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Social Science- Exam Preparation Tips for Getting Good Marks in S.st

Exam Preparation Tips for Getting Good Marks in Social Science (S.st)

https://www.slideshare.net/rajeevelt

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Gender Equality-Sensitivity-How to Promote in ECCE-Early Childhood Care And Education

gender equality

Gender Equality-Sensitivity-How to Promote in ECCE-Early Childhood Care And Education

The early years lay the foundation for gender socialization. Gender Socialization is a process by which individuals learn to act in a particular way and mostly conforming to the societal beliefs, values, norms, attitudes and examples. Early gender socialization starts at birth and is a process of learning socio-cultural roles according to one’s gender. Right from the beginning, boys and girls are treated differently by the members of their family and immediate environment, and learn the differences between boys and girls. Even by the time children are two year old they have absorbed the gender stereotypes in some form which is evident because of clothing and toys chosen by adults and provided to them. As they reach preschool age, children begin to develop their sense of self in relation to others.

Certain gender inequities can persist right from infancy through the lifespan. Gender stereotypes may get perpetuated by family, teachers and society by having different expectations for girls and boys. However, early childhood period also presents a crucial opportunity to promote gender equity right from the start and facilitate the development of gender-sensitive attitudes and beliefs.

ECCE interventions can promote gender equity by compensating for gender biases in nutrition, health care or stimulation that may occur in the home. (Arnold, 2004:10). A gender sensitive curriculum needs to ensure that gender stereotypes are broken. In the early years it is important:

Adults are there to support, protect and involve children in approaches and activities that help them develop their minds, their bodies, their social skills and behaviours.

Caregivers should not perpetuate gender stereotypes. Instead, they should be encouraged to have equal and appropriate expectations of boys and girls and promote equal opportunities for them. They can provide opportunity to explore the children’s thinking about gender and help children expand their understanding of gender.

ECCE teachers /Caregivers have had gender training and know how to routinely do gender analysis. This equips them to see gender bias in the community and to actively keep it out of the classroom. Girls and boys receive equal attention and respect. It is ensured that during the day the tone of voice and comments given, wait time provided for answering questions, feedback provided, opportunity in classroom tasks are same for both boys and girls. As a result, they learn to value themselves and others equally. Equal treatment sends messages that each child is worthy and valued regardless of her or his sex or other differences.

Facilitate as much active learning as possible through play and other activities which are free of gender bias. Stories, songs, activities and facilitation aids should depict girls and boys in the same roles and men and women in all professions. Both women and men should appear as leaders, heroes and problem solvers etc.

Girls do some things that boys don’t do and some things more or less than the boys. So teachers/caregivers can explore what feelings girls and boys have, build the comfortboys and girls have different ideas, experiences and behaviours. However, preschoolers enjoy imitating adults and role plays are good ways for them to show the different things they do and know. Girls like to pretend to be boys or fathers and boys like to role play female roles. While enacting they understand the other sex and of both sexes in discussing their feelings too. As the educator treats each child well, it may be easier to get children to listen to each other, to share and to play respectfully.

There are few male ECCE teachers and Caregivers. Encourage male ECCE teachers so that learners will benefit from male role models.

The families and local community is encouraged to participate and support the programme. Parents need to be sensitized and educated so that they can support these practices at home. It is important here to help them understand and stop discrimination against boys or girls.

For Detail Reading -Please Visit—

National Early Childhood Care And Education (Ecce) Curriculum Framework

Ministry of Women and Child Development

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What is an activity-Early Childhood Care and Education-ECCE Curriculum Framework

what-is-an-activity-rajeevelt

What is an activity?

A good activity is a

• Part of a well-planned series of experiences identified by the teacher for the child for a particular learning area/areas and not an isolated learning experience.

• Where child is actively engaged physically and mentally.

• Challenging enough for the child so as to help her/ him practice and apply here/his skills and knowledge in a variety of ways, across many situations.• Enables children to learn in a joyful and interesting way.

For More Reading -Please go through-

NATIONAL EARLY CHILDHOOD CARE AND EDUCATION (ECCE) CURRICULUM FRAMEWORK-Ministry of Women and Child Development

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What is Play?- Early Childhood Care and Education Curriculum Framework

play-way-method

What is Play?

NATIONAL EARLY CHILDHOOD CARE AND EDUCATION (ECCE) CURRICULUM FRAMEWORK-Ministry of Women and Child Development

Play for a child is natural, spontaneous, enjoyable, rewarding and it is self-initiated. While children do not engage in play for its learning outcomes, yet it has been shown that play prompts growth and development.

In recent times play has been considered as a behavioural disposition that occurs in describable and reproducible contexts and is manifested in a variety of observable behaviours. (Fein & Vandenberg,1983). There are majorly four types of play such as

Functional Play: Children use their senses and muscles to explore and experiment with materials and learn how things go together. It satisfies children’s need to be active and to explore.

what-is-play-rajeevelt-

Constructive Play: Children learn use of different materials, put things together based on a plan, develop and use strategies of reaching their goal.

Dramatic or Pretend Play: Children take on a role, pretend to be someone else and use real or pretend objects to play out a role. Children re-enact they have experienced or watched earlier, use words and gestures and show the role they are playing.

Games with Rules: Children gradually learn to play with others, control their behaviour and conform to a structure of preset rules. However the focus is more on enjoyment rather than winning or losing and cooperative and collaborative games in which children play with each other than against each other.

For More Reading -Go Through —
EARLY CHILDHOOD CARE AND EDUCATION

NATIONAL EARLY CHILDHOOD CARE AND EDUCATION (ECCE) CURRICULUM FRAMEWORKMinistry of Women and Child Development

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Principles of Early Learning and Development and its Implications for Practice -Early Childhood Care and Education (ECCE) Curriculum Framework

Principles of Early Learning and Development and its Implications for Practice

Principles of Early Learning and Development and its Implications for Practice -Early Childhood Care and Education (ECCE) Curriculum Framework

The principles and practices relevant for learning and development in the early years are based on the insights and observations of thinkers and evidences from researches. Each of the principle elaborates specific ideas and at the same time they are all interconnected like the domains of development. The practical implications for each of the principle will also be influenced by the culture and individual prerequisites.

3.1 Development and learning takes place in all domains, development in one domain influences the other domain:

Children are thinking, feeling and interacting human beings and it is important to address all domains for their development. Changes or development in one domain facilitates or hinders the development of another domain.

3.2 Children’s development and learning follows a sequence in which later acquired abilities (skills and concepts) build upon what children already know and apply.

In the first few years of life the growth, change and development mostly follow a predictable pattern; however the way these changes are demonstrated varies in different context and culture. Knowledge of known sequence of development enables in developing early stimulation activities and curricular planning for children.

3.3 Child Development and Learning are characterized by individual variation:

While learning and development follows a predictable pattern there may be individual variation in the normative course of development as well as uniqueness of each child as an individual. No two children, even within the same family are the same. Each child has an individual pattern and timing of growth and development as well as individual styles of learning. Each individual child has his/her own strengths.

3.4 Children develop holistically and benefit from experiential learning:

This simply means that children learn best through active exploration using the senses such as touch, taste, smell and manipulation to build perceptual skills. Children should be actively interested and engaged in their learning with a high sense of motivation and positive disposition to explore and build skills across various domains.

3.5 Learning begins from birth:

From birth onwards children are mentally and physically active. They learn through all their senses and stimulations. Early care and stimulations whether positive or negative have a cumulative impact on children’s development. Since care and early stimulation promotes brain development and leads to the forming neural connections, it is imperative that children are provided with optimal stimulation in the early years and prevent cumulative deficit in the long run.

3.6 Development and learning result from a continuous interaction of biological maturation and experience.

A child has genetic endowments which may predict healthy growth, but inadequate nutrition in the early years of life will keep this potential from being fulfilled. On the other hand if the child is suffering from an inherent condition, then the detrimental impact learning and development can be minimized through systematic, individualized intervention. With this perspective in mind, it is important for early childhood educators to maintain high expectations and employ all their knowledge, ingenuity, and persistence to find ways to help every child succeed.

3.7 There are critical periods in development:

Research evidences reveal that some aspects of development occur most efficiently at certain points in the life span. For example the optimal period for oral language development in children is in the first three years of life, peer social skills are developed effectively during 3-5 years of life etc. Thus it is important to use these “windows of opportunity” and ensure that the children get the needed environmental inputs and supports for a particular kind of learning and development at its “prime time” for desired outcomes.

3.8 Children’s learning reflects a recurring spiral that begins in awareness, and moves to exploration, to inquiry, and finally, to application:

Any new learning by children begins with awareness, which is generated from their experiences with objects, events, or people and ends with utilization, where children are able to use what they have learnt for multiple purposes and apply their learning to new situations. At this stage children start exploring the next level of information and the spiral continues. Children with disabilities show a great degree of individual variations and the curriculum should make suitable adaptations to ensure that children are provided developmentally appropriate materials and experiences.

3.9 Children learn and develop in a stimulating/nurturing/supportive/protective environment:

During the early years of life, children move from sensory or behavioural responses to symbolic or representational knowledge. They learn within a social context and from meaningful interactions with other children, adults and materials around them. Throughout the early years, adults must provide a nurturing environment and play significant roles in helping children learn to develop empathy and cooperation, cultural socialization and self-regulation, language acquisition and communication, peer relationships, self- concept and identity formations.

3.10. Development and learning is largely influenced by the social and cultural context of the children.

Development and learning of children happens hand in hand and it largely depends on the influence of the child’s family, immediate environment, the community and at a broader level the society. Every culture has its own norms, structures and behaviours and more so each culture has its own way of interpreting children’s behaviour and development in its own way. Educators must be sensitive how their own culture has shaped their thinking and also consider the multiple environments in which different children live and how they need to be considered while making decision for children’s development and learning.

3.11 Children’s have curiosity and desire to learn:

Children are curious and have an innate desire to learn. Children observe what happens, talk, discuss and reflecting on their findings, stretch their imagination for possibilities, ask questions, and formulate answers. While exploring and learning young children construct their knowledge and understanding of the world, they learn as well as from teachers, family members, peers and older children, and from books and other media. To enable these ECCE teachers/caregivers must use multiple teaching strategies in meeting children’s different learning needs.

3.12 Children learn through play:

 Play is central to the child’s well-being and development. Children’s spontaneous play provides opportunities for exploration, experimentation, manipulation and problem solving that are essential for constructing knowledge. Play contributes to the development of representational as well as abstract thought. Children engage in various kinds of play, such as physical play, language play, object play, pretend or dramatic play, constructive play, and games with rules. This further influences their motivation, disposition and approaches to learning. Developing positive approaches to learning goes a long way to determine later academic success in life. Adults must provide opportunities for children to explore play and apply.

Sources- Copy and Paste

NATIONAL EARLY CHILDHOOD CARE AND EDUCATION (ECCE) CURRICULUM FRAMEWORK

Ministry of Women and Child Development

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ECCE-Objectives of Early Childhood Care and Education-National ECCE Curriculum Framework

Early Childhood Care and Education

NATIONAL EARLY CHILDHOOD CARE AND EDUCATION (ECCE) CURRICULUM FRAMEWORK Ministry of Women and Child Development

Early Childhood Care and Education

Objectives of Early Childhood Care and Education (ECCE)

The aim of Early Childhood Care and Education is to facilitate optimum development of the child’s full potential and lay the foundation for all round development and lifelong learning. While parents and home have the main responsibility of the welfare of the child, a strong partnership between the community and the ECCE centres is important for the well-being of the child and in achieving the following objectives.

Broad objectives of the Early Childhood Care and Education programme are to:

  1. Ensure each child is valued, respected, feels safe and secure and develops a positive self-concept
  2. Enable a sound foundation for physical and motor development of each child- as per each child’s potential
  3. Imbibe good nutrition routines, health habits, hygiene practices and self-help skills
  4. Enable children for effective communication and foster both receptive and expressive language
  5. Promote development and integration of the senses
  6. Stimulate intellectual curiosity and develop conceptual understanding of the world around by
  7. providing opportunities to explore, investigate and experiment
  8. Enhance development of pro-social skills, social competence and emotional well being
  9. Develop sense of aesthetic appreciation and stimulate creative learning processes.
  10. Imbibe culturally and developmentally appropriate behaviour and core human values of respect and love for fellow human beings.
  11. Enable a smooth transition from home to ECCE centre to formal schooling
  12. Enhance scope for overall personality development

The purpose of this framework is to promote quality and excellence in early childhood care and education by providing guidelines for child care and early educational practices.

Early Childhood Care and Education (ECCE) encompass the inseparable elements of care, health, nutrition, play and early learning within a protective and enabling environment. It is an indispensable foundation for lifelong development and learning, and has lasting impact on early childhood development.

Children also differ in their physical, emotional, social, and cognitive capacities. Each child requires a safe and nurturing environment to develop optimally.

Regardless of income, social status, geographic isolation, and other potential barriers, all children deserve and have a right to inclusive and equitable opportunities to build on their unique strengths.

Sources:-

NATIONAL EARLY CHILDHOOD CARE AND EDUCATION (ECCE) CURRICULUM FRAMEWORK

Ministry of Women and Child Development

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Letter to Students from CBSE New Delhi for Board Appearing School Students

cbse-letter-to-students

Dear Children,

You never realize what you have until its gone. A chocolate pastry is a good example, but here we mean the joys of your schooling years. While 18,27,472 of you who are taking the Xth Board exams will continue on your journey of discovery and exploration in school, for 12,87,359 of you who are taking the XIIth Board exams, there are higher institutions of learning awaiting your knock on their doors.

School for sure denotes typical stuff, like a campus, classrooms, teachers, subjects, sports, art, the wall magazine, friends, homework, projects, tests,…and what not. But most of all it is the place where we learn how to learn. The schooling years are the best years for scholarship and education because our Hard Disc space (to use a metaphor) is the most receptive in these years. School is the place where you let your mind’s Web Browser loose and driven by your inquisitiveness, hard work and hunger for knowledge, knowingly or unknowingly, you Download several competencies and life skills. There are Messengers (mentors) to help you identify the Spams, if any, and the Bandwidth of learning is fast and vast. School is perhaps the one place in life where the Auto-correct, Backspace, Pause, Shift or Delete options are abundant and add value to your education.

At the end of a school level, secondary or senior secondary, it is the rigour of the board exams and the way you prepare for it, that makes you ready to face the multiple challenges that might come your way in your adult life. You are now at exactly that penultimate stage, where you are trying your best to Firewall all distractions and concentrating on studying for your exams. However, we can sense in you some apprehensions about whether you will rise up to various expectations – yours and of others. We also feel that you are seeking meaning in what you are doing and are anxious about what the future holds for you, while questioning what exams are all about, and why the fun and games have to temporarily go to Random Access Memory.

Well, at this very moment too, while studying hard for the exams, you are actually building your character and weaving meaning into your lives. John Gardner had a way with words and this is what he had to say – “Meaning is not something you stumble across, like the answer to a riddle or the prize in a treasure hunt. Meaning is something you build into your life. You build it out of your own past, out of the experience of humankind as it is passed on to you, out of your own talent and understanding, out of the things you believe in. The ingredients are there. You are the only one who can put them together into that unique pattern that will be your life. Let it be a life that has dignity and meaning for you. If it does, then the particular balance of success or failure is of less account.”

Contd.2/- -2- These exams are therefore not a measure of success or failure. They are like URLs (Uniform Resource Locators) of your life, that are meant to help you locate the real possibilities and resources that lie within you, by optimising the knowledge Search Engine inside you. The ‘future you’ will not even remember the marks you will get in these exams, but this unleashing of your own highest potential and capabilities and the voyage you undertook for learning, will be etched in your memory forever. Be unstoppable in your flight towards the ‘future you’.

Meanwhile, we at CBSE, wish you a life of learning; we wish you a life filled with curiosity, creativity, care and packed with meaning. May the days that you spend working hard for exams be the Routers for a beautiful and fulfilling life.

You are unique. Pour your uniqueness into every aspect of your life, including the way you prepare for and deal with exams. Face (your) Books. Insta your studies. Do your best. Stay sharp. You were born to be awesome, not perfect! All the very best to all our #studentunstoppables!

Team CBSE

13th February, 2019

Copy & Paste from CBSE Letter

http://cbse.nic.in/newsite/attach/Letter%20to%20Students.pdf

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Math Study Tips and Tricks-How to Score Good Marks in Mathematics in Board Exam

Math Study Tips and Tricks


Love me or hate me; I will remain forever in your life. I am mathematics; “Life is incomplete without me”. Rajeev Ranjan

Life is full of addition, deletion, multiplication, division and supposition.    Mathematics teaches us ways of living a happy, prosperous and rational life. Can we imagine a good life without math? Cannot we! Rajeev Ranjan

Self Assessment – Think Over

What things and ideas help student to have command in Mathematics and to score good marks in the examination? What do you think? Consider yourself before giving following points answer

  1. A Big speech by a mathematics expert in the classroom
  2. A Big lecture by your mathematics teacher in the classroom
  3. A void promise made by students to score well in the examination
  4. Students’ never ending story of their confusion
  5. Watching most viewed Video Lecture series on “YouTube and Other Online Resources”
  6. Learning mathematical formulas during an academic session and time to time revision of those formulas
  7. Solving theorem mentioned in different unit i.e. Algebra, Trigonometry, Calculus to clarify all doubts and develop better comprehension
  8. Having knowledge of different diagrams and different mathematical derivations
  9. Solving mathematical sums by own
  10. Taking help from Mathematics teacher to clear your doubts
  11. Practicing different mathematical problems actually on paper regularly and tirelessly  
  12. Solving board based ‘Sample Paper’ by own for developing  good command on different types of questions their language and pattern and learning time- management skill to solve all mathematical sums correctly during examination
  13. Without practicing  mathematical sums  on the paper; having firm faith in God that Miracle may happen during the exam and you will solve all questions paper without any problem and secure good marks without hard work  

Did you get the answer of these questions i.e. (a) How to learn math? (b) How to study mathematics for exams? (c)  How can we study math effectively? (d)  How to become good at math? (e)  How can we understand math very well? (f) How do we prepare Mathematics for board exam?

Mathematics an Amazing Subject

Mathematics is the most interesting and amazing subject. Mathematics may be appearing tough for a lazy and idle person but it is a big weapon for a rational thinker, and a hard worker who loves practicing math on regular basis.

Importance and Benefits – Having Command on NCERT Mathematics Book

Have you solved all the mathematical problems of NCERT book? Haven’t you. No problem at all. 1st focus on completing NCERT book syllabus and revise them properly once and twice. Review last 10 years mathematics question papers of   board examination, you will find that all most all questions belong to NCERT books; however language may differ from actual question.  Give priority to solving NCERT Mathematics book and then go for other resource mathematics books available in the market.  

Miracle Effect of Mathematical Formula in Learning Mathematics and Scoring Well in an Exam

Do you know total number of formula used in your NCERT books? Have you tried to learn them? Have you collected those mathematical formulas at one place? Haven’t you. Fine, now today collect all formulas at one place (may be on chart paper, and main mathematics notebook). Can you revise it regularly?  Cannot you! Common wise students! There are hardly 40-50 mathematical formulas in your math’s book. You know yourself; several times you have learnt so many big texts. Mathematical formulas contain digits and signs. Isn’t it? It is easy to learn but strictly follow only one condition. Guess What!  It is very simple and effective, “Frequently and repeatedly revise it and have fun in revising these formulas. Why? Because, we have to score high marks in exam and small –small mathematical formula helps   us to solve mathematical problems very easily.  Be stand in the line of highest score achiever in Math. Common brilliant guys; you can do it.

Amazing Effect of Learning Mathematics Theorem in Developing Mathematical Comprehension and Scoring Well in an Exam

I solve all the theorem at home but I always forget in the examination hall, said Rohit in a low tone during the “feedback session after solving –Sample Paper of Math. 7/20 students shared same problems during that interactive session with Math teacher and other expert members. How many times you have tried to solve theorem or solved seriously? There are hardly 15-10 theorems are mentioned in the different unit of math text book. Can we not learn these 15th theorems? Can we? Is it a difficult task? Isn’t. Yes we can learn 15 theorems in an academic year (180-230 days). You did not do it till date; no problem at all. Do you have 10-20 days in our hand before your exam? If the answer is “Yes”, we can start learning 15 theorems right now.  Cannot we. Common brilliant guys; you can do it. You have done miracle in your life and learning hardly 15 theorems is in fact, an easy task to do but remember one thing ‘nothing happens in our life magically’, every single achievement is the result of firm decision to do it now and the result of hard work we did to achieve it.

Are You Still Confused ?

Confused and full of low confidence students commit several mistakes in the examination hall. They miscalculate the mathematical formulas, solution of a mathematical problem, write wrong signs and symbols i.e. (+) addition instead of (-) subtraction, (X) multiplication instead of division (÷) or (×,≤, ≥,÷). So many students wrote wrong equation and put wrong formula during solving mathematical problems. Most of students solve only 60-70% of a mathematical problem and become confused in between the steps during an exam. It happens due to lack of language comprehension.  Many students could not comprehend the question’s language. This is a sign of lack of practice.

Keys Points

Practice Questions of NCERT Mathematics Book

Remembering Mathematical Formulas of NCERT book

Have clear knowledge of different theorem

Avoid committing mistakes in “Units/Mathematical Signs & Symbols

Understanding Language, (Meaning/Expression) of Questions

Mathematics is an amazing subject, in fact, a subject of practice and wise student practices mathematical sums on paper with pen and pencil. Solving so many sample papers completely for 3 hours before the examination and solving different mathematical sums in an academic year helps students to become familiar with actual language of different types of questions.

Rajeev Ranjan

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How to Increase Admissions in School -Marketing Tips-Tips for School Heads

How to Increase Admission in School /Marketing Tips for School Administrations

Rajeev Ranjan

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Tips and Tricks to Score 100% Marks in English Literature Section C Class 10/Exam Preparations Techniques to Get Good Marks

Tips and Tricks to Score 100% Marks in English Literature Section C Class 10

English Literature section is an interesting section in board examinations. Most of students assume that they will perform well in this section. A large number of Indian English Language teacher organize ‘literature’ oriented classroom; they spend a lot of time on “reading” ‘explaining text’ and dictating exercise based questions. It is observed that English language teacher leaves extensive activities based on ‘writing skill, grammar, listening and speaking’ and asks student to do its own. English Language Teaching is an integrated task where we need to distribute our teaching time equally to “Reading, Writing, Listening and Speaking skill”.

Naturally, students feel very comfortable in short answer types questions i.e. questions word length 30-40 words carrying 2 mark, however questions based on “read the extract and answer based on given text” demands intensive “reading skill” and adequate practice before the examination to score 4/4. Most of students score an average marks(may be 5/8, 6/8) in long answer types questions in about 100-120 words carrying 8 marks and also the question based on prescribed novel text for extended reading in about 200-250 words carrying 10 marks.

What are the objective of assessment and evaluation of Language and Literature Section?

Recalling, reasoning, textbook appreciating, applying literary conventions, extrapolating, illustrating and justifying, extracting relevant information, identifying the central theme and sub-themes, understanding the writer’s message and write fluently….(Secondary School Curriculum 2018-19)

Question Type 1- Read the Extract Given from prescribed textbook

Question paper consists two questions (a or b) based on “Read the Extract”. Students need to attempt only one question out of two extracts from prose/poetry/play. This question evaluates student’s skill “reference to context”. There are 4 questions (a, b, c, d); mainly questions evaluates students global comprehension and textual interpretation skill i.e. what does the speaker mean, whom is he addressing/why was —— /find out the synonyms/antonyms/which qualities/explain the statement/explain the term ‘the sleeping countryside’/ What does ‘ glance’ imply in the given lines?

Tips for Student for Scoring Full Marks  :-

  1. Identify the Name of Lesson
  2. Identify the Name of Author/Poet/Dramatist
  3. Read the given extract carefully
  4. Identify key words/key concept
  5. Identify the speaker/character
  6. Recall the theme of poem/prose lesson
  7. Recall the context of the lesson/poem/play

Question Type 2 – Short Answer Type Questions from FIRST FLIGHT and FOOTPRINTS WITHOUT FEET /Literature Reader

Generally, this section consists of 4-5 questions to test local and global comprehension of theme and ideas (30-40 words each, 2×5 = 10 marks/ 2×4 = 8 Marks). Usually, most of the students score 8/8, 10/10 in this section. This section is easy in comparison to ‘read the extract’ section since English Language Teacher focuses so much on this section during academic session.

Question Type 3- Long Answer Type Questions FIRST FLIGHT and FOOTPRINTS WITHOUT FEET

In fact, long types question demands a lot of practice, creativity, imagination and extrapolation beyond the text and across the texts. General student scores 6/8 due to lack of poor content, logical development of paragraph, accuracy of sentences etc.  This question expects a student to be more factual, practical and vigilant before writing answer. Wise student scores 8/8 if his answer reflects meaningful points (based on factual comprehension and global comprehension of the text), proper development of ideas, sequential and chronological development of ideas, better illustration and explanations. This question presents tough and thoughtful challenges for brilliant student. This question also puts a challenge before evaluator to be more alert and do justice with student.

Question Type 4- Very Long Answer Type Questions from’ Extended Reading Text’

This question slightly differs from question type 3.Basically this question is based on theme or plot involving interpretation, inference and character i.e. “In the life of Helen Keller, Ms. Anne Sullivan acts as an inspiration behind her extraordinary life. Justify with suitable instances from the text”/ Give a pen portrait of Dr. Alexender Graham Bell/ What are Anne’s views about the Laws that restrict the Jews’ freedom / Why was Helen withdrawn from the Gilman School and how did she further pursue here education/ What happened as a result of the plagiarizing incident for Helen? What was the effect of this event on her life?(CBSE, 2017, 2018)

Tips for students for Scoring Full Marks in Long Answer Type Questions

Generally if a question carries 8 marks then the teacher gives marks on the basis of following criteria:-

Content- 4 Marks (precise, concise, specific, exact, accurate, details, summarizing, illustrious, relevant examples, creative thoughts, logical and judicious points related to the topic)

Fluency -2 Marks (Development of ideas in sequence, chronological order, flow of thoughts in right order)

Accuracy- 2 Marks (Grammatical Accuracy-Meaningful sentence, Spelling)

If a question carries 10 marks then the evaluator gives marks on the basis of following criteria:-

Content- 6 Marks (precise, concise, specific, exact, accurate, details, summarizing, illustrious, relevant examples, creative thoughts, logical and judicious points related to the topic)

Fluency -2 Marks (Development of ideas in sequence, chronological order, flow of thoughts in right order)

Accuracy- 2 Marks (Grammatical Accuracy-Meaningful sentence, Spelling)

Evaluator follows the marking scheme formula which is given by the board. Teacher evaluates Question Type 3, 4 answers on the basis of “Content, Fluency and Accuracy”. Broadly speaking, a general students attempt all the questions of ‘Literature Textbook and Supplementary Reading Text’ Section C but it is very hard to score more than 23-24 out of 30 marks. The basic difference among different types of learners occur due to 1 mark in ‘extract reading text’ and 4-5 marks in Question Type 3, 4 because getting full marks demands a lot of writing practice, quality content, fluency of thoughts and accuracy in sentence pattern. Wise students works a lot and do writing practices for long answer questions. They develop good writing skill by taking real feedback from peers, friends and teachers. Writing 200-250 words in an exam is not an easy task but surely it is possible with adequate practices, well textual understanding, proper use of key words and key terms,  proper description  of different character and events, relevant illustrations and own perspective for a specific situation.   

Wise students learn the art of planting, cutting, watering and doing other activity from a gardener and sculpture artist who makes a beautiful statue by giving days and nights with full dedication. Developing writing skill demands skill of a painter/sculpture artist who works hard without any complain. When a student writes so many articles, essays, letters, story and other genres continuously, showing these genres to other friend, classmates and teacher and  takes regular feedback for her/his weak points. Extensive reading skill and intensive writing habit help students to incorporate key words and key term in their writing. Only one thing should be remember that our writing should be so specific, concise and creative for expressing the correct message to the reader.