ifbaG¤J k‰W« Xéa¤ Âw‹ nk«gL¤Jjš gæ‰We® f£lf« 2016 -2017 writing -Trainer Module...

transcript

ifbaG¤J k‰W« Xéa¤ Âw‹

nk«gL¤Jjš

bjhl¡f k‰W« ca®bjhl¡fãiy

gæ‰We® f£lf«

2016 -2017

khãy¡fšéæašMuhŒ¢Ák‰W«gæ‰Á

ãWtd«,br‹id.

midtU¡F«fšéÏa¡f«,br‹id.

f£lf¤jahç¥ò¡ FG

FG¤jiyt®

Kidt®.é.Á. Ïuhnk°tuKUf‹,

Ïa¡Fe®, khãy¡ fšéæašMuhŒ¢Á k‰W«gæ‰Á ãWtd«,

br‹id -600 006

Jiz¡ FG¤jiyt®

ÂU.it.ghyKUf‹,

ÏizÏa¡Fe® (gæ‰Á),

khãy¡ fšéæašMuhŒ¢Á k‰W«

gæ‰Á ãWtd«,

br‹id -6.

ÂUkÂ.Á. cõhuhâ,

ÏizÏa¡Fe® (gæ‰Á),

khãy¤Â£lÏa¡ff«

midtU¡F«fšé Ïa¡f«,

br‹id- 6.

tšYe® xU§»iz¥ghs®

Kidt®. Ïuhk. gh©Lu§f‹

nkdhŸ ÏizÏa¡Fe®

khãy¡ fšéæašMuhŒ¢Á k‰W«

gæ‰Á ãWtd«, br‹id -6.

Kidt®.nyh. uhjh,

Kjšt®,

kht£l MÁça® fšé k‰W« gæ‰Á ãWtd«,

Â%®, ÂUtŸS® kht£l«.

nkyhŒths®

m. nkhf‹ Rªj®,

cjé¥ nguhÁça®,

khãy¡ fšéæašMuhŒ¢Á k‰W« gæ‰Á ãWtd«,

br‹id -6.

EhšMÁça®fŸ

1. ÂUkÂ j. #h¡Fè‹ trªjFkhç,

KJãiyéçÎiuahs®,

kht£lMÁça® fšé k‰W« gæ‰ÁãWtd«,

Â%®, ÂUtŸS® kht£l«

2. Kidt®. br. Ïuh#h,

éçÎiuahs®,

ÂU_®¤Â ef®, ÂU¥ó® kht£l«

3. ÂUkÂ. j. ckh,

éçÎiuahs®,

ÂUtšè¡nfâ, br‹id kht£l«

4. ÂUkÂ. M®. ikÂè ,

éçÎiuahs®,

òè¡fiu, jUkòç kht£l«.

5. ÂU. gh. gh¡»auh{,

MÁça¥ gæ‰We®,

gŸë¥g£L x‹¿a«

ÂUtŸq® kht£l«.

6. ÂU. eh. ehnf°tu‹,

ÛŠN® x‹¿a«,

ÂUtŸq® kht£l«.

7. ÂUkÂ. M®. Rf‹ah

éšèth¡f« x‹¿a«

ÂUtŸq® kht£l«.

8. ÂUkÂ. v°. fha¤ç

òHš x‹¿a«

ÂUtŸq® kht£l«.

9. ÂU. m.b#. ghštst‹

Xéa MÁça®

fh£^®,

ÛŠN® x‹¿a«,

ÂUtŸq® kht£l«.

10. ÂU. M®. ßf‹Fkh®

gæ‰We®,

Mšé‹ fšé ãWtd«

òuirth¡f«

br‹id kht£l«

ehŸ .05.2016

mâªJiu

Ïåa MÁça¥ bgUk¡fns,

e«äl« gæY« FHªijfŸ Xéa« k‰W« ifbaG¤J¥ gæ‰Áfëš k»œ¢ÁÍl‹

j«ik <LgL¤Â¡ bfh©L jkJ Âw‹fis¤ jkJ f‰wèš nk«gL¤Â¡ bfhŸs

vëikahd gæ‰WKiwfis¡ bfh©LŸsJ Ï¡f£lf«.

ifbaG¤J¥ gæ‰Á khzt®fŸ vGJK‹ bgw nt©oa jir¥ gæ‰Á,

éuyirÎ¥ gH¡f«, vGJnfhiy¡ ifahS« éj«, jäœ, M§»y vG¤Jfis vGJ«

éj« ãW¤j¡F¿fis¥ ga‹gL¤J« éj« g‰¿a mid¤J ãiyfëY« brašghLfŸ

mik¡f¥g£LŸsd.

tiujš gæ‰ÁÍ« bjhl¡f¥gŸë Kjš ca® bjhl¡f¥gŸë khzt® gæY«

t©z« gšntW goãiyfëš brašghLfŸ mik¤J¤ ju¥g£LŸsd. khzt®fŸ

M®t¤njhL f‰F« t©zK« gæ‰Á¤jhŸfŸ ju¥g£LŸsd.

gŸëfëš gæY« khzt®fë‹ ifbaG¤ij mHFgL¤jÎ«, tiujš Âwid

nk«gL¤jÎ« Áwªj xU rhjdkhf Ï¡f£lf« és§F« v‹gÂš Iaäšiy.

Ïa¡Fe®

Kidt® é.Á. Ïuhnk°tuKUf‹,

Ïa¡Fe®

khãy¡ fšéæaš MuhŒ¢Á k‰W« gæ‰Á

ãWtd«, br‹id – 600 006.

K‹Diu

khzt® f‰wèš KGik miltÂš mt®fë‹ ifbaG¤J« K¡»a¥

g§fh‰W»wJ; ifbaG¤ij rçahd mséš cUkhwhJ nghÂa Ïilbtë é£L

khztiu vGj¥ gæ‰Wé¡f nt©oaJ MÁça® flik. ÏJfhš MÁça®fS¡fhd

Âw‹ ts® gæ‰Áæ‹ _y« ifbaG¤J gæ‰Á k‰W« Xéa¤ Âw‹ nk«gL¤Jjiy

tèÍW¤Â¢ brhštJ. Ï¥gæ‰We® ifna£o‹ neh¡fkhF«.

jäœ k‰W« M§»y¤Âš khzt® jkJ ifbaG¤ij nk«gL¤j¤ junt©oa

jir¥gæ‰ÁfŸ, brašghLfŸ vG¤J¥gæ‰ÁfŸ k‰W« MÁça® filÃo¤J¡

f‰W¤ju nt©oa fU¤JU¡fŸ <©L ju¥g£LŸsd.

brašghLfŸ bghJ Kiwæš tçir¥gL¤j¥g£LŸsd. Ïit g‰¿a

és¡fkhd brašghLfŸ bjhl®ªJ tU« jäœ, M§»y¥ gFÂfëš

és¡f¥g£LŸsd.

Xéank cy»‹ Kj‹ vG¤J. cça Kiwæš khzt®fS¡F Xéa« tiua¡

f‰W¤ju¥gL«bghGJ khzt® ifbaG¤J rçahd totik¥òl‹ Ïašghf

miktJ rh¤Âakh»wJ.

Xéa« tiutÂš xU gFÂahf jäœ, M§»y vG¤Jfis rçahd éj¤Âš

vGj¥ gæ‰Wé¤jY« ml§F«. m›tifæš ‘ifbaG¤J¥ gæ‰Á k‰W« Xéa«

tiujš

Âwid ts®¤jš’ vD« Ï¥gæ‰ÁahdJ bjhl¡f k‰W« ca® bjhl¡f

MÁça®fS¡F cWJizahf és§F«.

jahç¥ò¡FG

gæ‰Áfhy m£ltiz

10-11.30

11.45-1.15

2.00-3.30

3.45-5.15

ifbaG¤J k‰W«

tiujY¡F K‹

brašfŸ

jäœ¡

ifbaG¤

J gæ‰Á

M§»y

ifbaG¤J

gæ‰Á

Xéa«

tiujš

gæ‰Á

gæ‰Áæ‹ neh¡f§fŸ

khztç‹ ifbaG¤Âid¤ ÂU¤jKw¢ brŒjš

tot« khwhkš, msÎ Fiwahkš, cça Ïilbtëé£L khztiu vGj¢

brŒjš.

bkhê kuò khwhkš jäœ, M§»y vG¤Jfis khzt® ÃiHæ‹¿ vGj¢

brŒjš.

Xéank vG¤Â‹ jhŒ. vdnt khzt®fS¡F Xéa« tiujš Âwid

m¿Kf¥gL¤Â nk«gL¤Jjš.

khzt® mÂf kÂ¥bg© bgW« t©zK«, j‹d«Ã¡ifia ts®¡F«

t©zK« Áwªj ifbaG¤J¤ Âwid nk«gL¤Jjš.

bghUsl¡f«

t. v© jiy¥ò g¡f«

1 ifbaG¤J k‰W« tiujY¡F K‹ brašfŸ 1

2 ifbaG¤J nk«gL¤Jjš gæ‰Á - jäœ 5

3 DEVELOPING HANDWRITING IN ENGLISH 24

1 PATTERNS 26

2 WRITING THE ALPHABET 28

3 PUNCTUATION 30

4 EVALUATION OF HANDWRITING

REMEDIAL MEASURES

4 Xéa« tiujš gæ‰Á 37

1. ifbaG¤J k‰W© tiujY¡F K‹ brašfŸ

mkªÎ : 1 (10.00 kâ Kjš 11.30 kâ tiu) fhy msÎ: 1.30 kâ neu©

1. tiu¨J gHFjš (Free Hand Drawing)

FHªijfŸ Ïašghfnt ifæš »il¡F« bghU£fis¡ bfh©L

Rtçš, jiuæš, jhŸfëš , VLfëš »W¡F« j‹ikÍilat®fŸ. mjid

C¡Fé¤J¤ jhœãiy¡ fU«gyiffëš j§fŸ éU¥g« nghy nfhLfŸ,

tisÎfŸ, RêfŸ ngh‹wt‰iw¡ »W¡f, tiua¥ gH¡f nt©L«. khzt¥

gUt¤Âš vëa Kiwæš xéa« f‰Ã¡f mt®fS¡F¤ njitahd cgfuz§fŸ

k‰W« ÏU¡if trÂfis¢ rç¥gh®¤J khzt®fis xUKf¥gL¤Â m‹whl

thœéš fhz¥gL« bghU£fis vëa Kiwæš tiua gHFjš nt©L«.

ne®nfhL, gL¡ifnfhL, tisÎnfhL k‰W« rhŒÎnfhLfisÍ«, tot§fshd

K¡nfhz«, rJu«, br›tf«, t£l« ngh‹wt‰iw msÎ¡nfhš k‰W«

cgfuz§fŸ Ïšyhkš tiua¥ gHFtjhš mt®fS¡F if¥gæ‰Á V‰gL»wJ.

2. jir¥gæ‰Á, éuyirÎ¥ gH¡f© k‰W© Ma¤j éisah£LfŸ

(Fine Motor Skills)

vGj¥ go¡F« K‹ FHªijfë‹ ÃŠR¤ jirfŸ tYtilaÎ«,

éušfŸ cça éj¤Âš tisaÎ«, eu«òfŸ gykilaÎ« gæ‰ÁfŸ ju¥gl

nt©L«. FHªij éU«ò« t©z« ÁW ÁW éisah£Lfshf¤ ju nt©L«.

t©z¡ fëk© cU©ilfŸ jªJ cUt§fŸ brŒa¢ brŒjš. ntW ntW

msÎŸs bk‹gªJfis khzt® Ão¤J éisahl¢ brŒjš. gÿ‹fis CÂ

khztçl« jªJ cil¡fhkš mK¡» éisahl¢ brŒjš.

3. f§ k‰W© if xU¦fikÎ (Eye-hand Coordination)

ifbaG¤J¥ gæ‰Áæ‹ nghJ FHªijfë‹ f© k‰W« iffë‹

xU§fikÎ äfÎ« mtÁa«. FHªijfŸ gæ‰Á bgW« Ïl¤Âš mt®fŸ gh®¡F«

éjkhf t©z vG¤j£ilfŸ, Rtbuh£ofŸ, t©z¥gl§fŸ ngh‹wt‰iw¤

bjh§f éLjš nt©L«. fU«gyifÍ« cça öu¤Âš ÏU¡f nt©L«. khzt®

mt‰iw¡ T®ªJ ftå¤J¥ ÃiHæ‹¿ vGJt®. MÁça® mij c‰W neh¡»¥

gh®¤jèš FiwghLŸs ÃŸisfis ntWgL¤Â mt®fS¡F cça nkš

elto¡if vL¤jš ey«.

4. vGJnfhiy¢ rçahf¥ Ão¤J vGJjš (Right way of Holding the Pencil)

FHªijfŸ vGJnfhiy¢ rçahd Kiwæš cça nfhz¤Âš ifahs¡

f‰W¤ ju nt©L«. eLéuš, M£fh£o éuš, f£il éuš M»a _‹W éušfë‹

k¤Âæš vGJnfhiy it¤J vGJnfhè‹ Eåæå‹W 2 mšyJ 3 br.Û

cau¤Âš Ão¤J vGJ« gH¡f¤ij khztçilna cUth¡f nt©L«. Ïjdhš

ifbaG¤J mHfhf mikÍ«.

5. FH¨ijfŸ mkU© Kiw (Sitting Position)

FHªijfŸ mkU« KiwÍ«, mt®fë‹ ifbaG¤J mHfhf miktÂš

K¡»a¥ g§F t»¡»‹wJ. vdnt, rçahf mkU« Kiwia mt®fS¡F f‰W¤

ju nt©L«.

vj‹ ÛJ« rhahkY«, iffis C‹whkY«, neuhf mku¢ brŒa nt©L«.

ty¡if¥ gH¡fKilnah® jhis Ïl¥òwkhf Á¿J rhŒ¤J¥ Ão¤jthW« vGJjš

nt©L«. jiy neuhf mikÍkhW mk®jš Áw¥ò. jh« vGJtij¢ rçahf¥

gh®¡f Ïayhj FHªijfis Ï‹D« éuiu nkny‰¿ vGj¢ brŒjš nt©L«.

vGJifæš khzt® vGJnfhiy äfÎ« mG¤jhkš, Ïašghf vGj¥

gæ‰Áaë¤jš nt©L«. vGJifæš, ga‹gL« if jéu Ã¿bjh‹iw,

mirahkš Ão¤J¥ gH¡f nt©L«. ÏJ éiuthf vGj cjÎ«.

6. F¿¥ngLfis¢ rçahd Kiwæš it¤jš (Right Paper Position)

ifbaG¤J mHfhf mika vGJ« jhŸ mšyJ F¿¥ngLfŸ

jukhdjhfÎ«, rçahd KiwæY« mikjš mtÁa«. bkšèajhfnth, ik

c¿ŠR« j‹ikÍilajhfnth mikjš TlhJ.

vGJnfhiy v›thW cça Kiwæš, rçahd nfhz¤Âš it¤J¥

ga‹gL¤JtJ nghynt, jhŸ mšyJ F¿¥ng£il rçahd Kiwæš ga‹gL¤j

nt©L«.

7. bghU¤jkhd if MSikia mÂfç¤jš (Hand Dominance)

FHªijfëš ty¡if, Ïl¡if gH¡fKilnah® bghJthfÎ«, ÏUif

gH¡fKilnah® Áw¥ghfÎ« mikt®. mtut® j‹ik¡nf‰g MÁça®

khzt®fis ifbaG¤Âš Âw‹bgw gæ‰Wé¤jš nt©L«. mHF, éiuÎ,

bjëÎ vD« tifæš vGJ« gH¡f¤ij mÂfç¡f nt©L«. mHF, éiuÎ,

bjëÎ vD« tifæš vGJ« gH¡f¤ij mÂfç¡f nt©L«.

8. K‹khÂç¡ ifbaG¤Jfis c‰W neh¡Fjš, gobaL¤jš

(Observing, Tracing and Copying the Model)

mH»a ifbaG¤J mikªÂl K‹khÂçahf cŸs xU Áy®

ifbaG¤Jfis c‰W neh¡», mjid¥ ngh‹nw vGj¥ gæ‰Á nk‰bfhŸSjš

Áwªj c¤ÂahF«. Ï¤jifa gæ‰Á khzt®¡F ešy gy‹ ju¡ ToajhF«.

9. tot§fS«, tiujY« (Drawing the Shapes)

vG¤Jfë‹ tot§fis mobah‰¿ vGj¢ brŒjš Áwªj gæ‰Áahf

mikÍ«. tiujš gæ‰ÁÍ« khzt® ifbaG¤Âid mHfhdjh¡F«.

10. ÏläU¨J tykhd gæ‰Á (Left to Right Practice)

ÏªÂa vG¤J Kiw¥go ÏläUªJ tykhfnt vGJ« Kiw

mikªJŸsJ. vdnt, f‰nghU¡F ÏläUªJ tykhf vGJ« gæ‰Á tH§f¥gl

nt©L«. vG¤JfisÍ« cça Ïl¤Âš bjhl§», cça Ïl¤Âš KoÍ« éjkhf

K‹ndh® f‰Ã¤j kuò¥go vGj¡ f‰Ã¤jš nt©L«.

2. ifbaG¤J nk©gL¤Jjš gæ‰Á (jäœ )

mk®Î– 2 ( 11. 30 kâKjš 1.00 kâtiu) fhy msÎ: 1 kâ 30 ãäl«

m¿Kf¢ braš : Phgf« tUnj !

neh¡f« : vG¤Jfë‹ tçtot« ãidéš ÏU¤jiy¡ f©l¿jš.

fhy« : 5 ãäl«

brašKiw:

fU¤jhs® m¿Kf«.

g§nf‰ghs®fis xUt® Ã‹ xUtuhf miH¤J¥ gæ‰Á¤jhis¡ bfhL¤J,

mÂYŸs g¤Âia¥ gh®¤J vGÂ, Ã‹ go¡f¢ brŒjš.

ÃiHæ‹¿ vGÂ¥ go¡F« g§nf‰ghsiu¡ f©l¿ªJ ghuh£Ljš.

vG¤Jfë‹ tçtot«, mt®fsJ ãidéš rçahf¥ gÂªÂU¤jiy¢

R£o¡fh£Ljš.

Ïiz¥ò:

c§shfš Ï¥gf¡¤ij¥ g¡of K¨ojhš cf¦is¥ gh£uhona Mf ntL©«. 100F¡ 55

kf¡shš kL£nk Ïg¥o g¡of KÍo©. Úf¦Ÿ vg¥o ijÏ g¡oÖ»fªŸ v‹W cshf¦nsna

eg« Kaošiyéah? Mr¢çakhad Mw‰š bfhl§J kjåå‹ is_. Xª

MŒuhæ¢Áš, nfÃ©£ç{ gfš¡iyHff© Ï¨j cik§ia¡ fL§Ão¤ŸJsJ.

v¤GJfŸ v¨j tiræçš csŸJ vg‹J K»¡äašiy. Kjš v¤GJ© fÁilahf cŸs

v¤JG©, rahçd Ï¤lÂš csŸjh vg‹ij kL£© gh¤ªjhš nghJ©. vdhjš vwh‹š,

kjåå‹ _is Kjš v¤GÍij©, iflÁ v¤GÍij© kL£nk g¡oF©. gh¡Í»Ÿs

v¤GJfŸ jhfdhnt cthŸg¦f¥L©.

braš – 1

neh¡f« : gæ‰Áæ‹ neh¡f¤ij m¿a¢ brŒjš

fhy« : 15 ãäl«

brašKiw : fU¤jhs® ciu

brašghL – khzt®fŸ vGJ«nghJ, bghJthf¢ brŒa¡Toa vG¤J tot¥ ÃiHfŸ

ml§»a m£ilfis¥ g§nf‰ghs®fël« bfhL¤J mj‰Fça rçahd

tçtot¤Âid¡ f©l¿a¢ brŒjš

neh¡f«:

bjhl¡f k‰W« ca®bjhl¡f ãiy khzt®fë‹ ifbaG¤Âid¢

br«ik¥gL¤Jjš

jäœ vG¤Jfë‹ tçtot¤ij vëikahd Kiwæš vGj¥ gH¡Fjš

beL§nfhL, gL¡if¡nfhL, rhŒÎ¡nfhL, t£l«, rJu«, K¡nfhz«, Ãiw

tot¡nfhL, Rê M»at‰iw K‹gHF brašfshf¡ bfhL¤jš.

vG¤JfŸ bjhl§F« éj«, Ko¡F« éj« g‰¿ m¿a¢ brŒjš.

vGj¥ gHFjè‹ ÏUãiy

Kjš ãiy :

Kjš ãiyæš xè tot§fis tç tot§fshf vGj

m¿Kf¥gL¤JtJl‹ mHfhfÎ« ÂU¤jkhfÎ« vGj¥ gæ‰Wé¤jš.

(v.fh.) tçbah‰¿ vGJjš

gh®¤J vGJjš

nf£L vGJjš ( vG¤J, brhš, bjhl® )

Ïu©lh« ãiy :

Ïu©lh« ãiyæš vGJ« ntf¤ij¡ T£LtJl‹ ifbaG¤ij¤

ÂU¤jkhf vGj¥ gæ‰Wé¤jš.

(v.fh.) ciu¥gFÂ, foj«, f£Liu, m¿¡ifæid¥ gh®¤J vGJjš,

brhšy¡ nf£L vGJjš.

ÂU¤jkhf vGJjèš V‰gL© Ïlª¥ghLfŸ

vG¤Jfë‹ rçahd tçtot« m¿ahik

vG¤Jfis vGJ« Kiw bjçahik

tot§fis kh‰¿ vGJjš

F¿š, beoš ntWghL cz®ªJ vGjhik

Ãwbkhê vG¤Jfis vGJtÂš Ïl®¥ghL (F¿¥ghf tl vG¤JfŸ)

(õ, #, É, [, A, $, #])

nghÂa Ïilbtë, ãW¤j¡F¿fŸ Ï£L vGj¤ bjçahÂU¤jš.

vG¤Â‰F vG¤J msÎ ntWgLjš

Ïlª¥ghLfis¡ fisjš

vG¤Jfis¤ bjhl§F«, Ko¡F« éj« g‰¿¤ bjhl® gæ‰Á thæyhf m¿a¢

brŒjš. (SABL m«ò¡F¿ m£ilfis¥ ga‹gL¤Â) gæ‰Á më¤jš.

I§nfho£l jhëš vG¤Jfis vGj¥ gH¡Fjš.

Ñœk£l¡ fU«gyifæ‹ xU gFÂæš I§nfho£L, ehŸnjhW« mÂš vGj¢

brŒjš

(bfh«ò, nfhL, Rê)

vG¤J¡ F¿pLfis vGj¥ gæ‰Á më¤jš

(b, n, i, ¨, ¬, h, s)

K‹ gæ‰ÁfŸ

jir¥ gæ‰Á (v.fh.) éuš mirÎ¥gæ‰Á, kâ¡f£L¢ RH‰Á gæ‰Á.

éuš k‰W« gy¥g«, R©z¡f£o, fç¡nfhš, öé Kjèat‰whš »W¡f¢

brŒjš.

Ñœk£l¡ fU«gyifæš R©z¡f£oahš tiuªJ gHf¢brŒjš

vëa nfh£L¥ gl§fis tiua¢ brŒjš

cUbth‰¿ tiujš

k§fyhf vGÂ mj‹ nkš vGj it¤jš

vGJnfhiy¥ Ão¡F« Kiw

ÂU¤jkhd ifbaG¤ij¥ bgWtj‰F Ã‹g‰w nt§oa goãiyfŸ

1. ne®¡nfhL, tisnfhL, Rê, ÃiwnfhL tiujš

2. vG¤JfŸ vGJjš

3. brh‰fŸ vGJjš

4. bjhl®fŸ vGJjš

5. IªJ tç nfh£oš vGJjš

6. ÏU tç nfh£oš vGJjš

7. xU tç nfh£oš vGJjš

8. m¢R¥ ÃuÂ gh®¤J vGJjš

9. brŒÍis¥ gh®¤J vGJjš

khztªfŸ vG¤J¥ gæ‰Á nk‰bfhŸS©nghJ fil¥Ão¡f nt©oait

ãä®ªj ãiyæš mku nt©L«

45 rhŒÎ ãiyæš vGJ« VL ÏU¡f nt©L«

vGJnfhiy cça Kiwæš Ão¤ÂU¡f nt©L«

if éušfS¡F mÂf mG¤j« ju¡ TlhJ.

khztªfë‹ vGJjš Âw‹ rhª¨J tif¥gL¤Jjš

ÂU¤jkhd ifbaG¤ij¥ bgWtj‰fhd gæ‰Áia¥ bghU¤jtiuæš,

khzt®fŸ vªj tF¥Ãš go¡»‹wh®fŸ v‹gJ njitæšiy; Mdhš, mt®fŸ

bg‰¿U¡F« Âwid¥ bghU¤J, _tifahf¥ Ãç¤J, mt‰¿‰nf‰g cça ãiyæèUªJ

f‰Ã¤jiy¤ bjhl§f nt©L«.

ãiy – 1 - vG¤JfŸ f‰f¤ bjhl§F« ãiy

ãiy – 2 - vG¤JfŸ brh‰fŸ m¿ªj Ã‹dU« rçahd tot¤Âš vGj¤

bjçahj ãiy

ãiy – 3 - rçahd tot¤ÂY« éiuthfÎ« vGj¤ bjçahj ãiy

braš – 2 – ahª Kjèš !

neh¡f« : khzt®fS¡F¤ bjhl¡f ãiyæš, vG¤Jfis vGj¥ gH¡F«

tçiræid m¿a¢ brŒjš.

fhy« : 10 ãäl«

brašKiw:

vG¤J m£ilfis¥ g§nf‰ghs®fël« ( FGé‰F x‹W Åj« ) bfhL¤jš.

bfhL¡f¥g£LŸs vG¤J m£ilfëš cŸs vG¤Jfis khzt®fS¡F¡

f‰Ã¡F« tifæš x‹w‹ Ã‹ x‹whf tçir¥gL¤j¢ brŒjš.

vªj¡ FG, rçahf tçir¥gL¤Â cŸsJ vd¡ f©l¿jš.

rçahd tçiria¥ g§nf‰ghs®fS¡F és¡»¡ TWjš.

Ïiz¥ò: vG¤j£ilfŸ

braš-3 th§f, vGj¥ gHfyh« !

neh¡f« : IªJ tç VL g‰¿ és¡Fjš, ne®nfhL, tisnfhL, Rê, ÃiwnfhL

tiujš k‰W« vG¤Jfis vGj¤ bjhl§Fjš.

fhy« : 15 ãäl«

brašghL – ne®nfhL, tisnfhL, Rê, gL¡if¡nfhL M»ait ml§»a

m£ilfis¥ g§nf‰ghsçl« bfhL¤J, vG¤Jfis cUth¡f¢ brŒjš

brašKiw:

vG¤JfS¡F mo¥gilahd nfhLfŸ, tisÎfŸ, Rê M»at‰iw vGJ«

Kiwia gæ‰Á¤jhŸ thæyhf és¡»¥ g§nf‰ghs®fël« tH§f¥g£LŸs

gæ‰Á¤jhëš mt®fis vGj¢brŒjš.

x›bthU FGé‰F« bfhL¡f¥g£LŸs vG¤Jfis¥ gæ‰Á¤jhëš

vGj¢brŒjš.

rçahd Kiwæš vGÂa FGéid¡ f©l¿ªJ ghuh£Ljš.

rçahf vGJ« Kiw F¿¤J és¡Fjš.

braš- 4 f©LÃo ! f©LÃo !

neh¡f« : brh‰fŸ k‰W« bjhl®fis¢ rçahd Kiwæš vGj¢ brŒjš k‰W« vGJ«

ntf¤ij mÂfç¡f¢ brŒjš.

fhy« : 15 ãäl«

brašghL – g§nf‰ghs®fSŸ ÏUtiu miH¤J¢ brh‰fŸ, bjhl®fŸ M»at‰WŸ

VnjD« x‹iw¡bfhL¤J xU g§nf‰ghsç‹ KJ»š vGj¢ brŒJ k‰bwhU

g§nf‰ghs®

mjid cz®ªJ fU«gyifæš vGj¢ brŒjš.

brašKiw :

brh‰fis¡ f©l¿tj‰fhd F¿¥òfŸ ml§»a jhëid x›bthU

FGé‰F« bfhL¤J mÂYŸs th®¤ijæid¡ f©l¿ªJ g§nf‰ghs®fŸ

midtiuÍ« j§fS¡F tH§f¥g£LŸs gæ‰Á¤ jhëš vGj¢ brŒjš.

Ã‹d®, gæ‰Áahs® rçahd tot¤Âš éilæid vGÂ¡fh£Ljš.

g§nf‰ghs®fŸ midtU« jh§fŸ vGÂa éilÍl‹, mjid x¥Ã£L¥

gh®¤J¤ jtwhf vGÂÍŸs vG¤Jfis¡ f©l¿ªJ, Û©L« K‹d® vGÂa

vG¤Jfis¥ gæ‰Á¤jhëš vGÂ¥ gHf¢ brŒjš.

gæ‰Áahs® cu¡f¡ TW« bjhlçid¡ nf£L, g§nf‰ghs®fis¤

j§fS¡fhd gæ‰Á¤jhëš vGj¢ brŒjš.

rçahfÎ«, éiuthfÎ« vGÂa g§nf‰ghsiu¥ ghuh£Ljš.

braš – 5 v§nf bjhl§», v§nf Ko¥ghŒ ?

neh¡f« : eh‹F tç, ÏU tç , xU tç V£oš vGÂ¥ gHf¢ brŒjš.

fhy« : 10 ãäl«

brašghL – vG¤JfŸ ml§»a bjhF¥Ãid¡ bfhL¤J mÂš eL¥gFÂ vG¤JfŸ,

eL¡Ñœ¥ gFÂ vG¤JfŸ, eLnkš gFÂ vG¤JfŸ, K¥gFÂ vG¤JfŸ vd

tif¥gL¤j¢ brŒjš

brašKiw :

g§nf‰ghs®fŸ j§fS¡F¡ bfhL¡f¥gL« brh‰fŸ, bjhl®fis Kiwna

eh‹F tç, ÏU tç, xU tç V£oš vGÂ¥ gHFjš.

Ïiz¥ò : brh‰fŸ, bjhl®fŸ.

braš – 6

neh¡f« : cça ãW¤j¡F¿æ£L vGJjš, m¢R¥ ÃuÂia¥ gh®¤J vGJjš k‰W«

foj«, f£Liuia¥ gh®¤J vGJjš.

fhy« : 10 ãäl«

brašKiw:

gæ‰Áahs® cça ãW¤j¡F¿æ£L vGJ« Kiw g‰¿ és¡Fjš.

g§nf‰ghs®fŸ, gæ‰Áahs® tH§F« brašKiw¤jhëš cŸs

ciu¥gFÂæš cça Ïl§fëš ãW¤j¡F¿fis Ï£L ãu¥òjš.

g§nf‰ghs®fŸ j§fS¡F tH§f¥g£LŸs m¢R¥ÃuÂia¥ gh®¤J (foj«,

f£Liu c£gl) gæ‰Á¤jhëš vGj¢ brŒjš.

braš – 7

neh¡f« : ifbaG¤J¥ gæ‰Áia nkY« ts¥gL¤J« brašghLfis¥ g‰¿ m¿a¢

brŒjš.

fhy« : 10 ãäl«

brašKiw:

g§nf‰ghs®fŸ, xU tç V£oš vGJ«nghJ vG¤Jfë‹ tot«, msÎ

khWgL«nghJ, mjid¢ rçbrŒÍ« bghU£L gæ‰Á¤jhëš tH§f¥g£LŸs

gæ‰Áfis nk‰bfhŸs¢ brŒjš.

Ïj‹ thæyhf vG¤Jfë‹ msÎ, tot« ÓuhF« v‹gij m¿a¢ brŒjš.

gæ‰Á¤jhŸfŸ

gæ‰Á¡F K‹

ÑnH bfhL¡f¥g£LŸs ciu¥gFÂæid¥ gh®¤J vGJf.

nfhil éLKiw KoªjJ. gŸëæ‹ Kjš ehŸ. khzt®fŸ k»œ¢ÁnahL

gŸë¡F tªjh®fŸ. kâ xè¤jJ. MÁça® tF¥giw¡F tªjh®. khzt®fŸ vGªJ

ã‹W, MÁçaU¡F tz¡f« brh‹dh®fŸ. MÁça® Kjèš j«ik m¿Kf¥gL¤Â¡

bfh©lh®. khzt®fS« j§fis m¿Kf¥gL¤Â¡ bfh©lh®fŸ.

______________________________________________________________________

gæ‰Á¡F¥ Ã‹

______________________________________________________________________

braš – 4

braš – 5

brh‰fŸ

bjhl®fŸ

braš – 6

Ñœ¡fhQ« ciu¥gFÂ¡F cça ãW¤j¡F¿ Ï£L vGJf.

bkhêna g©gh£o‹ xU TWjh‹ mnjrka« Xçd k¡fë‹ g©gh£il

m«k¡fŸ ngR« bkhê m¿é¡»‹wJ Ïjdhšjh‹ k¡fë‹ g©gh£ila¿a mt®fŸ

ngR« bkhê ÂwÎnfhš v‹D« ciuÍ« vGªjJ Ïy¡fz mikÂÍ« brh‰fS« ng¢R

tH¡F« t£lhu tH¡F« k¡fë‹ g©gh£il cz®¤JtjhFkh vdÎ« édÎ«nghJ

mj‰fhd éilahf ek¡F« »il¥gJ M« v‹gnj MF« v‹nd éa¥ghd xU

Áªjid

bfhL¥gJ

btW¡fhÔ®

nfë®

v‹ndhL thU§fŸ

FåªJ ãä®ªJ gh®¡FJ

eh‹ _‹wh« tF¥Ãš go¡»nw‹

kæš njhif éç¤J mHfhŒ ML»wJ.

äÂt©oæš khzt®fŸ gŸë¡F¢ brš»wh®fŸ.

_____________________________________________________________________

______________________________________________________________________

_____________________________________________________________________

Ñœ¡fhQ« m¢R¥ ÃuÂia¥ gh®¤J vGJf.

nahfhrd« kåj‹ njh‹¿a ehëèUªJ ÏU¡»wJ. Ïij¥g‰¿a F¿¥ò

gH«bgU« üšfëš ÏU¡»‹wd. ÁªJ rkbtë ehfçf¤Âš bkhfŠrjhnuh, Au¥gh

ngh‹w gHik thŒªj efu§fëš mfœthuhŒ¢Áæ‹nghJ 5000 tUl§fS¡F K‹ò

brŒa¥g£l fëk©zhš Md ÁiyfŸ Mrd ãiyæš ÏU¥gJ f©LÃo¡f¥g£ld,

v‹W “#h‹ kh®rš” v‹»w bjhšbghUŸ MuhŒ¢Áahs® TW»wh®. “kh[‹ Xuš” v‹»w

ÃbuŠR m¿éaš m¿P® nahfh ÏªÂa¡ fyh¢rhu¤Â‰F xU ãiyahd mo¤js« v‹W

TW»wh®.

_____________________________________________________________________

Ñœ¡fhQ« foj¤ij¥ gh®¤J vGJf.

éL¥ò¡ foj«

mD¥òe®

Ïuh.fdfntš,

_‹wh« tF¥ò,

Cuh£Á x‹¿a eLãiy¥gŸë,

gHnt‰fhL, ÂUtŸq® kht£l« - 601 205

bgWe®

tF¥ghÁça® ,

_‹wh« tF¥ò,

Cuh£Á x‹¿a eLãiy¥gŸë,

gHnt‰fhL, ÂUtŸq® kht£l« - 601 205

kÂ¥Ã‰Fça m«kh,

bghUŸ: éL¥ò nt©Ljš rh®ghf.

eh‹ cwéd® Ïšy¤ ÂUkz¤Â‰F v‹ bg‰nwhUl‹ bršy ÏU¥gjhš

v‹dhš gŸë¡F tu Ïayéšiy. Mfnt 14.06.2016, 15.06.2016 M»a Ïu©L ehŸ

éL¥ò¤ jU«go gâÎl‹ nf£L¡bfhŸ»nw‹.

gHnt‰fhL, Ï¥go¡F,

13.06.2016. j§fŸ khzt‹,

Ïuh.fdfntš.

éL¥ò¡ foj«

mD¥òe®

______________________________

_______________________________

bgWe®

______________________________

_______________________________

kÂ¥Ã‰Fça _____________

bghUŸ:

_________________________________________________________________

________________ Ï¥go¡F,

_________________ _______________________

_______________________

Ñœ¡fhQ« f£Liuia¥ gh®¤J vGJf.

kiHÚ® nrfç¥ò

K‹Diu

“Úç‹¿ mikahJ cyF”

v‹D« tŸSt® th¡»‰»z§f Úçšyhkš Ï›Îyf« Ïšiy. e«khš ek¡F¤

njitahd Úiu c‰g¤Â brŒa ÏayhJ. vdnt Ïa‰if jU« mU£bfhilahd

kiHÚiu¢ nrä¤J it¤J¥ ga‹gL¤Jjš äfÎ« Ï‹¿aikahjJ MF«.

kiH Ú® nrfç¤jš

kiH Ú® nrfç¤jš v‹gJ thåèUªJ bgŒÍ« kiHÚiu cça nrä¥ò¡

f£lik¥òfŸ thæyhf¤ bjh£ofënyh, »z‰¿nyh nrfç¤J¥ Ã‹ò öŒik¥gL¤Â¥

ga‹gL¤JtjhF«.

kiH Ú® nrfç¤jè‹ mtÁa«

nfhil¡fhy§fëš V‰gL« FoÚ® j£L¥gh£il¤ jé®¡fÎ«, étrha¡

fhy§fëš gæ®fS¡F¤ njitahd j©ÙU¡F« k‰W« fhšeilfë‹ FoÚ®¤

njit¡F« kiHÚiu¢ nrfç¤jš mtÁakhF«. Ï‹nw eh« kiHÚiu¢ nrfç¡F«

gH¡f¤ij vÂ®fhy rªjÂæduhd FHªijfS¡F¡ f‰Ã¡f nt©L«.

kiHÚ® nrfç¥ò¡ f£lik¥òfŸ

kiHÚiu¢ nrfç¡f¤ njitahd FHhŒfŸ, ciw »zWfŸ, THh§f‰fŸ,

tof£ofŸ Ït‰iw¡bfh©L cça Kiwæš kiH Ú® nrfç¥ò¡ f£lik¥ig V‰gL¤Â

mÂš kiHÚiu¢ nrfç¡f nt©L«. mÂf¥goahd kiHÚiu »zWfënyh, MœJis¡

FHhŒ¡F mU»nyh éG«go brŒJ ãy¤jo Ú®k£l¤ij mÂf¥gL¤jyh«.

ga‹fŸ

kiHÚiu¢ nrä¥gjhš kåj®fë‹ Ú®¤njit ãiwÎ bgWtJl‹,

étrha« brê¡fÎ« fhšeilfŸ bgUfÎ« cjÎ«. nkY« FoÚU¡fhf ahçlK«

ifnaªJ« ãiy V‰glhJ.

KoÎiu

“th‹ jªj kiH fh¥ngh«

thœÎ¡F ts« nr®¥ngh«”

kiHÚiu eh« nrä¥gJl‹ e«ik¢ rh®ªjt®fS¡F« mªj¥ gH¡f¤ij

V‰gL¤Â e« eh£o‹ Ú®¤njitia¥ ó®¤Â brŒa xU ÁW Ka‰Á vL¥nghkhf!

kiHÚ® nrfç¥ò

K‹Diu

______________________________________________________________________

kiH Ú® nrfç¤jš

______________________________________________________________________

kiH Ú® nrfç¤jè‹ mtÁa«

______________________________________________________________________

kiHÚ® nrfç¥ò¡ f£lik¥òfŸ

______________________________________________________________________

ga‹fŸ

______________________________________________________________________

KoÎiu

______________________________________________________________________

braš - 7

vG¤Jfë‹ tot« k‰W« msÎ

Ñœ¡fhQ« f£l¤Âš cŸs vG¤Jfis mj‰F¡ ÑnH bfhL¡f¥g£LŸs fhè

f£l¤Â‰FŸ vGJf.

éLg£l vG¤Jfis vGJf .

f, ―, ― Ñ ,F ―, bf ―, ― ,bfh, ― ―

F¿Y¡F V‰w beoš vG¤Jfis vGJf . (nj, N, gh, th, <, _, rh, C, Û, Å, fh, nrh)

f K é

r bj R

g brh c

ä t Ï

cça vG¤Jfis¥ ga‹gL¤Â¥ òÂa brh‰fis cUth¡Ff.

( ¡, §, ¢, Š, £, ©, ¤, ª, ¥, «, Œ, ®, š, ›, œ, Ÿ, ‰, ‹ )

e - ij g - è r - F M- ij br-tf« ó - Á c - ò Fä -

g - R gh - ò nj - g - L eh - Á – g« t - L bga - g - ¿

brh‰fis¥ Ãç¤J vG¤jh¡Ff.

Á§f«

»uªj vG¤JfŸ

»uªj xè¥ò¡fhd vG¤Jfis vL¤J¡ f£l¤Âš vGJf.

#‹dš $njé

knf°tu‹ #&iy

õhè‹ Êyh

kAhš nAkh

jir gæ‰Á k‰W« éuš mirÎ¥ gæ‰Á

brašghL - 1

MÁça® CÂa gYh‹fis khzt® fu§fëš bfhL¤J gYh‹fŸ cilahjthW

mt®fis mK¡f¢ brŒjš nt©L«. XçU ãäl« fê¤J gYh‹fis¥ bg‰W¡bfh©L

gYh‹fŸ Ïšyhkš fu§fis mir¡f¢ brŒjš nt©L«. ÏJ ešy jir¥ gæ‰ÁÍ«,

éušfS¡F tYñ£l« jUtjhfÎ« mikÍ«. Ï¥gæ‰Áia Ïu©L, _‹W Kiw brŒa

nt©L«.

brašghL - 2

khzt®fis t£lkhf ã‰fnth, mkunth brŒJ Á¿aJ, r‰W bgçaJ, mijél¥

bgçaJ vd¥ gªJfis¤ nj®ªbjL¤J, gªJfis kh¿ kh¿¡ bfhL¤J k‰wt®fS¡F¢

fl¤j¢ brŒjš.

vG¤J¡fis m¿Kf¥ gL¤Jjš

brašghL - 1

éisah£L

gšntW tis nfhLfŸ, gL¡if¡nfhLfŸ, ne®nfhLfŸ, FW¡F¡ nfhLfŸ,

RêfŸ M»at‰¿‹ tot§fis bt£o ÁW ÁW Féašfshf m£il¥ bg£ofëš

nrfç¤J¡ bfhŸs nt©L«. khzt®fis¡ FG¡fshf¥ Ãç¤J x›bthU FGélK«

X® m£il¥ bg£oia¡ bfhL¤J MÁça® fU«gyifæš vGÂa vG¤Jfis

khzt®fis¢ nr®¡f¢ brŒjš nt©L«. Kjèš nr®¡»‹w FGé‰F¢ Áw¥ò kÂ¥bg©

tH§Fjš nt©L«.

*( tot§fS¡F V‰g gy vG¤Jfis¢ nr®¡f¢ brŒayh«)

brašghL – 2

brŒÂ¤jhŸfŸ, Rtbuh£ofëš F¿¥Ã£l vG¤Jfis k£L« bt£o vL¤Jé£L

gy vG¤JfŸ bfh©l Féaiy khztçl« bfhL¤J¢ rçahd vG¤ij vL¤J¡

fhèahd Ïl¤Âš bghU¤j¢ brŒjš. (khzt®fë‹ éU¥g¤Â‰nf‰g mÂfkhd

brh‰bwhl®fis Ï›thW cUth¡fyh«.)

brašghL – 3

MÁça® ÃiHahd brh‰fisnah, brh‰bwhl®fisnah fU«gyifæš mšyJ

jå¤jhŸfëš vGÂ, khzt®fis¤ ÂU¤j« brŒÍkhW TWjš.

IªJ tç gæ‰Á¤jhŸ

eh‹F tç gæ‰Á¤jhŸ

ÏU tç gæ‰Á¤jhŸ

3. DEVELOPING HANDWRITING PRACTICE

Writing makes full man

Francis Bacon

INTRODUCTION

Handwriting is an art. The teaching of handwriting is essentially a non –creative

activity which involves training , tracing, copying and practicing. The learners (students)

watch the teacher demonstrating how to write and subsequently try it for themselves. As

handwriting is a movement skill , demonstration by a competent teacher is essential.

Essentially the approach adopted by teachers to this key skill should be characterized by a

rigorous training. Children should be taught. This is a key life skill that will help them in

secondary school and beyond to write quickly but accurately before leaving primary school.

Some of the useful techniques for teaching handwriting are used here in this source material

to insist on a point that handwriting skills of the students and their individual needs should

always be trained according to the requirement of students in different contexts - for classes

1 to 8 of the schools in Tamil Nadu. .

The Trainer Manual is comprised of FOUR TOPICS viz., Patterns, Writing the

Alphabet, (Upper Case and Lower Case Letters), Punctuation, Evaluation and Remedial

Measures. Each of the units has got its own work sheet to test the teacher’s understanding

and attainment of the aforesaid skills to carry out the caliber among the learners.

It is hoped that the preparatory work sheets of the teacher in turn will help prepare

children practice Alphabets and make them write legibly in the learning location. It is a great

way for the children to warm up before tackling their next challenge of learning.

The teacher practitioners are therefore expected to inculcate the approaches to teach

handwriting in an easy way for practicing good handwriting in the elementary school

children in terms of improving quality and writing with speed .

Trainer Module Frame Work

Topics Approach Activities Time Resources Teacher

Activity

Introduction

and Patterns

Participatory

Discussion

breaking

activities-

Graphology

15 min Paper and pen, Power Point Worksheet

Writing

Alphabet

Song and

Demonstration

Knowing

the shapes 15 min

Broken

bangles/rope/wire/broomstick

paper, pencil

Worksheet

Punctuation Language

Game Who am I? 15 min

Blackboard, pencil, paper,

slate Worksheet

Evaluation

Remedial

Measures

Role Play Add the

arrow 15 min

Printed sheet

(Add the arrow)

four lines sheets

Worksheet

Session : 3 (2 pm - 3.30 pm) Duration : 1.30 hours

TOPIC - 1 PATTERNS

CONTENTS

i) Stages of writing

ii) Steps involved in handwriting practice

iii) Writing on four lines

iv) Patterns

OBJECTIVES

i) To make the teachers understand the various components of handwriting.

ii) To make the teachers realize the importance of patterns in the handwriting of

children

[APPROACH

DISCUSSION (Participatory method)

Trainer makes the trainees discuss about the stages of writing. Then the trainees are

asked to tell various steps involved in handwriting practice. Then trainer writes the key point

on the black board. At the end of the discussion, trainer consolidates all the points to

teachers.

ACTIVITY- 1: Pattern weaving

Materials required: A pencil and a paper (White Sheet)

Procedure:

(i) Make the children draw a pot in the paper.

(ii) Decorate the pot with patterns.

(iii) Link the pattern with the English Alphabet.

ACTIVITY- 2 Find the line.

Materials required: Four lines Sheet and a pen.

Procedure:

(i) Trainer asks the trainees to write the names of the five continents in the four

lines sheet.

(ii) Ask them to find the letters on the lines viz. upper line, middle line,

baseline and lower line.

(iii) Trainees are asked to make a presentation.

WORKSHEET: 1

1. What are the steps involved in handwriting practices

2. Observe the classroom objects and link with the patterns that you know.

3. Draw any five patterns

ANSWERS FOR WORKSHEET: 1

a) Strokes

b) Alphabet

c) Combination of letters

d) Words

e) Sentences

f) Practice on four lines

g) Practice on two lines

h) Practice on single line

i) Print

TOPIC – 2 WRITING THE ALPHABET

CONTENTS:

i) Lower case letters

ii) Upper case letters

iii) Joining letters [

OBJECTIVES:

i) To enable the teachers recall the mechanics of alphabet writing

ii) To encourage them adopt new strategies in teaching handwriting.

APPROACH

DEMONSTRATION

1) Ask the participants write their names.

2) Ask them analyze the letters in terms of top joiners and non joiners.

3) Categorize the letters, as top joiners, bottom joiners and non joiners.

4) Trainer demonstrates the above activity and explains writing alphabet.

ACTIVITY: Knowing the shapes.

Trainer makes the trainees to do this activity

Materials required: Sticks, broken bangles, rope/wires and beads.

Procedure :

Form the pupils sit in groups.

Group: 1 is asked to make letters a, c, d, e, p, q with broken bangles in

Semi circle form and broomstick pieces

Group: 2 is asked to make letters v, w, x, z using pieces of broom sticks.

Group: 3 is asked to form letters f, g, j, k, u, h, m, n, r, y using rope wire /

beads.

WORKSHEET : Lower case letters

1. List out top joining letters.

2. Classify the non-joiners and the bottom joiners from the following.

a, t, m,g, b,p, y, q,r, s,x z, h, u, j, d,c,e,i,k,l,n

ANSWERS:

1. f,o,v,w

2. Non joiners –b,g,j,p,q,r,s,x,y,z

Bottom joiners – a,c,d,e,h,i,k,l,m,n,t,u

WORKSHEET: Upper case letters

ANSWERS:

1. Draw arrow marks for the given letters

A K X Y Z

2. Circle the line letters

3.Find the curved letters.

1. Draw arrow marks for the letters.

A D G J K P Q U X Y Z

2. Circle the line letters

L A C D N Z O

3. Find the Curve letters.

A B Z X C Q S G

L W A Z

TOPIC: 3 PUNCTUATION

CONTENT:

Punctuation makes the sentence meaningful. It is unorthodox to omit the punctuation

in a sentence. It will help the learners to read and understand the textual items properly.

OBJECTIVE:

[[To encourage the teachers enable the students to use punctuation marks in sentences

where ever necessary.

APPROACH:

CONVERSATION

Trainer interacts with the trainees on the significant roll and importance of

punctuation. Through questions the trainer elicits responses from the trainees.

ACTIVITY 1:

“I AM DIFFERENT”

1. Do you know swimming

2. Peahen has short feathers

3. Hurry up

. ? ! ,

4. He who serves becomes the leader

ANSWERS

1. Do you know swimming

2. Peahen has short feathers

3. Hurry up

4. He who serves becomes the leader

. ? ! ,

WORKSHEET

Punctuate the following sentences

1. where is your book

2. I have a bikel and a car said radha

3. will you come to my birthday party asked ram

4. hurray we have won the match

ANSWERS

1. Where is your book?

2. “I have a bike and a car”, said Radha.

3. “Will you come to my Birthday party”? asked Ram.

4. Hurray! We have won the match.

TOPIC - 4 EVALUATIONS OF HANDWRITING AND

REMEDIAL MEASURES

CONTENTS:

i) Components of evaluation.

ii) Remedial measures.

OBJECTIVES:

i) To make the teachers know the components of handwriting evaluation.

ii) To encourage them take remedial measures to improve handwriting of pupils.

APPROACH:

ROLE PLAY

1) Ask the teachers enact a role play.

2) A participant plays the role of a teacher and five trainees play the role of students

3) Teacher dictates five words to the students.

4) They are asked to write on four lines sheet.

5) Teacher displays the chart comprising the components of handwriting evaluation.

6) Then the teacher asks the students to do peer correction.

7) By asking the other participants, the trainer ensures that all the components of

evaluation have been covered in peer correction.

8) Then the trainer asks the trainees to come out with the remedial measures.

ACTIVITY: Add the Arrow

Materials required: A pencil with the four lines paper.

Procedure:

(i) Distribute the children a four line sheet.

(ii) Instruct them follow the direction.

Ask them to form the letters on the four lines.

WORKSHEET

1. Write any five components of handwriting evaluation.

2. In what way a pupil’s handwriting can be evaluated?

EVALUATION OF HANDWRITING

ANSWER 1

1) Starting point. 6) Size and slant.

2) Placement on the line. 7) Spacing.

3) Capitalization. 8) Punctuation.

4) Formation of lower case letters. 9) Spelling errors.

5) Formation of numbers. 10) Neatness.

ANSWER 2

1) Then and there correction by the teachers. 4) Through activity.

2) Peer evaluation. 5) Self evaluation with teacher’s cues.

3) Group evaluation.

REMEDIAL MEASURES

ACTIVITY : Repairing the words

Materials required: A pencil with a copy of the words given below.

Procedure:

(i) Distribute a list of below mentioned words written in a paper.

(ii) Ask the teachers to repair the words.

1. eNjOy – not uniform in style. 6. Ballo0n – not uniform in height.

2. VictOry- not uniform in height. 7. YuMMy – not uniform in style.

3. Knowledge – not uniform in thickness

of stroke.

8. Q u ee n - in appropriate space

between letters.

4. Funny - not uniform in vertical. 9. Prize – not uniform in vertical.

5. S e n s e - in appropriate space

between letters.

10. zeel - not uniform in thickness of

stroke.

WORKSHEET

1. What steps will you take to avoid reversal of letters in children’s writing?

2. How do you make the children write with proper spacing between words?

3. What measures will you take to rectify wrong starting point while writing

letters / numbers?

ANSWERS :

1. i) Tracing the confusing letters.

ii) Formation of confusing letters with beads/grains/stones/pebbles etc.

iii) Air writing.

iv) Activities like Find the right letters, Add the arrow etc can be given to avoid

reversals.

2. i) Children are asked to keep their fingers after every word till they get practiced

in spacing.

ii) They can be asked to keep objects like eraser, pencil, small sticks etc after every

word for spacing.

iii) Teacher ensures the right way of holding pencil.

3. i) Start-stop activity can be practiced.

ii) Directions of the strokes can be given with step numbers and arrow marks.

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g§nf‰ghs® Xéa¤ij¥ g‰¿ bjçªjt‰iw vL¤Jiu¤jš

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ifbaG¤J k‰W« Xéa¤ Âw‹ nk«gL¤Jjš gæ‰We® f£lf« 2016 -2017 writing -Trainer Module...

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