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TRAINING �ON�ENNUM EZHUTHTHUM

TERM 2

Classes 1-3

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Welcome Teachers!!!

  • To the world, you might be just an ordinary person… but to your students you are always a SHERO or a HERO!!!
  • To all those extra ordinary personalities, a hearty welcome to the second term training of this year- a new term for teaching and learning – a time for new possibilities and explorations.

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Warm up

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  • As a warm up, we have some words to read here.
  • You need to apply some trick to read these words.
  • Let us see, how many words you are able to read.

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Mill1ion

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One in a million

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GET IT

GET IT

GET IT

GET IT

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FORGET IT

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TRY STAND

2

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TRY TO UNDERSTAND

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TRAVEL

CCCCCC

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OVERSEAS TRAVEL

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FAST

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BREAKFAST

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Session 1

The Process and Progress of Ennum Ezhuthum

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Ennum Ezhuthum – Mission Statement

We are going to discuss the following aspects in this presentation.

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  1. Why was Ennum Ezhuthum programme launched?
  2. How has the programme progressed over the years?
  3. What are the tools that help us understand the progress?
  4. What does the Baseline assessment report indicate?
  5. What areas need to be focussed moving forward?
  6. What’s there in the THB of Term 2 – Year 3?
  7. What’s new in THB?
  8. How are the EE materials adapted dynamically?
  9. What’s new in WB?
  10. Let’s sum up

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Why was Ennum Ezhuthum programme launched for classes 1-3?

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To ensure that by 2025, children of classes 1 to 3 are able to read with comprehension and possess basic arithmetic skills.

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How has the programme progressed over the years?

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Year 1 – Foundation

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  • The learning gap caused by Corona pandemic is bridged through EE.

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  • Basic language skills like listening and speaking were focused.

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  • Students were introduced to literacy – i.e to be able to read and write with understanding the language they learn. Here it is English.

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  • Thus , foundational skills of language learning are embedded in simple child friendly activities.

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Year 2 - Progress

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  • The foundational skills practised in year 1 were reinforced.

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  • The next level of skills in language – reading and writing focused more.

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  • Upgraded modules helped students to learn more structures.

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  • Content is considered as a tool to develop different skills of language learning.

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  • Most of the textbook content was integrated in activities and exercises.

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What are the tools that help us understand the progress?

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  • By the end of two years, a lot of interventions have been given effectively.

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  • In order to understand and assess the impact and progress, various kinds of assessments are being conducted.

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  • The assessments include
    • Base line assessment to identify the initial learning level of students
    • Formative and Summative assessments that are a part of the curriculum and the process.
    • A comprehensive Baseline assessment to evaluate the progress.

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Let us have a quick look at the reports of the Baseline assessment which shows us the direction to move forward.

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What does the Baseline assessment report indicate?

Baseline Assessment – An Overview

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What does the Baseline assessment report indicate?

Listening Comprehension

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Oral Vocabulary (Describing a picture)

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Initial Sound Identification

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Letter Naming – Accuracy

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Letter Naming - Fluency

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Familiar Word Reading – Accuracy

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Familiar Word Reading - Fluency

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Non – word reading - Fluency

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Oral Reading – Fluency (Short Passage)

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Reading Comprehension

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Dictation – Alphabet

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Dictation – Words

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Dictation - Sentences

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List of skills assessed

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Areas of Good performance

Areas to be focussed

Listening Comprehension

Letter Naming - Fluency

Oral Vocabulary (Describing a picture)

Familiar Word Reading - Fluency

Initial Sound Identification

Non – word reading - Fluency

Letter Naming - Accuracy

Oral Reading – Fluency (Short Passage)

Familiar Word Reading - Accuracy

Reading Comprehension

Dictation - Alphabet

Dictation - Words

Dictation - Sentences

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What areas need to be focussed moving forward?

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  • Based on the Baseline assessment report, the modules have been adapted in this year.

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  • Students have shown significant progress in listening and speaking skills.

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  • However, more focus needs to be given to reading fluency and dictation.

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  • These skills have already been paid more attention through a range of activities in THB and WB.

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  • Additionally in term II, more scope and space has been created for developing reading fluency and dictation.

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  • It is vital to focus more on these skills in order to move towards attaining the goal of the Mission EE.

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How are the EE materials adapted dynamically?

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Session 2

A Tour into the World of THB

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What’s there in the THB of Term 2 – Year 3?

Module Number

Title of the module

Content transaction

Reading and writing day

Buffer day

1

On a Trip

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1

1

2

Fruits and Vegetables

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1

1

3

What’s in the kitchen?

4

2

1

4

Animals in the Kitchen?

6

2

1

5

Seasons

5

2

1

6

Musical Instruments

5

2

1

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New inclusions in THB this term� �1. Reading Fluently�2. Listen and Write

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Inclusion of Reading Fluency

To improve the reading fluency of students, these activities have been included.

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It is given in classroom transaction time in THB.

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Children are given practice to read the text within the time limit.

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It helps them improve their fluency to read faster.

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Arumbu – reads letters and words

Mottu – reads simple sentences

Malar – reads sentences/a simple passage

What’s new in THB of Term 2?

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Let’s watch a video on Reading Fluently activity

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Inclusion of Writing- Dictation (Listen and Write)

To improve the writing skill (especially dictation) of students, these Listen and Write activities have been included.

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It is given in classroom transaction time in THB.

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Children are given different kinds listening experiences and then write the text that the teacher reads.

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This repeated practice helps them improve their listening and decoding it in writing with correct spelling.

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Arumbu – listens and writes letters and words

Mottu – listens and writes simple words sentences

Malar – listen and writes sentences/a simple passage

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Let’s watch a video on Listen and Write activity

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Session 3

The Role of Workbooks and other EE Resources

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What’s new in WB of Term 2?

  • Workbook exercises for this year are enhanced.
  • Hence, the exercises have been made more challenging in this term.
  • Pictures based worksheets are enhanced with text based exercises.
  • Students are given more opportunities in workbooks to practise reading with understanding.
  • Exercises that indulge HOTs like sorting, puzzles, riddles, creating small poems / passages etc are included.
  • Exercises on reading non-lexical words are given.

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Non-lexical Words

  • It’s a common exercise for all levels.

  • It helps children to decode the sounds of letters, blend them together and read.

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Sample upgraded workbook exercises to develop the HOTs in language.

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Let’s sum up

Year 1

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    • Bridging the gap
    • Foundation skills
    • Level based materials

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Year 2

    • Textbook integration
    • Content as a tool
    • Upgraded modules

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Year 3

    • Enhancement of the modules
    • Dynamic changes based on Baseline Assessment report
    • More focus on Reading Writing – Reading fluency and Dictation

2025

2022

Mission : To ensure that by 2025, children of classes 1 to 3 are able to read with comprehension and possess basic arithmetic skills.

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QR codes in THB� 1. Model videos for activities in THB�� 2. Video scribe of the module�� 3. Video montage for stories��

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QR codes in WB

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1. Video montage for stories

Additional Resources

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Online meetings

Clarification of doubts

Direct interaction with content creators

Sharing of experiences

External resources

Telegram group - Impact

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Let’s take a quiz!

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1. Name any two skills that we need to focus based on Baseline Survey.

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  1. Listening Comprehension and Letter Naming - Accuracy
  2. Oral Vocabulary and Familiar Word Reading - Fluency
  3. Reading Comprehension and Dictation - words
  4. Familiar word fluency and Letter naming – Accuracy

 

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Name any two skills that we need to focus based on Baseline Survey.

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  1. Listening Comprehension and Letter Naming - Accuracy
  2. Oral Vocabulary and Familiar Word Reading - Fluency
  3. Reading Comprehension and Dictation - words
  4. Familiar word fluency and Letter naming – Accuracy

 

Answer

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2. How is the textbook content used in THB?

  1. to complete the book exercises alone
  2. as a tool to develop the language skills of children
  3. to improve the rote memory of lessons
  4. to emphasise reading the story alone

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How is the textbook content used in THB?

  1. to complete the book exercises alone
  2. as a tool to develop the language skills of children
  3. to improve the rote memory of lessons
  4. to emphasise reading the story alone

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Answer

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3. What is Reading Fluently?

  1. To read the words accurately with no time limit
  2. To read without proper pause
  3. To read slowly
  4. To read the text within a given time limit

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Answer

 

What is Reading Fluently?

  1. To read the words accurately with no time limit
  2. To read without proper pause
  3. To read slowly
  4. To read the text within a given time limit

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4. What are the two areas given special attention in Term 2 THB?

  1. Listening and Speaking
  2. Reading accuracy and copy writing
  3. Dictation and Reading Fluency
  4. Memory and Recall

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What are the two areas given special attention in Term 2 THB?

  1. Listening and Speaking
  2. Reading accuracy and copy writing
  3. Dictation and Reading Fluency
  4. Memory and Recall

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Answer

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5. What type of an activity is Listen and write?

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  1. Reading comprehension
  2. Listening Comprehension
  3. Dictation
  4. Copy writing

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What type of an activity is Listen and write?

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  1. Reading comprehension
  2. Listening Comprehension
  3. Dictation
  4. Copy writing

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Answer

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6. Why do we teach Non-lexical words?

  1. To blend the letters and read any new word
  2. To memorize the spelling of words
  3. To find the meaning
  4. To arrange the spelling correctly

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Why do we teach Non-lexical words?

  1. To blend the letters and read any new word
  2. To memorize the spelling of words
  3. To find the meaning
  4. To arrange the spelling correctly

Answer

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7. What do you find in the QR codes given in THB?

  1. Textbook PDF
  2. Telegram group link
  3. Feedback of teachers
  4. Model classroom videos

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What do you find in the QR codes given in THB?

  1. Textbook PDF
  2. Telegram group link
  3. Feedback of teachers
  4. Model classroom videos

Answer

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8. Which of the following activities is not a part of Telegram group?

  1. Teachers can share videos and photos of their best classroom activities.
  2. Teachers can interact with content creators to clarify their doubts.
  3. Teachers can share all their doubts not related to Ennum Ezhuthum.
  4. Experts review books in meetings to encourage teachers’ reading.

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Which of the following activities is not a part of Telegram group?

  1. Teachers can share videos and photos of their best classroom activities.
  2. Teachers can interact with content creators to clarify their doubts.
  3. Teachers can share all their doubts not related to Ennum Ezhuthum.
  4. Experts review books in meetings to encourage teachers’ reading.

Answer

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What are your expectations?

  • In THB
  • In Workbook
  • In Trainings
  • Other related things

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Post your expectations in the telegram group using

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#Expectations 2024-25

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Thank you