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Recognising meaning


Children who have learnt to read must learn that reading is related to doing things. They should be capable of carrying out written instructions.


Read and follow simple written instructions.


Write a brief instruction on the blackboard, which a child must do. Number all children, and each time you write an instruction on the black board, mention a child's number beside it. For example, you may write: 'Get up, bring a stone --10'. The instruction means that child No.10 must get up and bring a stone from outsides. Now the next instruction may say: 'Ask No.10 for the stone, place it on your right knee --5'.

Gradually, you can incorporate complex commands in this activity. Such commands may ask a child to look at a poster hanging in the class carefully and identify a subtle detail in it, or to describe the way to the local hospital, or to count the number of trees out side the school, and so on.

Related Questions

Were some of your written instructions executed incorrectly? If so, why?

Adapted from: "The Child's language and the teacher - A handbook", Krishna Kumar, UNICEF.

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