Upload
vukhuong
View
240
Download
18
Embed Size (px)
Citation preview
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
2. Ms. Anusuya Srinivasan
HM AFS, Yelahanka 09535012526
3. Smt. Chemmalar Shanmugam
HM No.II, Jalahalli 09448928063 [email protected]
4. Ms. Sahaya mary
HM Mysore 09916591296
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
9. Shri. Parsuram Shukla
PGT(Econ) Bhubaneswar 09938649454
10. Shri. Kali Prasad Dash
PGT(Eng.) Bhubaneswar 09437323733 [email protected]
11. Shri. U.P. Binoy
PGT(Eng.) Mysore 09480332005
12. Shri. T.P. Sharma PGT(Geog.) Gwalior 09412057766 [email protected] [email protected]
13. Shri. M. Reddenna
PGT(Geog.) Mysore 09448621963
14. Smt. Sunita Gusain PGT(Hindi) Chandigarh 09815731829 [email protected]
15. Dr. S.K. Tiwari
PGT(Hindi) Mysore 07829382521
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
19. Shri. K. Arumugam
PGT(Phy.) Mysore 08762543662
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
ract
wit
h t
he
child
on
on
e to
on
e b
asis
esp
ecia
lly in
are
as t
hat
req
uir
e p
rogr
ess.
Pee
r as
sess
men
t c
an b
e in
clu
ded
fo
r cl
ass
V
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
ivit
y/G
rad
e) D
escr
ipti
ve n
ote
s in
th
e te
ach
ers
per
son
al
reco
rd
Rec
ord
as
and
wh
en c
on
du
cted
fo
r th
e gr
ou
ps.
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
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
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
OIC
E O
F A
NY
ON
E P
ER M
ON
TH.
THE
CH
ILD
SH
OU
LD C
HO
OSE
DIF
FER
ENT
AC
TIV
ITIE
S
FO
R F
A2
& F
A4
Team work Content Organisation and presentation
Act
ivit
y/G
rad
e) D
escr
ipti
ve n
ote
s in
th
e te
ach
ers
per
son
al r
eco
rd
Rec
ord
as
and
wh
en c
on
du
cted
fo
r th
e gr
ou
ps.
Display of student work
Inte
ract
wit
h t
he
child
on
on
e to
on
e b
asis
esp
ecia
lly in
are
as t
hat
req
uir
e p
rogr
ess
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
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
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
CH
OIC
E O
F A
NY
ON
E P
ER M
ON
TH.
THE
CH
ILD
SHO
ULD
CH
OO
SE D
IFFE
REN
T A
CTI
VIT
IES
FOR
FA
2 &
FA
4
Art of narration Fluency Expression
(Dat
e/
Act
ivit
y/G
rad
e) D
escr
ipti
ve n
ote
s in
th
e te
ach
ers
per
son
al r
eco
rd)
Rec
ord
as
and
wh
en c
on
du
cted
fo
r th
e gr
ou
ps.
Detail in the teacher record
Inte
ract
wit
h t
he
child
on
on
e to
on
e b
asis
esp
ecia
lly in
ar
eas
th
at r
equ
ire
pro
gres
s
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
Written work Listening Comprehension Conversation/Dialogue Prepared Speech
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
Written work Listening Comprehension Conversation/Dialogue Prepared Speech
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
Written work Listening Comprehension Conversation/Dialogue Prepared Speech
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
Written work Listening Comprehension Conversation/Dialogue Prepared Speech
RolePlay /dramatization of any animal fable from Aesops Fables/ Panchatantra
Dec Unit-8 Whats In the Mail Box My Silly Sister
Written work Listening Comprehension Conversation/Dialogue Prepared Speech
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
Written work Listening Comprehension Conversation/Dialogue Prepared Speech
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
Written work Listening Comprehension Conversation/Dialogue Prepared Speech
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
PERIOD LESSONS COMPULSORY ACTIVITIES SUGGESTED OPTIONAL ACTIVITIES
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
Written work Listening Comprehension
Conversation/Dialogue Prepared Speech
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
Written work Listening Comprehension
Conversation/Dialogue Prepared Speech
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
Written work Listening Comprehension
Conversation/Dialogue Prepared Speech
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
Written work Listening Comprehension
Conversation/Dialogue Prepared Speech
Creative Writing-Write the poem as an illustrated story
Role Play/Dramatization of the Story
Dec Unit-8 A Watering
Rhyme The Giving Tree
Written work Listening Comprehension
Conversation/Dialogue Prepared Speech
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
Written work Listening Comprehension
Conversation/Dialogue Prepared Speech
Book Review/Design a book cover and present Book Talk- advertise your favourite book
Feb Unit-10 The Naughty Boy
Pinocchio
Written work Listening Comprehension
Conversation/Dialogue Prepared Speech
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
PERIOD LESSONS COMPULSORY ACTIVITIES SUGGESTED OPTIONAL ACTIVITIES
April- May
Ice-cream man (Poem) Wonderful waste Bamboo curry
Written work Listening Comprehension Conversation/Dialogue Prepared Speech
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
Written work Listening Comprehension Conversation/Dialogue Prepared Speech
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
Written work Listening Comprehension Conversation/Dialogue Prepared Speech
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
CONSOLIDATION OF FA2
October The Talkative Barber Class Discussion
Written work Listening Comprehension Conversation/Dialogue Prepared Speech
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
Written work Listening Comprehension Conversation/Dialogue Prepared Speech
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
Written work Listening Comprehension Conversation/Dialogue Prepared Speech
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
Written work Listening Comprehension Conversation/Dialogue Prepared Speech
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?
Written work Listening Comprehension Conversation/Dialogue Prepared Speech
Role Play of the Lesson/ Presentation with peers and teacher on sensitivity to the environment and leadership qualities Creative Writing-Compile a glossary of terms related to environment ( Integrated activity0, Slogan writing , message Group Projects animals and plants in the polar region with emphasis on language competencies
CONSOLIDATION OF FA4
RECORDING FORMAT 1- ( Teacher to maintain it for each activity conducted) KENDRIYA VIDYALAYA
CLASS & SECTION:________________ Name of the Teacher:________________________ FORMATIVE ASSESSMENT ( FA 2/4 ) 2012-2013
. Name of Activity : __________________________ Areas of Assessment _________________________________________________________________
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
Signature of the Teacher
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
1
2
3
4
5
6
7
8
9
10
2 4
III-V
,
, , / -
-,
, ,
,
( )
, , ;
. .
,
/
. ( , ,, , , ...... )
. ( , , )
. (
. ,
....... ,, , .....
- -
, ( )
, ,
, , -, /
2 4
/
(
/
)
/
/
/
/
/ ,
.
5
/ /
-
,
/ ,
/
/
( /)
/
,
- ,
-
/
, ,
, ,
, ,
Small / large group
( /)
/ /
/ /
/
/
/
, ,
, ,
/
, ,
,
,
( / /
)
)
/
,
/
, ,
, , ,
/
, ,
,
,
/
/
/ .
:
:
.
-
,
,
,
,
,
,
,
(
),
,
,
,
, ,
,
/
/
,
-
(
,
,
,
/
, ,
:
.
.
,
,
,
,
,
,
,
,(
),
,
,
. ,
.
.
.
,
. , -
( )
.
. ?
. ,
. ,
.
.
( -
)
.
?
. ,
/
:
.
.
,
,
,
,
,
,
,
(
),
,
,
,
, ,
.
.
.
.
(
- )
.
. ,
.
-
. -
,
,
,
,
,
,
,
(
),
,
/ ,
.
. ,
.
,
.
-
.
/
.
-
.
.
.
-
, , , , , ,
, ,
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
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
(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
Inte
ract
wit
h t
he
child
on
on
e to
on
e b
asis
esp
ecia
lly in
th
e ar
eas
that
req
uir
e p
rogr
ess.
Pee
r as
sess
men
t ca
n b
e in
clu
ded
fo
r cl
ass
IV a
nd
V
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
SUGGESTED INDICATORS FOR ASSESSMENT
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
OIC
E O
F A
NY
ON
E P
ER M
ON
TH. T
HE
CH
ILD
MA
Y C
HO
OSE
DIF
FER
ENT
AC
TIV
ITIE
S FO
R
FA2
& F
A4
Analytical Skills Presentation Skills
(Dat
e/ A
ctiv
ity/
Gra
de)
Des
crip
tive
no
tes
in t
he
teac
her
s p
erso
nal
rec
ord
. R
eco
rd a
s an
d w
hen
co
nd
uct
ed
fo
r th
e gr
ou
ps.
The samples of work done by students
Inte
ract
wit
h t
he
child
on
on
e to
on
e b
asis
esp
ecia
lly in
are
as t
hat
req
uir
e p
rogr
ess
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
Individual/ paired/ Small/ large groups.
Inquisitiveness Conversational Skills Analytical Skills Presentation Skills
The samples of work done by students
Field Activities and Reporting
Polls, opinions Preferences Market related
Individual/ paired/ Small/ large groups.
ICT, Interpersonal Skills Data collection and analysis
Student samples to be filed
Mapping Your Way
Teacher directed or student led
Individual/ paired/ Small/ large groups.
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: ______
Signature of the Teacher
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: ________________
S.
NO
NAME OF THE
PUPIL
AREA-1
TO
TA
L 1
AREA-2
TO
TA
L 2
AREA-3
TO
TA
L 3
AREA-4
TO
TA
L 4
Tota
l M
ark
s- 1
60
RE
DU
CE
D T
O 1
0
Gra
de
Ob
tain
ed
Ass
essm
ent-
1
Ass
essm
ent-
2
Ass
essm
ent-
3
Ass
essm
ent-
4
Ass
essm
ent-
1
Ass
essm
ent-
2
Ass
essm
ent-
3
Ass
essm
ent-
4
Ass
essm
ent-
1
Ass
essm
ent-
2
Ass
essm
ent-
3
Ass
essm
ent-
4
Ass
essm
ent-
1
Ass
essm
ent-
2
Ass
essm
ent-
3
Ass
essm
ent-
4
10 10 10 10 40 10 10 10 10 40 10 10 10 10 40 10 10 10 10 40
1
2
3
4
5
6
7
8
9
10
[KVS ZIET MYSORE]
[TEACHERS MANUAL FOR CONTINUOUS
ASSESSMENT ]
ENVIRONMENTAL STUDIES
CLASSES III-V
(NCERT Source Book