English Learning Outcomes for Teachers

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Learning Outcomes: Importance and Application in Classes 1 to 8

Learning outcomes (LOs) play a crucial role in the educational process as they define the knowledge, skills, and attitudes students are expected to achieve by the end of a lesson or a course. These outcomes serve as a guide for both teachers and students, providing clear goals and expectations for the learning journey.

The importance of learning outcomes lies in their ability to focus the teaching and learning process on what is essential for students' overall development. By clearly stating what learners should know and be able to do, LOs ensure that lessons are purposeful and measurable. They help educators align their teaching strategies, content, and assessment methods with the desired outcomes, making the learning process more structured and effective. Additionally, LOs allow students to track their progress and self-assess, fostering a sense of responsibility and motivation.

From classes 1 to 8, learning outcomes cover a wide range of subjects and competencies. In the early years (Classes 1-3), LOs focus on foundational skills such as language acquisition, basic mathematical understanding, and the development of critical thinking. As students progress to higher grades (Classes 4-8), the LOs become more complex, incorporating higher-order cognitive skills, including analysis, application, and evaluation. By the end of class 8, students are expected to be proficient in reading, writing, speaking, and problem-solving, equipping them with the necessary skills to transition to secondary education.

In conclusion, learning outcomes are essential for shaping the learning process, ensuring that students gain the necessary skills and knowledge at each stage of their education. From classes 1 to 8, LOs help guide the development of students, making learning purposeful, measurable, and aligned with educational goals.Learning Outcomes: Importance and Application in Classes 1 to 8

English Learning Outcomes for Teachers: Grade 1

Learning Outcomes	Pedagogical Process
Names familiar objects seen in pictures, classroom walls and surroundings; associate them with their words.	Take the learners around the school or classroom and elicit the names of various objects such as plants, birds, and animals around them in Kannada and English. Demonstrate how the objects are written in words using flashcards or charts by reading them aloud. Provide worksheets to learners to match familiar pictures with the words.
Recognizes and match capital letters with the small letters in print/Braille.	Showflashcards of big and small letters of alphabet. Give activities/ worksheets/ flashcard and matching the capital letters with the small letters.
Names familiar objects seen in pictures, classroom walls and surroundings; associate them with their words.	Take the learners around the school or classroom and elicit the names of various objects such as plants, birds, and animals around them in Kannada and English. Demonstrate how the objects are written in words using flashcards or charts by reading them aloud. Provide worksheets to learners to match familiar pictures with the words.
Recognizes all the letters based on their sound.	Demonstrate the sounds of each letters and help the learners recognize the letter and its sound using games/jumbled flashcards/ other any activities.
Make straight/ curve lines and trace the letters to write them neatly.	Just pour sand onto a tray. Then let the learners write with their finger to make letters or designs. Ask the learners to trace and make shapes on the sand pit. Give worksheets/ activities for tracing and writing letters.
Names familiar objects seen in pictures, classroom walls and surroundings; associate them with their words.	Take the learners around the school or classroom and elicit the names of various objects such as plants, birds, and animals around them in Kannada and English. Demonstrate how the objects are written in words using flashcards or charts by reading them aloud. Provide worksheets to learners to match familiar pictures with the words.
Respond to greetings and simple instructions in English and uses them in daily life.	• Greet the learners ‘Good morning’ ‘hello children’, ‘Good afternoon’, etc. and encourages them to use it. Gives simple instructions like ‘open the window/textbook’, ‘sit down/stand up/move around’ etc. and explains their meanings in the learner’s local language Play games on the playground and ask learners to give instructions to each other.
Recites simple rhymes with actions.	• Demonstrate rhymes with actions and encourage learners to follow her/him. Explains the meaning of the rhymes in local language and helps them identify common words.
Responds to questions related to stories and poems using English / home language.	Narrates short and simple stories; explains them in local language. Asks simple comprehension questions based on the story for example: Who is there in the story? What is the story about? Encourages learners to respond in English or home language.
Reads common consonants blends as "br", "fr", "sk" and words based on them.	• Read the consonant blended word cards and allow the learners to practice for instance: 'BR' - Bright, Bring, Brick, Brinjal, Brown. 'FR' - Friend, Fried, Frank, From, France. 'SK' - Sky, Skirt, Skin, Skip.
Responds orally and in drawing (in any language including sign language) to comprehension questions related to stories/poems.	Narrates a short story and plays group games to think of a question related to the story.4• Encourage learners to look at the pictures in the story and draw responses to the questions.  Read out a picture story and explain the events. Ask questions about the story.
Talks about self or situations or pictures in English.	Play games where learners introduce themselves to each other in pairs or gr7ups. Teacher introduces himself or herself: 'I am Mr. Raghu / I'm Suma'. Shows videos on self-introduction. Conduct short speaking sessions where each learner describes his/her favorite game, fruit, animal, etc. in 1-2 sentences.   Play picture reading games to help learners describe pictures.

English Learning Outcomes for Teachers: Grade 2

Learning Outcomes	Pedagogical Process
Recognizes all the letters of the alphabet in order, on the basis of their sound, capital and small letters.	• Conduct different activities to learn about all the letters of the alphabet. Give a letter and tell learners 3-4 objects starting with that letter. Write the names of the objects and show their pictures. • Give worksheets to learners where they have to match the letters with objects starting with them. • Provide letter flashcards/ say the letter aloud to the learners and ask them to collect 3 things starting with the letter.
Sings or recites songs and rhymes with action.	• Sing aloud or recite rhymes in classroom together with the learners along with actions. • Enable learners to understand the meaning of words by using actions relating to words in rhymes.
Articulates simple greetings and pleasantries, in English/home language orally and in writing.	• Initiate simple exchange of pleasantries with learners in English/home language like “good morning”, “how are you” etc.
Talks about simple day to day topics like family, food etc. using English/home language.	• Elicit simple topics of interest with learners like their favourite foods, animals, birds; about their family and friends etc. and encourage them to speak a few sentences in English or home language with their partners/in groups.
Listens and responds to English words, comprehension questions related to stories and poems.	• Narrate stories or sequences verbally with expressions or using audio-visual techniques such as puppet shows or animations in English or home language. • Engage learners with simple questions regarding comprehension or central idea of the story etc. • Break sequences/events into component parts and allow learners to organize it back to logical sequences individually/in groups.
Reads and identifies characters, and sequence of events in a story. Verbally expresses opinions and questions on the same.	• Narrate a story and engage learners in a discussion on their opinion on a particular character/situation. • Narrate a story halfway and encourage learners to ask questions on the content. • Undertake a mind map exercise with learners by providing them worksheets with key words and allow learners to draw pictures against words in the mind map and complete statements related to the story/poem.
Writes three/four lettered words with proper strokes and spellings eg. fan, hen, cow, bat, girl, etc. and reads them.	• Draw pictures of fruits, objects, animals, etc. and label them. Read out the labels aloud in the class. Make walls with pictures and labels of the names of animals, birds, family etc.
Writes three or four lettered words independently.	• Engage learners in vocabulary games like jumbled letters, kangaroo words, word chain, word web etc. • Show learners daily objects like fan, door etc. and encourage them to label their names.
Repeat/make a simple story with basic elements of beginning, middle and end.	• Read out a story to the learners. Ask learners to repeat the story in their own words. • Show some picture clues to the learners, ask them to create a story and tell it in their words. They can use home language for the story session.

English Learning Outcomes for Teachers: Grade 3

Learning Outcomes	Pedagogical Process
Recites and enjoys poems/rhymes individually/in groups with correct pronunciation and intonation.	• Recite the poem/rhyme in front of the learners and ask them to repeat in groups or individually with the help of audio/video. Teacher encourages learners to enjoy recitation.
Takes part in role plays/conversation practice given in the text.	• Arrange a scenario (e.g., market scene, carnival, etc.). Learners take different roles and converse with each other. Example: Some are vendors and some are buyers.
Uses simple nouns, pronouns, and adjectives in verbal and written communication.	• Show the learners videos of simple short stories and ask them to identify nouns, adjectives, etc., related to size, shape, color, weight, texture such as ‘big’, ‘small’, ‘round’, ‘pink’, ‘red’, ‘heavy’, ‘light’, ‘soft’, etc.
Reads aloud with appropriate pronunciation and pause.	• Provide different reading materials such as short story books, newspaper headlines, text books of lower classes, flash cards (simple sentences), and magazines, etc. Learners read them with appropriate pause and pronunciation.
Expresses orally her/his opinion/understanding about the story and characters in the story, in English/home language.	• Narrate simple short stories to the learners or play audio/video materials. • Encourage the learners to express their opinion/gist about the story in their home language or English. • Use big book box stories with highlighted text.
Responds appropriately to oral messages/telephonic communication.	• Divide the class into different groups and assign topics to chat with each other (telephone conversation with father, mother, brother, sister, friend, etc.). • Encourage the learners to use polite words in their communication and respond positively. • Facilitate making the matchbox telephone and learners play the telephone game. • Give different chits of situations, and learners pick up a chit and play the telephone game.
Talk about celebrations, surroundings, sports feelings and emotions using simple past and present tense.	• Show pictures of actions that are happening and those that have happened. Give the present tense sentence and an example. Ask the learners to give the past tense equivalent. • Elicit the names of festivals, sports, their likes and dislikes, then ask the learners to talk about them.
Writes 3-4 sentences/simple paragraphs in English on personal experiences/events using verbal or visual clues using proper punctuation.	• Provide worksheets with simple short sentences with clues (picture) in group or individually and ask them to complete the sentences and read aloud in front of the class. • Organize the sentences into simple meaningful paragraphs and present it before the class orally. Learners use appropriate punctuation marks while writing the paragraph.
Uses vocabulary related to subjects like Mathematics and EVS relevant to class 3.	• Conduct group activities to enrich their vocabulary related to subjects like Mathematics (circle, square, add, less, big) and EVS (air, water, the sun, the moon, day, night, etc.) relevant to class III.

English Learning Outcomes for Teachers: Grade 4

Learning Outcomes	Pedagogical Process
Enacts different roles in short skits with simple dialogues.	• Read a story once or twice to the learners and take the involvement of the learners, construct short and simple dialogues for popular stories like 'The Lion and the Mouse', and assign roles to learners, who in turn enact them. There can also be situations of greeting, introducing, complimenting, etc.
Reads small texts/posters/charts in English with comprehension.	• Ask learners to collect pamphlets, wrappers, and read the text on them. • Ask the learners to read short paragraphs in the textbook and answer the questions related to the paragraphs. • Small unread passages can be given to identify the main idea and answer the questions given below the passage. • Ask one group to collect and read proverbs, news headlines, important announcements, interesting poems; these collections should be pasted on the classroom walls, corridors, bulletin boards, panel boards.
Responds to simple instructions, announcements in English made in class/school.	• Ask learners to repeat the announcements to remember and highlight any particular instruction. Example: walk in a straight line, do not litter the classroom, throw waste in the dustbins, etc. • Can also use audios of announcements made in different places like airport, railway station, and do different roleplays.
Uses the variety of simple nouns, personal pronouns, adjectives, and prepositions to make meaningful sentences.	• Show videos of simple short stories and ask learners to identify nouns, adjectives, prepositions, and conjunctions (he, she, it, I, my, you, they, them, in, on, before, after, under, etc.). • Provide handouts of simple paragraphs/stories and ask learners to identify the same as above. • Conduct group activities to practice language structures with nouns, adjectives, prepositions, conjunctions, and pronouns, so that learners enjoy using meaningful short sentences.
Responds verbally/in writing to questions based on day-to-day life experiences.	• Divide the learners with different learning levels into groups of 4 or 5. Two groups sit opposite to each other. A volunteer stands up from group one and says, "Yesterday I went to the zoo with my parents". Learners from group two start asking questions in English related to the volunteer's visit to the zoo, and the volunteer replies. This repeats till all the learners get to participate. The teacher is an observer and guides or offers help whenever needed.
Uses punctuation marks appropriately in writing such as question mark, comma, full stop, and capital letters.	• Draw the attention of the learners to the pause, intonation, expression, etc., while reading. Denote symbols/punctuation marks based on short/long pauses; interrogative/normal tone; request/command; exclamation, etc. Based on this knowledge, learners ascribe punctuation marks to texts given in the worksheet. • Select a paragraph from the text and remove all the punctuation marks. Give it to learners to insert suitable marks of punctuation wherever necessary.
Uses nouns, verbs, adjectives, and prepositions in speech and writing.	• Say aloud a noun like "boy" – the other group supplies an adjective to the noun word like "good boy", "tall boy", "clean water", "impure water", etc. Similarly, an adjective is given, for example, "bright". The group gives the noun word to it, like sun, light, student, etc. Then verbs are given, for example, "play". Learners use the verb in their own way, like "I play games". • The same games can be held in the form of a quiz or a written test or both.
Writes a few words/short sentences in response to poems and stories or using picture clues.	• Engage in simple conversations with learners about real-life situations. • Provide worksheets with short sentences where certain words are replaced by picture clues, which are to be articulated by the learners.

English Learning Outcomes for Teachers: Grade 5

Learning Outcomes	Pedagogical Process
Answers coherently in written or oral form to questions in English based on day-to-day life experiences, unfamiliar story.	• Administer worksheets containing questions based on the day-to-day life experiences, unfamiliar story, or a poem. • Organize recitation programs on songs, poems. Arrange quizzes for the pupils to answer the riddles, programs to present stories, tongue twisters, and games in groups. • Organize for learners to get an object from their home and tell a few lines about it. They can be asked questions about the object that they have to answer.
Acts according to instructions given in games/sports.	• Arrange games and give instructions to the learners in English to play the game. Instructions such as "Hit the ball!", "Throw the ring!", "Run to the finish line!", etc. can be used for the learners. • Observe the learners to check if they are following the instructions while playing the game. Penalty can be given in case anyone breaks a rule, etc.
Reads storybooks, news items/headlines, advertisements, etc. independently.	• Supply books, articles, news items, advertisements for the learners to read, and present their thoughts/views about them. Go through the learners' composed short paragraphs.
Writes words/phrases/simple sentences and short paragraphs as dictated by the teacher.	• Organize programs where the learners are provided opportunities to present the stories, poems, posters created by them. The teacher arranges some cultural programs and allots topics like "peace", "equality", etc. The learners speak/write their personal views on the given topics.
Reads subtitles on TV, titles of books, news headlines, pamphlets, and advertisements.	• Invite each day one group for the first five minutes to read aloud to the class news headlines from the paper, bring any pamphlets they find, and read them. Every day, all the learners write three TV news headlines as homework.
Uses the dictionary for reference.	• Conduct pair work and provide a list of new words. The learners use dictionaries to check the meanings and spellings. • Give a list of words and ask learners to look for their antonyms and synonyms using the dictionary. • Give a letter from the alphabet and ask learners to find the longest word starting from the letter or the shortest word starting from that letter, etc., to make the exercise fun!
Writes paragraphs from verbal, visual clues, with appropriate punctuation marks.	• Suggest some topics with visual clues to the learners. The learners write paragraphs in English with appropriate punctuation marks. Give some ideas/situations to the learners. The learners write informal letters and messages based on the ideas and situations. • Provide some titles in the class like "Variety in Food", "Dress", "Customs", and "Festivals". The learners will appreciate the values of these through a spoken form or a written one.
Solves/shares riddles and tongue-twisters, solves simple crossword puzzles, builds word chains, etc.	• Assign one period in a week as an LCA (Literary and Cultural Activities) period. The teacher encourages learners to prepare with different literary activities like sharing riddles, tongue twisters, jokes, crossword puzzles, and word games to develop vocabulary and share their own unique abilities in English. • Prepare simple crossword puzzles related to specific vocabulary development like names of fruits, countries, flowers, etc. Learners use their own knowledge or refer to different sources of books to answer.
Attempts creative writing.	• Give a theme and ask learners to draw pictures. Then encourage them to write one or two sentences about their pictures.

English Learning Outcomes for Teachers: Grade 6

Learning Outcomes	Pedagogical Process
Participates in activities like role play, group discussion, debate, poems recitation, songs, jokes, riddles, tongue twisters, etc.	• Instruct the learners to collect and present short poems and jokes, conducts recitation competition, conducts quiz, riddles, provides opportunities to present the tongue twisters. • Involve the learners in role plays, debates, and group discussions.
Responds to announcements and instructions made in class, school assembly, and railway station and in other public places.	• Create situations for the learners to respond to the oral messages and telephonic conversation in English. Provide a situation to a particular student in English, who in turn communicates the same to the rest of the class either in English or their home language. • Recreate the situations like railway stations and other public places by playing recorded announcements of the particular places, and monitors/observes the learner’s responses, during the class and in the school assembly.
Reads to seek information from notice board, newspaper, Internet, tables, charts, diagrams, and maps etc.	• Provide newspapers, articles, tables, charts, diagrams, maps for seeking the information. Display information on the notice board and instructs the learners to collect the information.
Uses synonyms, antonyms appropriately deduces word meanings from clues in context while reading a variety of texts.	• Provide worksheets based on synonyms, antonyms and the meanings of some words, where in the learners have to infer the contextual meanings. • Conduct an individual/pair work/group work and provides a list of new words. The learners use dictionaries for reference. The teacher guides the learners in gathering information from various websites. • Use different types of dictionaries to get meanings of the words in context.
Writes informal letters, messages, and e-mails.	• Bring post cards, ask learners to write letters to him/her and post them. Then collect those letters. Ask the learners to make a criteria for correction and distribute them to different groups. Learners enjoy and learn a lot from each other in this activity. • Ask the learners to record his or her own experience in a diary. • Use the internet and show how to create e-mail IDs to communicate effectively in present days and encourages to use e-mails and SMS.
Appreciates either verbally / in writing the variety in food, dress, customs, and festivals.	• Encourage the learners to imagine themselves to be something like an animal, sports stars, birds etc. And to speak and write about it. • Conduct an open session, inviting learners to express/narrate/write their personal experiences. The teacher gives guided paragraphs with pictures as clues, and instructs the learners to complete it.
Writes coherently with focus on appropriate beginning, middle, and end in English / Braille.	• Supply jumbled up sentences of a paragraph/story and asks the learners to arrange in a coherent order. Familiarize the learners with commonly used terms in these segments and distributes incomplete messages, invitations, short paragraphs, formal and informal letters and asks the learners to work in pairs/groups and complete them. • Ask learners to write short paragraphs on a given picture/theme/title etc.

English Learning Outcomes for Teachers: Grade 7

Learning Outcomes	Pedagogical Process
Uses polite expressions to communicate such as ‘May I borrow your book?’, ‘I would like to differ’ etc.	• Provide a list of polite expressions and ask the learners to use it in the form of dialogues. Ex: Please…. Excuse me….. • Provide incomplete conversations and help the learners to work in groups to complete it. • Organize role play, help learners to converse and invite learners of other classes for interaction.
Reads aloud stories/recites poems with appropriate pause, intonation and pronunciation.	• Do model reading or demonstrate reading stories: plays videos of poem recitation with the appropriate pause, intonation, and pronunciation. After the demo, hold a recitation workshop.
Participates in different activities such as role-play, poetry recitation, skit, drama, debate, speech, elocution, declamation, quiz, etc., organized by school and other such organizations;	• Assign roles for the learners to take part in role plays, skit, and drama. • Conduct quiz, declamation, speech, elocution to enhance language fluency among the learners. • Conduct workshops for different classes using the above themes to develop oral skills. (May invite neighboring school learners to participate in the workshop).
Engages in conversations in English with family, friends, and people from different professions such as shopkeeper, salesperson etc. using appropriate vocabulary.	• Recreate real-life situations in the class. Divide the class into smaller groups of 5. Each group is given various situations (scene at railway station, hospital, bank, birthday party). The group writes dialogues under the guidance of the teacher, takes roles and enacts. Can grade their involvement based on language parameters like fluency, accuracy, and body language. • Encourage learners to converse in English in their daily lives. • Allow the learners to narrate their interesting and happy moments with their partners/groups.
Thinks critically and responds to questions based on texts (from books or other resources), events, characters, ideas or themes.	• Provide paragraph, pictures and encourage learners to ask inferential questions to bring out creativity in them. Provide different text and ask them to frame as many questions as they can. • Encourage learners to ask critical questions on current affairs/issues related to learners’ problems in their locality. • Ask learners to change the character, add an incident which will help change the character in the provided texts. For example, if Cinderella were to declare that she will not cook or clean etc.
Infers the meaning of unfamiliar words by reading them in context.	• Provide the learners with a short paragraph, with a few unfamiliar words. The learners are also given a data sheet with pictorial or verbal clues for the unfamiliar words which the learners have to infer and match, on reading the paragraph. • Can also use context clue worksheets for helping the learner to infer the meaning of the word. E.g.: He instigated the people to revolt, but she made people aware of their situation. Now the learner will infer the meaning based on the second part.
Reads a variety of texts for pleasure e.g. adventure stories and science fiction, fairy tales, biography, autobiography, travelogue etc.	• Provide comic books, small story books, stories from the newspaper and encourage them to read it for pleasure. • Promote reading by creating a reading corner in the classroom. • Take the learners to the library and encourage the learner to read. • Read a story slowly and ask pre, while and post questions, make the reading interesting. Ask learners to mark key words and sentences.
Uses appropriate grammatical forms in communication (e.g. noun, pronoun, verb, determiners, time and tense, passivation, adjective, adverb, etc.).	• Provide ample opportunities for speaking in the class by conducting activities like debate, storytelling, pick and speak, discussion thereby helping and guiding them to use appropriate grammatical forms in communication. • Help learners in organizing a grammar exhibition where they prepare learning materials for various grammar concepts like clauses, comparison of adjectives, time and tense, active passive voice, reported speech etc. They are supported to include grammar games and fun activities. Learners involve their peer and share the concepts.
Writes messages, notice, formal letters, descriptions/narratives, short personal/biographical experiences etc.	• Provide a worksheet with different styles of writing such as notices, formal letter, narratives, short biographical descriptions etc. Learners match the writing with the style. • Use authentic texts of different genres e.g. from newspapers, speeches of Nehru or Gandhi, Notices around them, descriptions in a travel pamphlet, biographical notes in newspapers or on websites or back covers of books to enhance writing skill of the learners.

English Learning Outcomes for Teachers: Grade 8

Learning Outcomes	Pedagogical Process
Responds to instructions/announcements in school and public places viz. railway station, market, airport, cinema hall, and act accordingly.	• Create simulated situations for learners to respond to announcements and converse in various situations using appropriate vocabulary ex: railway station, music concert, radio, bank, airport, etc. • Supports the learners in framing questions to be used in various situations. • Use pictures to facilitate the imagination of situations. Create small role play situations. • Invite a postman, bank officer etc. for interaction with learners. • Download conversations with such people on mobile and arrange visits to these places.
Reads/listens excerpts, dialogues, poems, commentaries of sports and games speeches, news, debates on TV, Radio and expresses opinions about them.	• Ask the learners to share their opinion on a particular TV show, a newspaper article or a poem. • Can also facilitate the listening activity with a speech, poem or an interview and then have a discussion on the topic. • Arrange for TV and radio shows to be recorded. • Use YouTube programs of poetry reading, story reading, etc.
Narrates stories (real or imaginary) and real life experiences in English.	• Provide opportunity to the learners to narrate simple stories from books they have read, real life incidents or anecdotes; and share about the hobbies they have or anything special about themselves. Learners use peer assessment sheets to assess their peers.
Reads textual/non-textual materials in English/Braille with comprehension.	• Divide the learners into small groups and encourage them to choose books of their choice on famous personalities, travelogues, journals, comics, recipes, magazines etc., from their school/classroom libraries and read for comprehension or for pleasure. • Distribute blank comic pages to each group of learners. As a story is being read out by the group leader, the others fill up empty blocks with pictures and dialogues of characters or sequence of main idea and events. • Provide worksheets where learners compare, contrast and critically think and express about the various ideas they have read, with life situations. • Invite people from different professions and let learners interact with them.
Refers dictionary, thesaurus and encyclopedia as reference books for meaning and spelling while reading and writing.	• Encourage learners to use dictionary, thesaurus and encyclopedia to know the meaning, antonyms, synonyms and spelling of unfamiliar words while reading and writing. • Ask the learners to prepare a grade-wise dictionary. • Provide information on different types of dictionaries available in the market: Picture dictionaries, Theme-based dictionaries, Pronouncing dictionaries, Phrasal verb dictionaries. Learners must also be taught to use a dictionary, which contains much more information than just the meaning.
Prepares a write up after seeking information in print / online, notice board, newspaper, etc.	• Guide learners to gather information about a specific topic from various sources such as print media, notice board, pamphlet or internet sources wherever available. The learner then drafts, edits and finalizes the write-up. • Involve the learners in a brain-storming activity about a topic. The key ideas are depicted in the form of a web chart. Using the ideas from the web chart, individual learners/paired learners write coherent paragraphs, edit them and finalize it into the final write-up. • Encourage peer correction, group checking and presentation of written material to the whole class and help the learner self-correct. • Bring newspapers to the class to facilitate writing tasks. For example, looking at the picture in the newspaper, the learner prepares a write-up.
Writes answers to textual/non-textual questions after comprehension/inference; draws character sketch.	• Supplies reading comprehension/open-ended passages, followed by a set of comprehension and inferential questions related to the passage. Learners read the passage, write answers to the questions or extrapolate the passages to complete it.
Attempts creative writing like short poems, jingles and stories and narratives showing sensitivity to gender, environment and appreciation of cultural diversity.	• Brainstorm on topics like gender sensitivity, female education and saving the mother earth, then ask the learners to discuss and write about the topics. • Encourage the learners to write their poems or stories or jingles for the school magazine. • Arrange to exhibit the writings of learners on the school notice/bulletin board. • Form a group of 4 or 5 learners and give a short story to each of them. They are given time to discuss and ask them to develop a skit with dialogues and present it before the class. For example: story of Tenali Rama, Snow White etc.

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ತಾಲೂಕಾ ಸಂಪನ್ಮೂಲ ಕೇಂದ್ರ ಯಲ್ಲಾಪುರ, ಇದು ಉತ್ತರ ಕನ್ನಡ ಜಿಲ್ಲೆಯ ಯಲ್ಲಾಪುರ ತಾಲುಕಿನಲ್ಲಿದೆ. ಕ್ಷೇತ್ರ ಶಿಕ್ಷಣಾಧಿಕಾರಿಗಳ ಕಛೇರಿಯ ಜೊತೆಯಲ್ಲಿ ಸ್ಥಿತವಾಗಿರುವ ಕೇಂದ್ರವು ಶಿಕ್ಷಕರಿಗೆ ಸಂಪನ್ಮೂಲ ಕೇಂದ್ರವೇ ಆಗಿದೆ. ಇಲ್ಲಿ ನಡೆಯುವ ತರಬೇತಿಗಳಿಂದ ಶಿಕ್ಷಕ ವರ್ಗದವರು ಪರಿಣಾಮಕಾರಿಯಾಗಿ ಬೋಧನೆ ಮಾಡಲು ಸಹಕಾರಿಯಾಗಿದೆ.