2016 Page 1 Bukit Timah Primary School - - PowerPoint PPT Presentation

▶

Feb 15, 2024 484 likes •831 views

Bukit Timah Primary School

SLIDE 1 Bukit Timah Primary School Baseline 2016 Page 1

2016

SLIDE 2 Bukit Timah Primary School Baseline 2016 Page 2 CONTENT PAGE 1 Overview of IBL-TR 3 2 English 5 3 Mathematics 9 4 Science 16 5 Mother Tongue – Chinese 22 6 Mother Tongue – Malay 25 7 Mother Tongue – Tamil 29

SLIDE 3 Bukit Timah Primary School Baseline 2016 Page 3 IBL-TR: Foundation, Thinking Behaviour, Engage, Explore, Explain. I STRIVE FOR THE BEST. I TAKE CHARGE OF MY LEARNING! PHASES

f INQUIRY

ENGAGE EXPLORE EXPLAIN ELABORATE EVALUATE BEHAVIOURS I Pose Questions I Actively Look for Answers I Explain my Thinking I Link What I Learn to Life I Reflect on My Learning THINKING ROUTINES Question Starts Think Pair Share I See, I Think, I Wonder Think Puzzle Explore What Makes You Say That Claim Support Question Connect Extend Challenge Mind Maps Step Inside I Used to Think Now I Think

SLIDE 4 Bukit Timah Primary School Baseline 2016 Page 4 Thinking Routines Progressive Implementation 2016 P1 P2 P3 P4 P5 P6 Question Starts Question Starts Question Starts Question Starts Question Starts Question Starts I Used to Think Now I Think I Used to Think Now I Think I Used to Think Now I Think I Used to Think Now I Think I Used to Think Now I Think I Used to Think Now I Think Mind Maps Mind Maps Think Pair Share What Makes You Say That Claim Support Question Claim Support Question What Makes You Say That I See I Think I Wonder Think Puzzle Wonder Connect Extend Challenge Mind Maps

SLIDE 5 Bukit Timah Primary School Baseline 2016 Page 5

ENGLISH LANGUAGE

SLIDE 6 Bukit Timah Primary School Baseline 2016 Page 6 EL Baseline Standards for Teaching ( 2016 ) The teaching of English in BTPS is anchored on the EL Syllabus 2010 and the STELLAR or Strategies for English Language Learning and Reading. The English scheme of work (SOW) is structured on a progressive teaching process. LOWER PRIMARY STELLAR UPPER PRIMARY STELLAR

SLIDE 7 Bukit Timah Primary School Baseline 2016 Page 7 STELLAR PEDAGOGY IS CENTERED ON: a) Pedagogy To use a variety of teaching strategies including the use of ICT tools to ensure effective delivery of learner-centered lessons. ELLE – English Language Learning Experience: To develop pupils’ creative and thinking skills, and self-directed learning.

1. Using Questioning to assess for learning
a. Teachers to generate ideas for writing using brainstorming, asking 5'wh' 1 'H' questions about the topic / picture(s).
b. Teachers to use models of good writing to stimulate pupils thinking and raise questions on the format, paragraphing structure, use of vocabulary to

enhance development and organisation of ideas

c. Teachers to use the graphic organizers like story-maps, mind-maps to stimulate pupils' thinking on the given topic or picture(s).

Learning by interacting to Create confident speakers 2. ORACY PROGRAMME Show & Tell activities to stimulate and open up creative discussions.

SLIDE 8 Bukit Timah Primary School Baseline 2016 Page 8

3. Content building by READING

 To increase the depth and breadth of content in terms of knowledge and skills: Go Beyond the textbooks  P3 to P6 : LRD (Little Red Dot) articles used for IBL-TR lessons, journaling, class blogs in AsknLearn  P5 & P6: Inspire Magazine - extensive reading Reading Programmes together with NLB as partners : To create a culture of avid readers Joy for Writing: Tackling English Diligently (TED)

a. Teachers to teach the different genres of writing: lists, procedures, notes, letters, emails, notices, factual recounts, information reports etc. (as specified in

SOW and EL Syllabus 2010).

b. No of written pieces: 7 - Term 1: 3; Term 2: 2 ; Term 3: 2.
c. Writing to be a joyful experience – by engaging pupils to write attention-grabbing short paragraphs

 Focus on skills development: introduction (different types), development and conclusions ; Skills to be taught in a progressive, spiral manner.

d. To explore expository writing – opinions, arguments, explanations – using LRD articles, Inspire Magazine articles to provide content for discussions.

P1: 60words – narrative writing; P2: 80words – narrative writing: 1st person & 3rd person; P3: 100 words – narrative writing: 1st person & 3rd person; poems ; factual recounts, notes, postcards P4: 120 words – narrative writing; factual writing – personal recount; poems, letters, notes, procedures, personal views P5: 150 words – narrative writing; factual writing; information reports – personal recount; letters, emails, notices, opinions and views P6: 150 – 250 words – narrative writing; factual writing: information reports – personal recounts, letters, emails (formal), notices, opinions and views SPELLING  Alternate weeks of spelling words and dictation to be given based on ‘Spelling / Dictation Lists’ given to pupils. GRAMMAR  Explicit teaching of Grammar based on SOW & STELLAR Units, in line with EL Syllabus 2010.

SLIDE 9 Bukit Timah Primary School Baseline 2016 Page 9

MATHEMATICS

SLIDE 10 Bukit Timah Primary School Baseline 2016 Page 10 1) Baseline Standards for Teaching of Mathematics 2016

SLIDE 11 Bukit Timah Primary School Baseline 2016 Page 11 2) Pedagogy - IBL-TR and Polya Strategy The Polya’s Strategy of Problem Solving is aligned to IBL-TR where each level has a focus of Thinking Routine (TR) in each term. (a) Polya’s Strategy of Problem Solving Step 1 Understand  underline key information  Organize the information  Infer information not given TR – Question Starts TR – Think Pair Share (about their understanding and activate each other as resource) Step 2 Plan  Identify the topic and Math concept(s) involved  Select the best strategy from the various heuristics TR - I See, I Think, I wonder (I wonder if …) TR – What Makes You Say That (is the best strategy) Step 3 Do  Solve problem using selected strategy  Revise & modify the plan if necessary TR – Think Pair Share

SLIDE 12 Bukit Timah Primary School Baseline 2016 Page 12 Step 4 Check  Check if answer & method are reasonable  Improving on the method used  Seeking alternative solutions to check answer  Extending the method to other problems TR – I used to think… Now I think TR – Connect, Extend, Challenge 2B) Activity-Based Lessons Pupils are to be actively engaged in the learning Mathematics concepts through the Concrete Pictorial, Abstract (CPA) Approach. The use of manipulative (concrete materials) for hands-on lessons should be part of all pupils’ learning experiences. All P1 to P6 levels are to implement REM in the teaching of Math with reference to the MOE instructional guide. Model Method (with Polya’s Strategy) Types of models to be identified for teaching in each level Level Types of Models P1 1) Part-Whole Problems P2 1) Part-Whole Problems 2) Comparison Problems (with 2 items) 3) Multiplication Problems 4) Sharing Problems P3 1) Comparison Problems (with 3 items)

SLIDE 13 Bukit Timah Primary School Baseline 2016 Page 13 2) Multiple Problems 3) Sharing Problems 4) Fraction Problems (Add & Subtract within 1 whole) P4 1) Comparison Problems (with 3 items with gap) 2) Constant-value Problems 3) Fraction of a set 4) Remainder Problems in Fractions P5 1) Two Variable Problems 2) Remainder Problems in Fractions (remainder of a remainder) 3) Comparison Models (Fraction, Ratio, Percentage) 4) Gap and Difference Problem 1) Before-After Model (Fraction , Percentage) 2) Remainder Problems in Ratio and Percentage 3) Internal Transfer Problems (Constant Total, Repeated Identity) 4) External Transfer Problems (Constant difference)

SLIDE 14 Bukit Timah Primary School Baseline 2016 Page 14 D) Problem Solving Heuristics (PSH) 3) Thinking of Math (TOM) using IBL -TR Rationale: Develop pupils’ abilities to reason logically, to communicate mathematically using Inquiry-Based Learning. Pupils may be focusing in any of the 5 phases. Engage, Explore, Explain, Elaborate, Evaluate Examples : Engage pupils in building confidence in Math problem solving by addressing their affect for Math. Primary 1 Primary 2 Primary 3 Primary 4 Primary 5 Primary 6 1st Term NIL

Draw A Diagram
Look for Pattern
Guess & check
Draw A Diagram
Look for Pattern
Guess & Check
Draw A Diagram
Look for Pattern
Guess & Check
Draw A Diagram
Look for Pattern

All PSS 2nd Term Draw A Diagram Guess & Check Model Drawing

Make A List
Model Drawing
Make A List
Model Drawing
Make A List
Model Drawing

All PSS 3rd Term Look for A Pattern Make A List Working Backwards

Working backwards
Logical Reasoning
Working Backwards
Logical Reasoning

All PSS 4th Term Part-Whole Model Revision Revision Revision Revision NIL

No. Of

PSS 3 5 6 7 7

SLIDE 15 Bukit Timah Primary School Baseline 2016 Page 15

Write about feelings about a topic, about values such as resilience, overcoming challenges while working collaboratively.

Engage the pupils by tapping on the prior knowledge to know what they already know, what they know and what they want to find out (KWL) and activate each other as resource. Explore different ways of solving a problem and relate it to life application of Math concepts. Explain in the form of journal writing, drawing or mathematical reasoning to justify if a solution is logical or incorrect and to surface misconceptions. Elaborate and apply the Math concepts learnt to other context and also to link it to other Mathematical concepts or disciplines. (May use +Venture magazine for extension of learning.) Evaluate through self, peer, teacher feedback and do reflection for improvement. 5) Infusion of IT Rationale: Harness technology in the teaching and learning of mathematics. Each level uses IT for SDL (Self-directed Learning) & CoL (Collaborative Learning) 6) Feedback (Assessment of Learning) a) Teachers are to do diagnostic marking for any math problems. ie circle the part that is incorrect, write comments about what is incorrect b) Corrections are to be done and marked by the teachers This includes the marking of exam papers corrections. c) Feedback is to be given in the TOM book to improve and stretch the pupils’ thinking processes. Positive comments to be given to highlight the pupils’ strength and to give encouragement.

SLIDE 16 Bukit Timah Primary School Baseline 2016 Page 16

SCIENCE

SLIDE 17 Bukit Timah Primary School Baseline 2016 Page 17 Baseline Standards – Science 2014 The BTPS Science scheme of work (SOW) is based on the MOE Primary Science Inquiry Package and BTPS progressive development plans of Skills and Attitudes (refer to next pages). In implementing the SOW, teachers will ensure that instruction embeds all essential features of inquiry (refer to table) at various points of their lessons. Teachers will provide learning experiences that are balanced and varied – sometimes guided and at other times allow pupils to direct their learning. MOE Science Syllabus 2008 & 2014

SLIDE 18 Bukit Timah Primary School Baseline 2016 Page 18 Teaching and Learning - Expectations Teaching Science CONCEPTS Revised SOW (Best SAM exemplar provided) Topical Worksheets aligned to Concepts Hands-on Activities Teacher Action Use IBL for all lessons in SOW Follow SOW – any replacement activity must be documented in lesson plan Teach and practise ‘Interacting with questions’ Compulsory for all activities – in lab or in class Note: All resources need to be returned to lab immediately if used in class for next class. Departmental Monitoring SAM check (term1/2/3):

1. High fidelity to IBL
2. Alignment to SOW
3. Enrich activities for Small

block are completed Sign in/out book (termly) Lab: Sign in (Lab) Class: Sign in and Sign Out SAM Journal as a Portfolio Expectations for SAM Journal Check Science IDEAS Pupil Self-checklist Skills are explicitly taught and application encouraged in daily work. ATTITUDES Pupil and Teacher Checklist Written Teacher FEEDBACK Comments or questions to guide the pupil’s thinking forward After every topic signed by parents and teacher / As stipulated in SOW One SDL activity done by every child per term. Term 1/3 Signed by parents and teacher / pasted in SAM 3 for every topic pasted in SAM final rubrics pasted in SAM Evidence of task done in SAM pasted in SAM written in SAM

SLIDE 19 Bukit Timah Primary School Baseline 2016 Page 19 Types of feedback for pupils in SAM  Questions to redirect learning: Why don’t you find out more about this? Why makes you say that? Use of question starts to redirect understanding.  Questions to correct misconception: Give examples of how idea written down does not work.

P5/P6: Conversion of energy in oven. “Heat energy of oven  chemical potential energy of food”.

Does heat energy produce food for us to eat?

P3/P4: “The hot tea gained coldness.”

How is heat transferred?  Questions to encourage them to think deeper and link to life: How is this Science idea link to life? Can you give me examples of this happening in real life? Can you explain/elaborate further?  Feedback to praise pupils for work done: Based on the 5 Behaviours. Example:

Question: Awesome Questions
Answer: Thank you for taking the initiative to do the research.
Explain: You have developed your explanations well!
Link to life: You linked your examples to real life!
Reflect: Your reflection contains many Science ideas we discussed! Keep it up!

SLIDE 20 Bukit Timah Primary School Baseline 2016 Page 20 Progressive Skills Plan P3-6 P3 P4 P5/6 Process Skills Process Skills Process Skills Observation Classification Comparison Inference: Introduce the word 'infer', connect it with activities or data Inference: Connect the word with questions Measuring: Length & Mass Measuring: volume of liquid, intensity of light with datalogger Using: Digital microscopes Scientific Inquiry Scientific Inquiry Scientific Inquiry Posing (1st half) & Identifying a testable Questions (2nd Half) Posing (1st half) & Identifying a testable Questions (2nd Half) Prediction: With related short reason Hypothesis: With Reason related to Science idea Hypothesis: With Reason related to Science idea Drawings - Labeling Planning an Investigation - guided with focus on Items needed and Procedural steps Planning an Investigation - focus on data collection and presentation of data - set up control Evidence: Drawings - Labeling Evidence: Creating a Table, Bar Graph (with graphpaper and excel) Evidence: Line Graph (graphpaper and with excel) Simple explanation of evidence Form explanations based on data Justify explanations based on data Conclusion guided by teacher Conclusion guided by teachers Form conclusion based on data and Science ideas. Find as many claims as possible and follow-up questions.

SLIDE 21 Bukit Timah Primary School Baseline 2016 Page 21 I St I Striv ive fo for t the B he BES EST & Tak ake ch e char arge of M e of MY Y le learni arning! I Actively for Answers I choose what evidence I need to collect. I discuss how to find the information with others. I use different ways to find my own answers (e.g. book, investigation...) I Explain my Thinking I use my own words. I include Science ideas. I use many ways to present my Science thinking. I support my answers with the evidence I find. I Link What I Learn to Life I apply the skills learnt in Science. I can link things around me to Science ideas. I actively share about things that use the Science ideas I learnt. I Reflect on My Learning I write about the Science ideas I have learnt. I think about what went right or wrong after doing an investigation. I think about solutions to problems my team faces in Science. I Pose Questions. I pose questions to learn more about a topic. I pose questions to help me solve a problem. I pose many types of questions that can open up my thinking. Developing Attitudes – 5 Behaviours in Science

SLIDE 22 Bukit Timah Primary School Baseline 2016 Page 22

MOTHER TONGUE CHINESE

SLIDE 23 Bukit Timah Primary School Baseline 2016 Page 23 Baseline Standard for CL (i) 教学法 Pedagogy infusing IBL-TR 鹰架结构——扶放收循序渐进地推广“IBL-TR”的教学技能将资讯科技融入教学采用具创意的教学策略在评价方式上注重综合性、真实性和形成性。 (ii) Expectation of Teaching and Learning 不断提升自己以配合教学所需。及时、准确批改作业。定期整理、检查文件夹。准时上课，与学生保持良好关系。能随时给予指导，赏识学生并给予鼓励。适当的教学目标，适当地分配教学时间。完成部门指定的所有作业。有效地使用资讯科技／教具／教材。在各年级的教学上，循序渐进地推广“IBL-TR”的教学技能 (iii) Key Approach (E.g. SAM/ TOM/Concept Teaching/ STELLAR) 先听说、后读写通过完善的阅读以及写作计划，有规模地进行学生四技的培训有效的课室管理能针对性地引导学生思考并引发学生兴趣。保持学生的学习兴趣，并鼓励学生参与。在教学活动中推广并强化华族文化知识（文化教育）。 (iv) Progressive Programmes 循序渐进的教学

SLIDE 24 Bukit Timah Primary School Baseline 2016 Page 24 阅读计划：小书、活动单、阅读列车、伙伴阅读、阅读妈妈活动写作计划：词句段篇、小练笔、作文口试教学：“Adopt-a-Kid” Programme 指定（全年）作业：年级造句小练笔写话／作文听力练习听写补充／综合练习考前复习考前听力练习校本阅读考查／考试口语练习 / 互动其他一华文

19 6

6 11 5 堂查字典课(2016 年没有了，换成 6 次汉语拼音专项练习) 全面性评估-3 二华文 5 10 5 ４ 19 6 1 １ 5 6+1 20 8 堂诗歌+句式教学全面性评估-4 三华文 18 9 7 2 18 9 2 2 5 6+2 10 四华文 18 6 7 12 18 10 2 2 5 6+2 9 五华文 18 9 9 7 18 9 2 2 5 4 11 还有 5 份阅读理解专项练习

SLIDE 25 Bukit Timah Primary School Baseline 2016 Page 25 五高华 20 9 12 7 20 22 4 2 3 4 11 还有 5 份阅读理解专项练习六华文 10

5 10 18* 3 2

20 *包括历届考题六高华 12 4 14 5 12 22* 6 2 4 3 20 *包括历届考题还有 7 份阅读理解专项练习

SLIDE 26 Bukit Timah Primary School Baseline 2016 Page 26

MOTHER TONGUE (MALAY)

SLIDE 27 Bukit Timah Primary School Baseline 2016 Page 27 Program Tulis dan Baca Dijalankan sepanjang tahun. Murid dapat membaca secara kelas atau pun secara individu. Bahan bacaan bagi P1-P3 merupakan hasil kerja murid peringkat atas seperti buku besar dan buku-E. P4 pula akan didedahkan kepada cerita-cerita rakyat manakala P5 dan P6 didedahkan kepada cerpen atau artikel dari majalah. Tujuan :

Murid lebih yakin dan minat untuk membaca serta dapat berinteraksi secara aktif sebelum,semasa dan sesudah sesi

membaca

Murid dapat berfikir secara kreatif semasa mencipta buku sendiri

Program Buddy Reading Dijalankan seminggu sekali bagi meningkatkan kebolehan membaca di kalangan murid yang lemah. Murid akan didedahkan bacaan buku-E (Cerita Rakyat Nusantara) dan bahan bacaan lain. Tujuan :

memperbaik pencapaian membaca murid
meningkatkan keyakinan dan keseronokan membaca
pembimbing - lebih bertanggungjawab, berdedikasi, dapat membimbing serta membantu rakan

Program Dwi-Mingguan Bahasa Ibunda (MTLF) Bagi memahami dan mengenali budaya Melayu, MTLF akan dijalankan selama 2 minggu secara berterusan dalam setahun. Malay Language Baseline 2016

SLIDE 28 Bukit Timah Primary School Baseline 2016 Page 28 Tujuan :

meluaskan penggunaan Bahasa Melayu
platform kepada pelajar untuk belajar Bahasa Ibunda dan budaya dengan lebih aktif

Ejaan Dijalan seminggu sekali. Untuk murid peringkat atas, Imlak juga akan diberikan setiap dua minggu. Senarai ejaan diberikan kepada Adopt-A-Kid Dijalankan seminggu sekali. Hanya murid yang lemah bahagian Perbualan dalam peperiksaan Oral yang akan menyertai kelas ini selepas sekolah. Tujuan :

membantu kemahiran bertutur
meningkatkan keyakinan

Pakaj Penulisan Pakaj yang dilakarkan untuk memastikan murid dapat menggarap asas penulisan dan ada kesinambungan dalam pembelajaran dan pengajaran apabila mereka melangkah ke peringkat darjah atas. Tujuan :

ada asas penulisan
meningkatkan mutu penulisan
lebih kreatif dan dapat menggunakan bahasa yang lebih baik

SLIDE 29 Bukit Timah Primary School Baseline 2016 Page 29 Perkhemahan Bahasa Dan Budaya Perkhemahan ini dikhaskan untuk murid darjah 3. Program ini mendedahkan mereka kepada bahasa dan budaya melalui aktiviti yang dijalankan. Tujuan :

menggalakkan penggunaan Bahasa Melayu
menghargai dan mengenali sejarah, budaya dan tradisi sesebuah bangsa
dapat menimba pengalaman melalui aktiviti di luar bilik darjah

SLIDE 30 Bukit Timah Primary School Baseline 2016 Page 30

MOTHER TONGUE

(TAMIL)

SLIDE 31 Bukit Timah Primary School Baseline 2016 Page 31 தமிழ௎மமொழி பொட வரையரை – 2016 Tamil Language Baseline தவரை 1, 2 தவரை 3, 4 (Term 3,4) பொடம௎ வ-3 வ-4 வ-5 வ-6 ச ொல௎வளம௎ 15 15 15 15 கட௎டூரை 10 10 10 10 கரூத௎தறிதல௎ 10 10 10 10 ச ொல௎வசதழூதூதல௎ 15 15 15 15 மொதிரீ வினொத௎தொள௎ 6 6 6 10 பொடம௎ வ-3 வ-4 வ-5 வ-6 ச ொல௎வளம௎ 12 12 12 10 கட௎டூரை 10 10 10 10 கரூத௎தறிதல௎ 10 10 10 10 ச ொல௎வசதழூதூதல௎ 13 13 13 10 மொதிரீ வினொத௎தொள௎ 6 6 6 15

SLIDE 32 Bukit Timah Primary School Baseline 2016 Page 32 சில மூக௎கிய தகவல௎கள௎ ச ொல௎வளம௎ ஒலிவவறூபொடூ, இனிய ச ொற௎சறொடர௎, ச ொல௎வங௎கி ஆகியவற௎ரறப௎ சபொரூளூணர௎ந௎தூ வொக௎கியத௎தில௎ அரமப௎பர௎ கட௎டூரை சதொடக௎கநிரல3,4 ஆகியவற௎றில௎ பயிலூம௎ மொணவர௎கள௎ படத௎ரதப௎ பொர௎த௎தூச௎ ிறூ ிறூ வொக௎கியங௎களில௎ தங௎கள௎ கரூத௎ரதப௎ பிரையின௎றி எழூத மூயல௎வர௎. 5-6 ஆம௎ வகூப௎பூ மொணவர௎கள௎ கட௎டூரையில௎ கரூத௎தூடன௎ சபொரூத௎தமொன இனிய ச ொற௎சறொடர௎கரள இரணத௎தூப௎ பிரையின௎றி எழூதவூம௎ பயிற௎ ி சபறூவர௎. கரூத௎தறிதல௎ பயிற௎ ி ந௃ல௎, பயிற௎ ித௎தொள௎, வதர௎வூத௎தொள௎ ஆகியவற௎றிலூள௎ள பயிற௎ ிகரளச௎ ச ய௎வர௎

SLIDE 33 Bukit Timah Primary School Baseline 2016 Page 33 மசய௎யூள௎ தவரண -3க௎கூள௎ மூடீக௎கப௎படூம௎. வொசிப௎பூ வொைந௎வதொறூம௎ வொ ிப௎பூப௎ பொடம௎ நடத௎தப௎படூம௎. பயிற௎சிந௃ல௎ பூத௎தகத௎தில௎ உள௎ள அரனத௎தூப௎ பயிற௎ ிகளூம௎ வதர௎வூக௎கூள௎ மூடீக௎கப௎படூம௎. ககட௎டல௎ கரூத௎தைிதல௎ பயிற௎ ிந௃லில௎ உள௎ள அரனத௎தூப௎ பயிற௎ ிகளூம௎ மூடீக௎கப௎படூம௎. ஆறொம௎ வகூப௎பூ மொணவர௎களூக௎கூ மட௎டூம௎ க௃டூதல௎ பயிற௎ ி அளிக௎கப௎படூம௎. வொய௎மமொழி வொைந௎வதொறூம௎ நரடசபறூம௎. பொடத௎சதொகூதியொகவூம௎ நடத௎தப௎படூம௎. வளம௃ட௎டூம௎ நடவடீக௎ரககள௎ சதொகூதிரய அடீப௎பரடயொகப௎ பல௎வவறூ நடவடீக௎ரககள௎ வமற௎சகொள௎ளப௎படூம௎. ந௃லக வொசிப௎பூ ஒவ௎சவொரூ தவரணயிலூம௎ 5 மூரற ந௃லகப௎பட௎டீயல௎ ரீப௎பொர௎க௎கப௎படூம௎ .வொ ித௎த ந௃ல௎கரள ஒட௎டீ வளம௃ட௎டூம௎ நடவடீக௎ரககள௎ வமற௎சகொள௎ளப௎படூம௎. கரூத௎ரதப௎ பூரீந௎தூசகொண௎டூ பிரையின௎றி எழூதப௎ பயிற௎ ி சபறூவர௎ ச ொல௎வசதழூதூதல௎ பொடந௃லிலூள௎ள ச ொற௎கள௎, ச ொற௎சறொடர௎கள௎, ிறூ பத௎திகள௎ , ச ய௎யூள௎ பைசமொைிகள௎ வபொன௎றவற௎ரறப௎ பிரையின௎றி எழூதப௎ பயிற௎ ி சபறூவர௎ மொதிரீ வினொத௎தொள௎ மொதிரீ வினொத௎தொட௎கள௎ ச ய௎வதன௎ ம௃லம௎ தங௎கள௎ தைத௎ரத அறிந௎தூ சகொள௎வர௎