, back ground music,costumes, etc.

Interact with the groups to give them clear cut ideas about the above mentionedpoints.

Page : 75

As done in choreography, the entry points of the characters can be fixed throughnegotiation.

Different groups can decide things differently.

Let everybody fill in the following table before they go to the groups

Name of the pupil Characters Costumes and colour Entry point

Teacher can draw the table and fix the charecters in each group.

Groups can develop the following to make announcements

1. Name of drama

2. Name of the director

3. Music director

4. Stage settings

5. Actors and character

Teacher elicits the responses and writes on the BB.

- Suppose Binu gets his cycle back?

- What might have happened?

- Will the police help him?

- Where are they now?

- What are they thinking about?

- What are their feeling?

- What are they saying?

- How can we blow up the first event in the story?

Teacher initiates the discussion and write the events in each group

children sit in groups according to the no of events.

Module 2

Discourse construction - POSTER

Binu and Basheer prepared some posters to find out the bicycle.

- What the posters could be?

- What will be the title?

- How will they give a brief description about the cycle?

- How can we make it catching?

- What is the importance of layout?

Now let them prepare the poster

Individual writing

Teacher interacts with the LPL elicits ideas and megaphones it in English and writes it in his

Page : 76

notebook



Group refinement

Teacher intervens and ensure the turn of each member in group sharing

Group presentation


Editing

Module 3

Complaint letter

Interaction

-what happened to Binu’s bicycle?

Yes, the bicycle is lost.

- What will he do know? What will you do if you miss some thing?

- Will you go to the police station?

- How will he complain?

- He has to write a complaint letter to the police officer, okay?

- How do you write the complaint letter?

- Whom do you address it?

- What would you write in the letter?

Okay, let’s try to write a complaint letter.

Individual writing

- How do you start the letter?

- Where will you write the place and date?

- What are the matters you can include in the letter?

- How do you close it?

- Let them write the letter individually.

- Random presentation

- Group sharing and Refinement

- Group presentation

Teacher version.

Evolving teacher version is better than an already prepared one.

Editing.

Binu and Basheer decided to give complaint letter.

Page : 77

Teacher Talk:

- Well, you prepare the complaint letter?

- What will they do now?

- Whom they will complaint to? [ Elicit response and write on the BB.]

- Yes they will go to the police station. [Now teacher takes the picture card.]

- Whom do you see in the picture?

Binu, Basheer and …………….

- Is it the inspector?

Yes you are right. It is the inspector.

-What will they say first?

-How will the inspector respond?

-Will the inspector accept the complaint letter?

Okay, you write the conversation between Binu Basheer and the Inspector.

Module 4Discourse construction

Processing narrativeInteraction

Binu gave a complaint letter to the police.- Will the police help him?- Will he get his bicycle back?- What may happen next?- Can you complete the story?The following steps are to be followed for developing a narrative.1. Fix the events of the narrative.Here the last event is- Binu and Basheer gave a complaint letter to the sub inspector ofpolice.The events that would happen after this can be elicited.The following question will helpWhat is the event?orWhat happened next?Elicit answers and write them on the black board in a sequential order.Now we have fixed some events.

2. Blow up an event as a whole class activity.Following questions will help.

1. Who are the characters involved in the events.2. Where are they? (location)3. What are they saying/ thinking/ doing.?

Page : 78

Elicit answers for the above questions and write them on the black board.Let learners work on the rest of the events in groups.Let each group work on a particular event.Teacher intervens in the groups and ensure the turn of each member in sharing ideas.Megaphones the ides of LPL in English if needed.Let each group present its work. Based on the presentation of each group develop the story

fully.

Present the teacher’s version.Teacher can evolve a version eliciting the ideas from each group. (Teacher can refer thesample teacher version given on page no. 70 for more ideas.)

EditingFollow the processes suggested in page no-35 to 37 in SB .

Compiling a Big book of learner product.

Page : 78

Page : 79

Ajithkumar CK GUPS Ariyallur

Hariprasad VV GVHSS Vengara

Dominic TV CUPS Karappuram

Inchappara. V Bino AUPS Thannikkod

Aji Thomas GMUPS Meenadathur

Nalini VV - Aups Vaniyannur

Sudha K - LPS Kadampuzha

Jyothi CT - KMGUPS Thavanur

Rathi PT - BRC Parappanangadi

Prakash C - CAUPS Pariyapuram

Hameed K - BRC Tanur

Suresh VP - AUPS Chiramangalam

Mathews VD - GUPS Manacaud

Jagadeesh KT - BRC Kuttippuram

Bhavana - VR BRC Vengara

Bindu S - BRC Kuttippuram

Baby Raheefa - ALPS Chettiyangadi

P. Nisha - Lecturer, DIET Malappuram

Proof Reading

Sukhadan KN - CAUPS Pariyapuram

Artist

Sethumadhavan C - GMUPS Chemmenkadavu.

Lay out and Design

Mohamed Salih P - AMLPS Pattarkadavu.

The Team Behind

DIET - Malappuram

��

Documents

NEST Handbook