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 midtU¡F«fšéÏa¡f«,br‹id.
ãWtd«,br‹id.

i
 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‹, ÂUkÂ.Á. cõhuhâ,
ÏizÏa¡Fe® (gæ‰Á), ÏizÏa¡Fe® (gæ‰Á),
khãy¡ fšéæašMuhŒ¢Á k‰W« khãy¤Â£lÏa¡ff«
gæ‰Á ãWtd«, midtU¡F«fšé Ïa¡f«,
br‹id -6. br‹id- 6.
tšYe® xU§»iz¥ghs®
Kidt®. Ïuhk. gh©Lu§f‹ Kidt®.nyh. uhjh,
nkdhŸ ÏizÏa¡Fe® Kjšt®,
khãy¡ fšéæašMuhŒ¢Á k‰W« kht£l MÁça® fšé k‰W« gæ‰Á ãWtd«,
gæ‰Á ãWtd«, br‹id -6. Â%®, ÂUtŸS® kht£l«.

nkyhŒths®
m. nkhf‹ Rªj®,
cjé¥ nguhÁça®,
khãy¡ fšéæašMuhŒ¢Á k‰W« gæ‰Á ãWtd«,
br‹id -6.
EhšMÁça®fŸ
1. ÂUk j. #h¡Fè‹ trªjFkhç, 2. Kidt®. br. Ïuh#h,
KJãiyéçÎiuahs®, éçÎiuahs®,
kht£lMÁça® fšé k‰W« gæ‰ÁãWtd«, kht£l MÁça® fšé k‰W« gæ‰Á ãWtd«,
Â%®, ÂUtŸS® kht£l« ÂU_®¤Â ef®, ÂU¥ó® kht£l«
3. ÂUkÂ. j. ckh, 4. ÂUkÂ. M®. ikÂè ,
éçÎiuahs®, éçÎiuahs®,
kht£l MÁça® fšé k‰W« gæ‰Á ãWtd«, kht£l MÁça® fšé k‰W« gæ‰Á ãWtd«,
ÂUtšè¡nfâ, br‹id kht£l« òè¡fiu, jUkòç kht£l«.
5. ÂU. gh. gh¡»auh{, 6. ÂU. eh. ehnf°tu‹,
MÁça¥ gæ‰We®, MÁça¥ gæ‰We®,
gŸë¥g£L x‹¿a« ÛŠN® x‹¿a«,
ÂUtŸq® kht£l«. ÂUtŸq® kht£l«.
7. ÂUkÂ. M®. Rf‹ah 8. ÂUkÂ. v°. fha¤ç
MÁça¥ gæ‰We®, MÁça¥ gæ‰We®,
éšèth¡f« x‹¿a« òHš x‹¿a«
ÂUtŸq® kht£l«. ÂUtŸq® kht£l«.
9. ÂU. m.b#. ghštst‹ 10. ÂU. M®. ßf‹Fkh®
Xéa MÁça® gæ‰We®,
fh£^®, Mšé‹ fšé ãWtd«
ÛŠN® x‹¿a«, òuirth¡f«
ÂUtŸq® kht£l«. br‹id kht£l«

ii
Kidt® é.Á. Ïuhnk°tuKUf‹,
Ïa¡Fe®
khãy¡ fšéæaš MuhŒ¢Á k‰W« gæ‰Á
ãWtd«, br‹id – 600 006.

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¤jΫ, tiujš Âwid

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

Ïa¡Fe®

iii
 K‹Diu

khzt® f‰wèš KGik miltš 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« tiutš 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

iv
 gæ‰Áfhy m£ltiz

10-11.30 11.45-1.15 2.00-3.30 3.45-5.15

nj c nj
Ú® z Ú®
Ï Î Ï
ifbaG¤J k‰W« il i
ehŸ j䜡 Ï M§»y ln Xéa«
tiujY¡F K‹ nt
1 ifbaG¤ i ifbaG¤J t tiujš
brašfŸ i
J gæ‰Á l gæ‰Á i gæ‰Á
s
n s
t
i
s

v
 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.

vi
 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 33
REMEDIAL MEASURES
4 Xéa« tiujš gæ‰Á 37

vii
 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 msΡnfhš 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 tYtilaΫ,
éušfŸ cça éj¤Âš tisaΫ, eu«òfŸ gykilaΫ 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
msΟs bk‹gªJfis khzt® Ão¤J éisahl¢ brŒjš. gÿ‹fis CÂ
khztçl« jªJ cil¡fhkš mK¡» éisahl¢ brŒjš.

1
3. f§ k‰W© if xU¦fikÎ (Eye-hand Coordination)

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

xU§fikÎ äfΫ 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 ßisfis 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 miktš

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 äfΫ mG¤jhkš, Ïašghf vGj¥

gæ‰Áaë¤jš nt©L«. vGJifæš, ga‹gL« if jéu ÿbjh‹iw,
mirahkš Ão¤J¥ gH¡f nt©L«. ÏJ éiuthf vGj cjΫ.

2
6. F¿¥ngLfis¢ rçahd Kiwæš it¤jš (Right Paper Position)

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

jukhdjhfΫ, 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® bghJthfΫ, ÏUif

gH¡fKilnah® Áw¥ghfΫ 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«. Ϥjifa gæ‰Á khzt®¡F ešy gy‹ ju¡ ToajhF«.

3
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)

ϪÂa 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«.

4
 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® Ë xUtuhf miH¤J¥ gæ‰Á¤jhis¡ bfhL¤J,
mÂYŸs g¤Âia¥ gh®¤J vGÂ, Ë go¡f¢ brŒjš.
 ÃiHæ‹¿ vGÂ¥ go¡F« g§nf‰ghsiu¡ f©l¿ªJ ghuh£Ljš.
 vG¤Jfë‹ tçtot«, mt®fsJ ãidéš rçahf¥ gªÂU¤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, nfé£ç{ gfš¡iyHff© Ϩj cik§ia¡ fL§Ão¤ŸJsJ.
v¤GJfŸ v¨j tiræçš csŸJ vg‹J K»¡äašiy. Kjš v¤GJ© fÁilahf cŸs
v¤JG©, rahçd Ϥlš 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

5
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‹ mHfhfΫ ÂU¤jkhfΫ 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

6
  vG¤Jfis vGJ« Kiw bjçahik
 tot§fis kh‰¿ vGJjš
 F¿š, beoš ntWghL cz®ªJ vGjhik
 Ãwbkhê vG¤Jfis vGJtš 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« mš 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

7
ÂU¤jkhd ifbaG¤ij¥ bgWtj‰F Ëg‰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¥ Ãu gh®¤J vGJjš
9. brŒÍis¥ gh®¤J vGJjš

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

 ã䮪j 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 ËdU« rçahd tot¤Âš vGj¤
bjçahj ãiy
ãiy – 3 - rçahd tot¤ÂY« éiuthfΫ vGj¤ bjçahj ãiy

8
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‹ Ë 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

[ z
x s c v d

u A t x w $ m
s

Ï l e < f X ~

# k C V
g r H

M j
a y P ‡

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«

9
 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.
 Ëd®, gæ‰Áahs® rçahd tot¤Âš éilæid vG¡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.

10
  gæ‰Áahs® cu¡f¡ TW« bjhlçid¡ nf£L, g§nf‰ghs®fis¤
j§fS¡fhd gæ‰Á¤jhëš vGj¢ brŒjš.
 rçahfΫ, éiuthfΫ 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 mš eL¥gF vG¤JfŸ,

eL¡Ñœ¥ gF vG¤JfŸ, eLnkš gF vG¤JfŸ, K¥gF 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.

11
  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¥ Ë
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

12
braš – 4

braš – 5
mw«
brh‰fŸ
bfhL¥gJ
btW¡fhÔ®
XJtJ
nfë®

bjhl®fŸ v‹ndhL thU§fŸ

FåªJ ã䮪J gh®¡FJ
eh‹ _‹wh« tF¥Ãš go¡»nw‹
kæš njhif éç¤J mHfhŒ ML»wJ.
äÂt©oæš khzt®fŸ gŸë¡F¢ brš»wh®fŸ.

braš – 6
Ñœ¡fhQ« ciu¥gF¡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 vdΫ édΫnghJ
mj‰fhd éilahf ek¡F« »il¥gJ M« v‹gnj MF« v‹nd éa¥ghd xU
Áªjid

13
_____________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

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 ϪÂa¡ fyh¢rhu¤Â‰F xU ãiyahd mo¤js« v‹W
TW»wh®.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

14
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

k¥ÉFça 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.

15
 éL¥ò¡ foj«

mD¥òe®
______________________________
_______________________________
_______________________________
_______________________________

bgWe®
______________________________
_______________________________
_______________________________
_______________________________

k¥ÉFça _____________
bghUŸ:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

________________ Ï¥go¡F,

_________________ _______________________
_______________________

16
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 äfΫ 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¥ Ëò öŒik¥gL¤Â¥
ga‹gL¤JtjhF«.

kiH Ú® nrfç¤jè‹ mtÁa«

nfhil¡fhy§fëš V‰gL« FoÚ® j£L¥gh£il¤ j鮡fΫ, 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 v®fhy rªjÂæduhd FHªijfS¡F¡ f‰Ã¡f nt©L«.

17
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
mš 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¡fΫ fhšeilfŸ bgUfΫ cjΫ. 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!

18
 kiHÚ® nrfç¥ò
K‹Diu
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

kiH Ú® nrfç¤jš
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

kiH Ú® nrfç¤jè‹ mtÁa«

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

kiHÚ® nrfç¥ò¡ f£lik¥òfŸ

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

ga‹fŸ
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

KoÎiu
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

19
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, ‰, ‹ )

20
fh - e - ij g-è r-F M- ij br-tf« ó - Á c-ò Fä -
if
g-R gh - ò nj - g-L eh - Á – g« t-L bga - g-¿

brh‰fis¥ Ãç¤J vG¤jh¡Ff.

ahid
ehŒ
Kaš
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« jUtjhfΫ mikÍ«. Ï¥gæ‰Áia Ïu©L, _‹W Kiw brŒa
nt©L«.

21
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.

22
IªJ tç gæ‰Á¤jhŸ

eh‹F tç gæ‰Á¤jhŸ

ÏU tç gæ‰Á¤jhŸ

23
 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 .

24
 Trainer Module Frame Work

Teacher
Topics Approach Activities Time Resources
Activity

Ice
Introduction Participatory breaking
15 min Paper and pen, Power Point Worksheet
and Patterns Discussion activities-
Graphology

Broken
Writing Song and Knowing bangles/rope/wire/broomstick
15 min Worksheet
Alphabet Demonstration the shapes /
paper, pencil

Language Blackboard, pencil, paper,

Punctuation Who am I? 15 min Worksheet
Game slate

Evaluation
Printed sheet
and Add the
Role Play 15 min (Add the arrow) Worksheet
Remedial arrow
four lines sheets
Measures

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

25
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.

26
 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

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 3
i) Print

27
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.

28
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

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

ANSWERS:

1. Draw arrow marks for the given letters

A K X Y Z

2. Circle the line letters

L A C D W Z O

3.Find the curved letters.

A B C Z Q X S G

29
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

30
 . ? ! ,

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

31
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.

32
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.

33
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.

34
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.
3. Knowledge – not uniform in thickness
of stroke.
4. Funny - not uniform in vertical.
5. S e n s e - in appropriate space
between letters.
7. YuMMy – not uniform in style.
8. Q u ee n - in appropriate space
between letters.
9. Prize – not uniform in vertical.
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?

35
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.

36
 4. Xéa¥ gæ‰Á Âw‹ ts®¤jš

f‰Ã¥ngh® f£lf«

1 2
mk®Î : 4 fhy msÎ 3.30 – 5.00 ( 1.30 kâ neu«)
 gæ‰Áæ‹ neh¡f«  òŸëfŸ nkš tiua¥
gHFjš.
 Xéa¤ij¥ g‰¿
bghJthd fU¤J¡fŸ,  òŸëfis Ïiz¤J
Áw¥òfŸ, ga‹fis tiua¥ gHFjš.
vL¤Jiu¤jš
 f£lä£L tiujš
 tiua¥ gHF«
go ãiyfŸ.  ghl r«gªjkhd gl§fis
tiua¢ brŒjš

 Xéa¤njhL fyªj fiy

ntiy¥ghLfisÍ«
f‰Wé¤jš.

mid¤J khzt®fS¡F« xnu khÂçahd Âwik ÏU¡fhJ. Xéa« tiujš v‹gJ

xU Áy khzt®fS¡F k£Lnk vëš tiua Âwik mikÍ«. xU Áy khzt®fS¡F
tiuÍ« Âwik¡ FiwªJ fhz¥gL«. m¥go¥g£l khzt®fis¡ f©l¿ªJ, mt®fS¡F
Âwikahf xéa« tiua¥ gæ‰Á më¥gij él, ghl§fëš tU« gl§fis vëa Kiwæš
tiua gæ‰Á më¤J mt®fŸ nj®éš TLjyhf kÂ¥bg© bgw cjΫ neh¡f¤njhL
Ï¥gæ‰Á mika nt©L«.

mk®Î – 1 neu« 2.00 – 3.15

m¿Kf¢ braš: Xéa« ts®ªj éj«

neh¡f« : g§nf‰ghs® midtU« Xéa¤Â‹ K¡»a¤Jt« g‰¿ m¿ªJ bfhŸsš
fhy« : 10 ãäl§fŸ
brašKiw :
 fU¤jhs® m¿Kf«
 g§nf‰ghs® m¿Kf«
 g§nf‰ghs® Xéa¤ij¥ g‰¿ bjçªjt‰iw vL¤Jiu¤jš
37
braš : 1

neh¡f«:

 khzt®fŸ vëš f‰f Koahjt‰iw f‰Ã¥ngh® vëa Kiwæš és¡Fjš.

 khzt®fŸ ghl§fëš tU« gl§fis rçahd Kiwæš tiuªJ ghf§fis

F¿¥gj‹ _y« kÂ¥bg©fis ca®¤J« neh¡f«.

 Xéa« tiuÍ«nghJ khztå‹ kd«, if, f© _‹iwÍ« xUKfkhf brašgL¤j

it¥gJ.

 khzt®fŸ Xéa¤ij tiuÍ«nghJ mt®fŸ kd« mik bg‰W k»œ¢Áia

V‰gL¤JtJ.

fhy« : 5 ãäl§fŸ

braš - 2

neh¡f«:

 Xéa¤ij¥ g‰¿ bghJthd fU¤J¡fis khzt®fS¡F vL¤J¡ TWjš

 Xéa¤Â‹ Áw¥òfis khzt®fS¡F vL¤J¡ TWjš.

 Xéa« tiutjhš khzt®fS¡F V‰gL« ga‹fis vL¤J¡ TWjš.

fhy«: 10 ãäl§fŸ

braš – 3 gæ‰Áæ‹ neh¡f¤ij m¿a¢ brŒjš

neh¡f«: khzt®fS¡F Xéa« tiua¥ gHF«K‹ F¿¥Ãš fh£oÍŸsgo msΡnfhš

cjéæ‹¿ nfhLfis vGJnfhyhš tiua¢ brŒJ gæ‰Á më¡F«nghJ
mt®fshš vëa Kiwæš gl§fëš tU« ne®nfhL, rhŒÎnfhL,
tisÎnfhLfŸ k‰W« tot§fis tiuÍ« Âw‹ nk«gL¤j¥gLtnj Ï¥gæ‰Áæ‹
neh¡fkhF«.
fhy«: 10 ãäl§fŸ

38
braš Kiw:

br§F¤J¡ nfhLfŸ gL¡if¡ nfhLfŸ

rhŒÎ¡ nfhLfŸ tisΡ nfhLfŸ

braš – 4 tiua¥gHF« goãiyfŸ

m¿Kf¢ braš: ne®nfhL, tisÎ nfhLfis ga‹gL¤Â vëaKiwæš cUt§fis tiua¢

brŒjš
neh¡f« : m‹whl thœ¡ifæš fhQ« bghU£fis vëa Kiwæš go¥goahf tiua¥
gH¡Fjš
fhy« : 10 ãäl§fŸ

brašKiw : (v.fh) khJs« gH«, ó¥gªJ k£il. g£l«

39
braš – 5 v©fŸ k‰W« M§»y vG¤J¡fis¡ bfh©L vëa Kiwæš tiujš

neh¡f« : Xéa¤Âš M®t_£Ljny Ï¥gFÂæ‹ neh¡f«.

fhy« : 10 ãäl§fŸ

brašKiw :

braš – 6 cUt¤ij tiua gæ‰Á më¤jš

neh¡f« : khzt®fS¡F f‰gid r¡Âia nk«gL¤j mt®fS¡F cUt¤ij tiua¥ gæ‰Á

më¤jš

fhy« : 10 ãäl§fŸ

brašKiw: Mu«g ãiyfëš ÏUòwK« xnukhÂçahf njh‰wkë¡F« gl§fis nj®Î brŒJ

tiua¥ gHFjš.

(v.fh) jhkiu¥ó, nkOFth;jj

; p

braš – 7 fyªJiuahlš

neh¡f« : khzt®fS¡F Xéa¤Âš V‰gL« Áuk§fis¡ fisjš

fhy« : 10 ãäl§fŸ

brašKiw: fU¤Jiuahs®fŸ, g§nf‰ghs®fŸ fyªjhnyhÁ¤jš

40
 mk®Î – 2 neu«: 3.30 – 5.00

braš – 1 òŸëfŸ nkš cUt§fis tiua¢ brŒjš

neh¡f« : òŸëfŸ nkš cUt§fis tiua¢ brŒJ khzt®fŸ kdš ãiwÎ V‰gL¤JtJ

fhy« : 10 ãäl§fŸ

brašKiw :òŸëfshš Md gyéjkhd cUt§fis khzt®fis tiua¢ brŒJ

KGik¥gL¤Â t©zäl¢ brŒa nt©L«.

braš – 2 khzt®fis KGikahd cUt¤ij tiua¢ brŒjš

neh¡f« : fodkhd cUt§fisÍ« vëa Kiwæš tiua gæ‰Wé¥gJ

fhy« : 10 ãäl§fŸ

brašKiw : f£l« ngh£L gl« tiuÍ«nghJ fodkhd cUt§fisÍ« vëš tiua¥

gæ‰ÁÍ«, gl¤Â‹ mik¥ò« rçahdgo mik»wJ. vL¤J¡fh£lhf xU gl¤ij
tiuÍ«nghJ mªj gl¤ij R‰¿Y« F¿¥Ãš fh£oÍŸsgo f£l« tiuªJ,
m¡f£l¤ij ÁW ÁW f£l§fshf Ãç¡f nt©L«. m¥go Ãç¡f¥gL« f£l§fŸ
rçahd msΟs rJu totkhf ÏU¤jš mtÁa«. vëjhf mêa¡Toa bkšèa
nfhLfis tiua nt©L«. Ï«Kiwæš Á¿a gl§fis bgça mséY«, bgça
gl§fis Á¿a mséY« tiuÍ«nghJ rçahd Ús, mfy cauKŸs gl§fshf
tiua gæ‰Á V‰gL»wJ.

41
(v.fh)

braš – 3

neh¡f« : òŸëfis Ïiz¤J cUt¤ij tiua¢brŒtj‹ _y« khzt®fS¡F tiujèš

K‹nd‰w« V‰gL¤Jjš fâj¥ghl¤ijÍ« gæ‰Á më¤jš.

fhy« : 10 ãäl«

brašKiw : f‰Ã¥ngh® òŸëfis Ïiz¡f VWtçiræš v©fis 1,2,3 v‹W

ga‹gL¤Jtj‰F gÂyhf 2,4,6,8 v‹W vGÂ Ïiz¡F«nghJ khzt®fS¡F
fâj¤ÂY« gæ‰Á V‰gL»wJ.

42
braš – 4 f‰Ã¥ngh® gwitfë‹ jiy¥gFÂfis tiuªJ khzt®fis myFfis
tiua¢brŒjš.

neh¡f«: gwitfë‹ myFfis khzt®fis tiua¢ brŒÍ«nghJ mªjªj gwitfë‹

czÎKiwfS¡nf‰wgo myF mikªÂU¡»wJ v‹gij czu¢ brŒjš.

fhy« : 10 ãäl§fŸ

gUe;J thj;J

braš – 5 khzt®fS¡F ghl r«gªjkhd gl§fis tiua¢ brŒjš

neh¡f« : khzt®fS¡F ghl r«gªjkhd gl§fis tiuªJ ghf§fis F¿¡f¢ brŒJ

mt®fS¡F nj®éš TLjš kÂ¥bg© bgw C¡Fé¤jš

fhy« : 10 ãäl§fŸ

brašKiw :

43
braš – 6

M®t_£L« braš : bj®nkhnfhš ntiy¥ghLfŸ

neh¡f« : Xéa¤Jl‹ khzt®fS¡F ifntiy¥ghLfisÍ« f‰Ã¤J mt®fsJ M®t¤ij

ö©Ljš

fhy« : 15 ãäl§fŸ

bj®nkhnfhèš njitahd vG¤ijnah ókhÂçfisnah öçifia¡ bfh©L

t©z¤jhš tiuªjÃwF, f¤Âahš vG¤Â‹ mik¥Ã‰F V‰wh‰nghš
bt£odhš mH»a vG¤J jah®.

X£L« g£ilia¡ bfh©L RtçY« F©^Áia¡ bfh©L JâfëY« F¤Â

mHF¥ gL¤jyh«.

braš – 7 cgnahf¥glhj bghU£fis cgnahf¥gL¤j¡ Toa bghU£fshf kh‰Wjš

neh¡f« : Xéa¤Â‰F m¥gh‰g£L khzt®fS¡F fiy M®t¤ij ö©Ljš

fhy« : 15 ãäl§fŸ

brašKiw: ó¢rho brŒjš

xUKiw k£Lnk ga‹gL¤j¡ Toa Ãsh°o¡ l«siu vL¤J¡ bfh©L mij

°o¡f® bt£L« f¤Âahš gl¤Âš cŸsJnghš bt£oa ÃwF ek¡F¤ njitahd
cUt¤Â‰F jFªjh‰ nghš éuèš mG¤Âdhš mH»a ó¢rho tot« »il¡F«.

44
braš – 8 fyªJiuahlš

neh¡f« : tiujY¡F Ïilna Xéa r«gªjkhd nfŸéfis¡ nf£L Xéa m¿it ts®¤jš.

fhy« : 10 ãäl§fŸ

brašKiw:

 khzt®fS¡F ghl r«gªjkhd ghlšfis ghl¢ brŒJ mš tU« cUt§fis

tiua¢ brŒjš

 khzt®fS¡F xéa m¿Î tsu f‰Ã¤jè‹ Ïilna Xéa r«gªjkhd

nfŸéfis¡ nf£L éilfis brhšy¢ brhšYjš.

 khzt®fisna édh vG¥g¢ brhšYjš

 khzt®fŸ tiuªj cUt§fis gy gFÂfshf bt£o kWgoÍ« Ïiz¡f¢

brŒjš.

45