Instructions on the implementation of Early reading and writing with
comprehension and Early Mathematics under Padhe Bharath- Bade bharath
for class I and II
Introduction: MHRD has launched Padhe Bharath-Bade Bharath abhiyaan in
the year 2013-14.
What is the need for a special early reading writing and early mathemetics
programme?
According to ASER (Annual Status of Education Report) India has achieved
96% enrollment. But we cannot say the same for learning achievement for class I
and II children. So to make school heads and teachers feel more conscious about
the achievement levels of children MHRD launched this programme. All national
and state level achievement surveys show poor performance by class I and II
children in reading and writing. Children who fail to learn to read in the first two
grades of school are likely to fall behind and have difficulty in learning other
subjects as well further giving poor results. Poor readers can not develop proper
writing skills and are vulnerable to drop out of the education system undermining
the quality of life and productivity of human resources.
Reading with comprehension and writing with a purpose:
Class I and II are important stages for developing the important skill of
reading with comprehension and writing with a purpose. A child should
understand what he/she is reading. Reading is as interaction between the text
and the reader that means the child should be able to identify, correlate basing
on the real life experiences she/he acquired till that age. When this ability
develops gradually a child’s creative thinking, critical analysis also develops and
they will perform well in all other subjects.
So for overall development of child, reading with comprehension is the
most important skill we have to develop in the children. Writing purpose
should not be to score marks to do well in exams. Writing should have a
purpose. The child should write what she/he understood not what she/he
remember. Applying the same logic to mathematics, math also taught in a
way that to accelerate children’s mathematical skills by teaching them
mechanical rules at the expense of understanding and intelligent
application.
Therefore there is a need to help the children learn mathematics in a
way that develops liking and understanding of the mathematics during
early years of schooling, particularly in classes I and II.
Recently the MHRD has launched the Rashtriya Aavishkar Abhiyaan
a five year plan for improvement of Science and Mathematics Education,
targeting the students of 6-18 yrs, which needs a strong academic base at
early stages let us plan and implement padhe bhaarath bade bhaarath with
vigor and determination.
The two tracks of Padhe Bharath-Bade Bharath are:
1. Early Reading and Writing with Comprehension
2. Early Mathematics
Objectives:
1. To make children fluent readers and make them understand what they are
reading. Making them achieve learning levels appropriate to their class of
study.
2. To make children understand and solve simple mathematics and making
them develop their own problem solving methods by the way of numeracy
and spatial understanding skills.
3. To associate reading and writing with the experience of joy and real life
situation.
4. To make children not to feel alienated from the home in the home-school
transition by providing them children literature.
Action Plan for implementation in schools:
School level plan (only for classes I and II):
What HM has to do?
1. Wherever possible one teacher for class I and one teacher for class II
should be allotted.
2. We have around 220 school working days, 800 instructional hours (in 220
days) in an academic year. In which 500 hrs are for language and 300
hours are for Early Mathematics.
3. Out of 4 hrs/day, 2 and half hours could be allotted to reading, writing and
language and 1 and half hours for Early Mathematics i.e. in week 15 hrs for
language and 9 hours for mathematics.
4. HM should prepare the time table, allot and instruct teachers to teach
language and mathematics accordingly.
5. HM should personally monitor achievement levels of class I and II once in
every 15 days allotting one hour to each class.
6. Accordingly she/he should guide or help teachers to improve their
performance.
7. HM should ensure that class I and II teachers have minimum 95%
attendance.
8. HM should ensure that 45 teacher working hours per week (teaching and
preparation). Ensure that the teacher step into these classes with adequate
preparation and with teaching learning materials.
9. HM should make it sure Reading corners implemented in schools
effectively, procure children literature if already not there and should check
whether appropriate literature is there.
What a teacher of class I and II should do:
1. Teacher should ensure that the children who are coming for the first time to
school should not fear teacher that means teacher should talk with children
in a friendly way and should never use harsh tone.
2. Use simple friendly and clear language in classroom avoiding commands.
3. Teacher should not be very strict about learning of children.
4. Teacher’s plans should be flexible according to children level and
specificities.
5. Special care towards children who lag behind in studies.
6. Do not ever discourage or scold low learners and children with learning
difficulties.
Classroom level plan: HM and class teacher should take following aspects
seriously and implement them.
 Light and ventilation should be proper in the class.
 Black boards should be easy to write i.e. colour and height. Wherever
possible running blackboards should be arranged.
 I and II class room must have reading corner where
 Attractive children literature (age appropriate) should be easily available
for children, prominently displayed.
 Provide facility to read at school or take home.
 Every class should display children’s writings, drawings, collections,
pictures with captions, children’s birthday dates, class responsibility
chart, pictorial stories etc.
 Encouraging children to share their experiences in their own language
and accent.
 Encourage children to express their mathematical findings and later
gently pointing out errors if any.
 Provide a welcome space for parents and community members in
classroom.
 Allow freedom of mobility to children in class while working in groups
and reading from reading corner.
 Children can be divided into small groups with house names like flowers,
fruits, animals etc. For example if 10 children are there 3 houses banthi,
chamanthi, rose etc. can be formed.
Class room and community:
 Showcasing children’s accomplishments (in reading, writing, numeracy etc.)
in parents meetings and in community events.
 Take children to visit fairs, post office, police station, local body, diverse
religious cultural institutions to celebrate local diversity.
Assessment:
 Teacher should have a base line assessment of each child at the beginning.
 Regular monitoring of children’s achievement.
 Feedback from children, parents and peer group.
 Use of CCE to review the teaching plan and to work for improved learning
performance of children in reading and writing and mathematics.
 Due Weightage in children assessment could be given for oral, practical
work, and group work.
Monitoring System:
MEOs should monitor schools regularly and inspect (class I and II) all
components of early reading and writing with comprehension and early
mathematics programme viz.

Amenable Learning environment
 Enabling classroom transaction
 Connecting classroom with community
 Assessments
 Monitoring and review the CCE results of every child in comparison to set
learning indicators.
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