Early Literacy Program Early Reading Writing for Class 1, 2Please be informed the JRM team may visit Warangal district from 2nd February 2014. Here we are provided a list of activities to be taken in all schools for Classes 1 &2 towards Early Literacy Programme. The MEOs will ensure the attached list reaches all the schools and also ask the Headmasters to ensure that the activities are reflected when the team visits their schools. It is mandatory to see that the attached activities list reaches each and every school immediately and action should be taken to see that this is implemented in all schools.
The Early Literacy programme is to make the school child friendly and free from fear as the children enter the school. The programme was conducted in the process of Aata and Paata which play way method of teaching. The early reading was done through rhymes in mother tongue, story telling, folk songs and complete play way technique to make the child move out of phobia towards the new environment and encourage the child to show willingness to attend the school continuously. It also make the child get ready for the academic teaching and learning process. This was implemented in every year from the day of reopening and is continued throughout the year.
A day wise schedule was developed to conduct the various activities for the new entrants with the following objectives:
1. To enable children to become self motivated, independent and engaged readers and writers.
2. To comprehend with sustainable reading and writing skills.
3. To achieve learning levels appropriate to the class of study
4. To make children understand the reasoning in the domains of numbers, measurement and shapes
5. To enable children to become independent in problem solving.
6. To associate reading and writing with the experience of joy and real life situations
7. To recognise social perspective of home school transactions
Early Reading and Early writing in the schools was stressed
1. Through reading corners, Activity corner, poem corner and message boards and word walls
2. Selected appropriate children literature to facilitate Early reading and writing process
3. Developed self reading material to develop reading skills
4. Provided small magazines to read for joy
Care was taken in selecting books as under
1. Books liked by children with attractive pictures and text
2. Content simplicity
3. Fun relating with experience etc
4. which entertains and provides openness to lingusitic diversity
5. Built on home-school link to children
6. Self explanatory and daily experiences etc
In the Classroom the early literacy programme was implemented as below:
1. For considerable time, space was given to children to speak in home language till the transition from home language to instructional language takes place
2. Classroom planning is flexible and child specific
3. Teaching was done relating to daily life experience and socio cultural context
4. Encouraged children to share experiences in their own language
5. Space was given to developmental phases of reading like:
6. Pretend reading
7. Making use of predictions in reading
9. Using invented spelling in writing
10. Encouraging expressions instead of finding faults in pronounciation, spelling etc
11. Encouraged reading aloud and meaningful text or storybooks and storytelling through gestures and expressions.
12. Encouraged language and mathematical games
13. Use of local rhymes, stories and songs
14. Allowing children to develop their own stories
15. Encouraged imaginative writing to develop listening, speaking and reading
1. Used concrete materials
2. Activity based learning
3. Used poster, audio visual material, visually rich handbooks, pamplets to faciltilate conceptual understanding
4. Used running wall blackboard for free expression in writing
5. Encouraged Classroom disucssion from multilingual situation and to build connection between oral and written languages
6. Provided opportunities to learn formal mathematical language i.e numerals, symbols an spatial understanding
7. Connected classroom with community by taking the children to fairs, post office, police station, local body, diverse religious cultural institutions to know the local diversity which helps in developing their reading as well as writing skills. More details at your MRCs