EGRaN III & IV Phase-I
Dated 20.03.2018 to
23.03.2018
Venue- Rajarhat ETC Building, North 24 Pargana
Attend Districts : Purulia - Birbhum - Paschim Bardhaman - Purba Bardhaman - North 24 Pargana - South 24Pargana - Howra - Hooglee - Kolkata - Nadia - Purba Midnapur
Expert Team For EGRaN III & IV
Strategies
for Grade 3 & 4
Issues
Basic
learning level is low: Poor in fluency ,
comprehension and writing, basic operations
Maybe
fluent readers but weak comprehension due to complext/different genre of texts
Multi
level situation in the classroom ( Difference between fluent readers and weak
readers)
BIRBHUM DISTRICT
 |
From
Left to Right
4Chinmoy Sarkar Haraipur Primary School Sadar East Circle
4
Indranil Mukhopadhaya Uttar Metegram
Primary School Sadar East Circle
4 Nabarun Chandra Das Goltikuri Primary School Illambazar New Circle
4Priyaranjan Das Haraipur Primary School
Sadar East Circle
4
Sandip Kumar Singha
Nandora Primary School Mollarpur Circle
4
Santanu Mahanta Kalikapur Primary School Paikar Circle
4Saptam Kumar Ghosh Kurumba Primary School Labpur South Circle
4
Tanmoy Saha Bipratikuri Primary School Labpur South Circle
4
Uttam Kumar Mandal Ghoshgram No.2 Primary School Mollarpur East Circle
|
Less
focus on skill: Fluency , vocabulary development and comprehension
Lack
of opportunity for writing
International
research says at least four years of intervention is important for improving
basic skills
Learning
slump at grade 4
NAS
2017 reveals that grade 3 results are better where as learning has dropped in
grade 5 ( We have maximum drop out in grade 6) : Kolkata and Birbhum)
Primary
schools require a comprehensive plan .
HOWRAH DISTRICT
From
Left to Right
4Avoy Kumar Mondal Panitrai Free Primary School Bagnan North Circle
4
Deep Saha Sonamui Prathamik Balika
Vidyalaya Sirajbati Circle
4 Dhananjoy Jyoti
Chakbhangabatipur Primary School
Uluberia North Circle
4Hemanta Kumar Misra Thalia Shibtala Primary School Amta West Circle
4
Kiran Bangal Dwipamalita Primary
School Bagnan North Circle
4 Milan Khanra Mankur Primary School Bagnan North Circle
4Prasenjit Pal Bahadurpur Primary School Uluberia North Circle
4
Subhrangsu Shekhar Das Masharali
Converted J.B School Shyampur Central
Circle
Experience from EGRAN
Some discussion …………We can share Malda experience
Process followed to develop grade 3 and 4 packages in West Bengal
Detailed analysis of Utkarsha data and included in 2017 PAB
Discussion with SSA on 27th July and September 2017 : Strategies and note shared
Decision of the meeting : i) Some remediation is required who have not mastered basic skills ii) Provision of reading materials to improve reading and comprehension( reading materials- simplified texts – transition to text books) iii) Focus on writing
In consultation with SSA draft package developed ( Initial discussion with expert committee )
KOLKATA DISTRICT
From
Left to Right
4Chaitry Guha Uma Balika Vidyalay Kolkata XVIII Circle
4
Jaya Pandey Calcutta Girls Primary
School Kolkata XVII Circle
4 Jhumpa Roy Dipendubharati Smriti Vidyalaya
Kolkata V Circle
4Manisha Bhattacharya Satyaranjan Khastagir Shishu oPrathamik Vidyalaya Kolkata IV Circle
4
Papia Dutta Kamala Vidyamandir Kolkata VII Circle
4
Sutapa Ghosh Pareshnath Balika
Vidyalaya Kolkata XVII Circle
4Debjit Mukhopadhaya Anandapur F.P School Tollygung Circle
4
Suchibrata Gupta Garden For Children School Kolkata
XI Circle
4
Utpal Mukhopadhyay The Calcutta Orphange
Primary School Kolkata III Circle
Phase 1 :Remediation.
Rationale:
Assessment data shows that number of
children do not acquire terminal competencies of grade 2 .
There is no scope for teaching decoding in grade three unless children
do not learn to read even in the beginning of grade three then they would not
be able to continue be in that class. Hence, it is important to develop catch
up programme through accelerated learning methods.
Phase 2 Bridging
Rationale
:With all probability at this stage children will still not be ready to
read textbook and work on the exercises
(higher level) based on the textbook lesson, they would be able to read small
sentences, simple texts but not a text book chapters . However, their skills of
listening
comprehension
and decoding have enhanced and they can understand a fairly complex chapter
while listening. Teachers will be under pressure to start text book ( Simple
texts and simplified version f selected textbook chapters
Focus is improving
Listening
comprehension
Vocabulary
Improve
fluency and comprehension through
reading of simplified text ( Also
explain why simplified text from text books )
From
Left to Right
4Alauddin Mondal Ghona F.P School Basihat West Circle
4
Bamacharan Chakraborty Tirthabasu Smriti F.P
School Duttapukur Circle
4 Dibakar Pal Kalyangar Netaji Pathshala Ashokenagar CircleGoutam Pal
4 Indrajit Sen Shishu Vidyapith Shyamnagar Circle
4
Kousik Bag Jetia F.P School Naihati East Circle
4Samir Kumar Mitra Patdanga Pukur konaJ.B.School Habra II Circle
4
Sandip Palit Gobindapur Purbapara F.P
School Swarupnagar North Circle
4Shamit Sarker Satashi G.S.F.P School Nahata Circle
4
Tapas Kumar ChakrabortySekati F.P School Gaighata East Circle
Plan and Design for Language Package
Phase 1
Strengthening the existing
foundation
Grouped children based on
learning levels
Phase 2
Bridging existing learning gaps to help children prepare to be at
textbook level
Incorporated higher cognitive skills such as text structure, graphic
organizer, assessing interpreting and opinion making
Phase 3
Bringing children to textbook level
Work both with Language
Use the strategies that were undertaken in phase 2 to acquaint them to
the vocabulary and text as the level of complexity gets higher
NADIA
From
Left to Right
4Amrita Halder Thanarpara North Primary School Karimpur New Circle
4AshokKumar
Pandey Tangra Primary School Chakdaha Circle
4
Dilip Kumar Ghosh Khamarpara Primary
School Chakdaha Circle
4Dinabandhu Biswas Jashra Prathamik Vidyalaya Chaktalia Circle
4
Dinesh Chandra Mitra Chapra Primary
School Ranaghat-III Circle
4 Padmini Roy
Mukhopadhaya
Nazirpur Primary School Birnagar Circle
4Prasenjit Das Bishnuganj Primary School Tehatta-II Circle
4
Somnath Kundu
Nutan Gopalpur Primary
School Ranaghat-II Circle
4Tapas Basak Ramkrishna G.S.F.P School Ranaghat-I Circle
4
Tarun Sarker Nutan Gram G.S.F.P School Ranaghat-III Circle
Plan and Design for Math
Package
Phase 1
Maximum focus on number operations, word problems, revising previous
gaps
Later half of the year to be utilized to introduce basic concepts
related to measurement, area , geometry, data handling, fractions
Phase 2
Focus on fractions, measurements, number and operations
Word problems on fractions, measurements and other operations to be
introduced
Phase 3
Revision and strengthening of all domains
Exposure to literature to help children connect their learnings to their
daily life
HOOGLEE DISTRICT
From
Left to Right
4Manoj Kumar Das Magura Primary SchoolPandua Circle
4
Mrinmoy Majhi Balidwip Primary
School Singur Circle
4 Partha Majhi Shantinagar VibekanandanagarG.S.F.P
School Pandua Circle
4Prabhat Kumar Ghosh Harishnagar Primary School Singur Circle
4
Puspen Das Babnan Paschimpara Primary
School Dadpur Circle
4 Riju BoralBora Nizampur Primary School Singur East
4Sujit Kumar Pakhira Tullyan primary SchoolTarakeswar South Circle
4
Shyamal Kumar Mondal Ankargoria Junior
Basic School Tarakeswar South Circle
4Tamal Kanti Ghosh Muktarpur Primary School Tarakeswar South Circle
4 Tanmoy Santra Bhata Primary School Tarakeswar Circle
Why this bridging
Phases of Reading
Learning to Read :Learning to read begins with language acquisition and
moves into pre-school and early primary grades where children need to learn the
basics of reading
Read to Learn : Starts at later stage of Primary and continues , focusses
on reading for content knowledge
Learning to read followed by
reading to learn. It’s obvious that if
you do not get through the first phase successfully, then you cannot enter the
second.
PASCHIM BARDHAMAN
From
Left to Right
4 Ashok Kumar Acharya Chata
Pathar F.P School Raniganj Circle
4 Pashupati Mondal Jatgoria F.P School Kanksa-II Circle
4 Pintu Mondal Siddhapur F.P School Jamuria-II Circle
4 Rakesh Konar Bishnupur F.P School Kanksa-II Circle
4 Sanjit Kumar Roy Nimsha F.P School Jamuria-II Circle
4 Santanu Mukhopadhaya Searsol
F.P School Raniganj Circle
4 Sudhakar Dhibar Krishnapur F.P School Kanksa-II Circle
4 Tanumoy Majhi Amrasota F.P School Raniganj Circle
4 Tapas Kumar Mondal Kenda F.P School Jamuria-II Circle
LEARNING TO READ
Emergent
Initial Reading
Decoding
Fluency
(ungluing from print)
READING TO LEARN
Reading for
meaning
Reading for content knowledge
Independent reader =
Strong Literacy Skills +
Habit of Reading
Fluent Reading + Comprehension
An Independent Reader
is…
1.Able to read with understanding
2. Applies
reading and writing skills to learning.
3. Motivated
to read and enjoys reading.
PURBA BARDHAMAN
From
Left to Right
4 Amitava Roy Piplon F.P School Monteswar-III Circle
4 Animesh Gupta Gidhagram F.P School Dainhat Circle
4 Anupam Biswas Subaldaha Rasberi F.P School Raina-III Circle
4 Arijit Saha Koshigram
Dakshinpara F.P School Katwa West Circle
4 Biswanath Orang Shibkhadanga Adibasi F.P School Gushkara-I Circle
4 Debabrata Karmakar Abhirampur P.S Gushkara-I Circle
4 Mithun Mondal Kantaria F.P School Dainhat Circle
4 Prosenjit Roy Aswanikumari F.P School Dainhat Circle
4 Sabyasachi Ghosh Takipur
Prathamik Vidyalaya Ausgram-I Circle
4 Timir baran Pal Narasinghapur F.P School Raina-III Circle
Importance of fluency in reading
Fluency is the ability to read
text quickly, accurately and with proper expression. It is a critical component
of learning to read. It is very important skill in early grade as reading
fluency is a bridge between the major components of reading – word recognition
and comprehension. A fluent reader
recognize words and comprehend in the same time.
Only speed and accuracy in reading is not
the goal. Understanding and thinking
about the text is the idea.
Decoding accuracy: The ability
of readers to decode words accurately in text.
Automacity:The ability of
readers in text with minimal use of attentional resources.
Prosody: The ability of readers
to appropriately use phasing and
expression
From
Left to Right
4 Arijit Basu Bagda Primary School Mahisadal West Circle
4 Ashis Kumar Kasta Kharuigarh
K.C.Primary School Patashpur South
Circle
4 Dhrubagopal Giri Deriachak Sapua Board Primary School
Kolaghat-I Circle
4 Dipak Kumar Mandal Jagudaspar Maktab Primary School
Contai-III Circle
4 Sandipan Maity Panchrol Bd. Primary School Egra North Circle
4 Satadru Bera Amdabad K.Primary School Nandigram West Circle
4 Sukumar Seth Pry.Sec.Prathamik Vidyalaya Haldia Circle
4 Susanta Jana Bargoda Godar Uttar Pry School Thakuachak Circle
4 Tapan Kumar Barai Sitalpur
Maktab Primary School Mahishadal West Circle
4 Tapas Kumar Patra Kanpur
SPL. Primary School
Pichhaboni Circle
Most fluent reader
Focus their attention on making among the ideas in a text
and between these ideas and their background knowledge. Therefore, they are
able to focus on comprehension.
Less fluent reader
Must focus their attention primarily on decoding
individual words. Therefore , they have little attention left for comprehending
the text.
What is the problem
The gap between good and poor readers
Level of the text books are not at the level of every
child
Some of the children who are in primary grades
and are fluent readers but have great difficulties in comprehending texts in
narrative/fictional and informative texts( metaphor /proverb/lack of exposure
to texts)
………….so there should be plenty of materials to
facilitate fluency , exposure to vocabulary , comprehension
From
Left to Right
4 Achinta Kumar Nath Kenda Primary School Arsha-II Circle
4 Chandan Chakraborty Tigra Primary School Kotshila Circle
4 Prabhatranjan Majhi Karru
J.B.S Baghmundi-I Circle
4 Probodh Chandra Gorain Kotlui Dompara Primary School
Rural-I
Circle
4 Pradipta Chowdhury Kanki
Bengali Primary School Para Circle
4 Prasenjit Mandal Suisa
Primary School Baghmundi-II Circle
4 Santanu Mishra Rahamda Primary School Hura-III Circle
4 Santigopal Goswami Napara
Girls Primary School Puncha Circle
4 Sk Nazrul Islam Manbazar
Urdu Primary School Manbazar-I Circle
4 Swarup Narayan Roy Haraktore Primary School Nadiha Circle
Pichhaboni Circle
Role of simplified texts /graded readers
Simple texts at children level facilitates fluency
It improves practice of reading before getting to higher
grades and various subjects
Exposure to vocabulary
Why simplified version of text books ????
In case of Mathematics
Face great
difficulties in understanding the word problems.
They feel a great problem in conceptual understanding.
They
face problems if pattern is changed.
Why does it happen?
Lack of conceptual understanding
Lack of child centric approach
Using linear method not spiral
Following mechanical approach
Lack of application in daily life
Text
transaction strategy for advanced level children
What is the problem?
Some of the children who are in primary grades
and are fluent readers but have great difficulties in comprehending texts in
narrative/fictional and informative texts.
In the narrative text category they encounter
difficulties in handling higher literary devices (like metaphors, proverbs etc,
or even underlying thoughts in a specific context).
This is a clear lack of text dealing skills of
the higher order, or even text dealing skills for different types of texts.
From
Left to Right
4 Anubrata Mahapatra Dhosa J.B.School Joynagar (N) Circle
4 Bhaskar Das Karandihibati
F.P School Basanti South Circle
4 Buddhadev Mondal Kakdwip
F.P School Kakdwip (S) Circle
4 Chhaya Mondal Shirakole J.B School Mograhat Circle
4 Mousumi Roy Jagatala
F.P School Maheshtala Circle
4 Prabir Kumar Halder Berarchak
Rananibala J.B.School Kakdwip Circle
4 Riyajul Haque Uchhekhali F.P School Bishnupur–IV Circle
4 Snehasis Pahari Mohendragouri
Purba F.P School Sagar North Circle
pan> Santigopal Goswami Napara
Girls Primary School Puncha Circle
4 Sk Nazrul Islam Manbazar
Urdu Primary School Manbazar-I Circle
4 Swarup Narayan Roy Haraktore Primary School Nadiha Circle
This has been explained on the basis of the
increased curricular and textual demands on children from 4th grade
onwards.
A second explanation indicates that the ‘slump’
is not altogether dramatic, it was always there but just not captured by the
assessments in the earlier grades.
The evidence is that the gap between good and
poor readers keeps widening. In other words, good readers continue to read more
which has a positive influence on their comprehension skills, vocabulary, world
knowledge, domain knowledge, genre knowledge (narrative/ informative texts,
essays, travelogue etc.) and even motivation and attitudes towards reading.
Struggling readers, on the other hand, tend to avoid reading since it is such
an arduous task for them and in turn they miss out on the opportunity to
practice their decoding skills, be exposed to newer and diverse vocabulary and
enhance their world knowledge.
So, what will be the strategies to
tackle the problems?
Word
knowledge (familiarity with words)/Mind Mapping
Reading
Aloud
Discussion
on the text
Creating
questions (various types)
Role
play
Independent
writing
Worksheet
Word knowledge
Familiarity
with the words
Mind
Mapping: Each word is a value – it is an unit of meaning, dependent on its
context – has an emotive appeal in one line, it is a value. So, learn to value
words. How?
Find
keywords, list them
Do
discuss on some of them
Do a
mind mapping
Reading aloud
Prosodic
reading exhibited by teacher in initial days.
Teacher
asks, ‘Did you notice how I read?
Discussion
on the reading style of the teacher
Children
try reading para by para (or few sentences)
Listing
down points of ‘what good reading is all about?’
Discussion on the text
Retrieve facts: the basic sequence, the
characters, the plot (s), sub plots, the beginning, the end, the complexities
so on and so forth.
Discussion on ‘twists’ in the tale. Locating
the change points, if any.
Finding sentences, phrases, clauses whose
literal/apparent meanings may differ.
Noting down the information and having
discussion on the texts.
Role Play
It is
very important to introduce role play activity to achieve the joy of learning
as well as to build the capacity of group learning, decision making,
creativity, imagination and critical thinking.
So,
preparation, distribution of role, presentation and feedback should be done on
regular basis.
Writing and writing review
From the
very first day of the teaching-learning process, writing exercises should be
done on daily basis.
Writing
review must be conducted simultaneously.
Summary,
main idea, views on characters, plot and incidents, in another word, thought to
be discussed.
Input
should be given on syntax, construction, usage words, punctuations etc
Worksheet
It helps
to organise the thought of learner
It helps
to understand what a child has learnt
It helps
to guide the discussion within text
It
provides an excellent means of understanding of different concepts.
A
worksheet may provide a student with important opportunities to practice a new
skill gained in class. This process aids in the learning process by allowing
the student to explore the knowledge independently.
Why have we used simplified texts?
It is
not just a summary or gist of original text
It is
simple, contextual and progressive
Simple
syntax
Length
of the texts
Usage of
punctuations
High
literary devices