Th V S h A h t The Varna Samooha Approach to building script knowledge

An overview of the Varna Samooha Approach

The Varna Samooha Approach combines the processes of meaning construction with phonological processing through a balance between a structured programme and opportunity for free exploration of:

) th d it ithi k la) the sound units within spoken languageb) the sound - symbol relationships within written llanguage.c) the processes of meaning construction within written languagelanguage.

Note : This approach is combined with simultaneous exposure to children's literature.

We have found once this foundational script knowledge is acquired children extend it toWe have found once this foundational script knowledge is acquired children extend it to

aksharas, matras and words which have not been included in the Varan Samoohas

The Hindi varna mala has been regrouped into 6 varan samoohasregrouped into 6 varan samoohas

The selection of akshara sets was based on criteria developed with government school teachers in Delhi and through trialing inside classrooms over a period of one year

Supportive resource material.6 Varan Samooha bags with colour coded material . Each bag contains:

A teachers handbook An akshara chart Akshara flash cards

Poem posters

Assessment and tracking formats

W k h Worksheets

Classroom based videos are providedin the set

The 6 varna samoohas are introduced chronologically and in a

cumulative mannercumulative manner.

Varna Samooha 1

Classroom Process

d i e y ud i e y u

v vk bZ

k hk h

Children are introduced to sound symbol l ti hi th h t bj trelationships through concrete objects

They identify sounds and symbols avilable in the y y yaskhara chart through recitation with actions

They engage with the sounds and symbols aksara chart in a variety of active ways

They learn to identify beginning sounds of f ili d th h ti itifamiliar words through activities

Children combine the sounds of written symbolsChildren combine the sounds of written symbols to construct their own spoken words

Now they draw pictures to depict the meanings of words they have constructed

When children construct the written forms of theirWhen children construct the written forms of their spoken words they are helped to :

Become aware of the sound units in spoken words.p

Match these sound units of spoken words to theirMatch these sound units of spoken words to their written symbols

Understand that alphabets / syllables are parts of meaningful words.

Children play word building games withChildren play word building games with akshara flashcards

Children's written words and drawings gare displayed in the classrooms

They are encouraged to recognise the written forms of their names

While recognizing their names attention is drawn to the beginning sound-symbols depending on the akshara sets that they have been introduced to

Word walls are used for displaying words andWord walls are used for displaying words and these words are used for playing word games

In addition to words constructed by children some words in the yword walls are also from the read aloud books and poems

Some children use flash cards to make sentences

Others read a poem made from the akshara setOthers read a poem made from the akshara set with the help of the relevant akshara chart

They use falsh cards to construct phrases from a varan samooha poem p

Individual learning progressions are mapped at six assessment points over two yearssix assessment points over two years

Competency based assessments include:1. Summative assessments2. Observation based qualitative checklist3. Individual profile foldersBased on their assessment scores learners are grouped into three levels

The classroom has planned and supportive learning spaceslearning spaces

Names’ corner Names corner Word walls A poem cornerA poem corner A book / reading corner Display corner for the children’sDisplay corner for the children s

writings, art work or collections A simple interactive calendar with a weather chartp Display of commonly arrived upon rules Responsibilities for the week

Activities have been designed for using all the above in variety of waysActivities have been designed for using all the above in variety of ways

Story books are introduced simultaneously through the book corner in the class

There are daily read aloud sessions in the class

The teacher engages children in classroom ti d b k t lkconversations and book talk

discussing questioning reasoning imagining retelling expressing feelings

Children connect storybooks to lived experiences y pand make deeper connections with written words.