What you can learn in this unit
- To develop reading aloud in English with your students.
- To develop your students’ silent reading in English.
- To organise guided reading in English.
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- Expand
- ExpandKey Resources (Principles of Practice)
- ExpandCompendium for teacher development
- ExpandElementary Language and Literacy OER
- School–home communication
- TI-AIE: School–home communication
- School–home communication
- School–home communication
- A language-rich classroom
- TI-AIE: A language-rich classroom
- A language-rich classroom
- A language-rich classroom
- Speaking and listening
- TI-AIE: Speaking and listening
- Speaking and listening
- Speaking and listening
- Early reading
- TI-AIE: Early reading
- Early reading
- Early reading
- Storytelling
- TI-AIE: Storytelling
- Storytelling
- Storytelling
- Reading for pleasure
- TI-AIE: Reading for pleasure
- Reading for pleasure
- Reading for pleasure
- Reading for information
- TI-AIE: Reading for information
- Reading for information
- Reading for information
- Knowing and using children's literature
- TI-AIE: Knowing and using children’s literature
- Knowing and using children’s literature
- Knowing and using children’s literature
- Authentic writing
- TI-AIE: Authentic writing
- Authentic writing
- Authentic writing
- Using local resources
- TI-AIE: Using local resources
- Using local resources
- Using local resources
- Language, literacy and citizenship
- TI-AIE: Language, literacy and citizenship
- Language, literacy and citizenship
- Language, literacy and citizenship
- Multilingualism in the classroom
- TI-AIE: Multilingualism in the classroom
- Multilingualism in the classroom
- Multilingualism in the classroom
- Pair work for language and literacy
- TI-AIE: Pair work for language and literacy
- Pair work for language and literacy
- Pair work for language and literacy
- Integrating language, literacy and subject learning
- TI-AIE: Integrating language, literacy and subject learning
- Integrating language, literacy and subject learning
- Integrating language, literacy and subject learning
- Monitoring, assessment and feedback
- TI-AIE: Monitoring, assessment and feedback
- Monitoring, assessment and feedback
- Monitoring, assessment and feedback
- Acknowledgements
- Elementary Language and Literacy acknowledgements
- ExpandElementary English OER
- Classroom routines
- TI-AIE: Classroom routines
- Classroom routines
- Classroom routines
- Songs, rhymes and word play
- TI-AIE: Songs, rhymes and word play
- Songs, rhymes and word play
- Songs, rhymes and word play
- Letters and sounds of English
- TI-AIE: Letters and sounds of English
- Letters and sounds of English
- Letters and sounds of English
- Mark-making and early writing
- TI-AIE: Mark-making and early writing
- Mark-making and early writing
- Mark-making and early writing
- Storytelling
- TI-AIE: Storytelling
- Storytelling
- Storytelling
- Shared reading
- TI-AIE: Shared reading
- Shared reading
- Shared reading
- Planning around a text
- TI-AIE: Planning around a text
- Planning around a text
- Planning around a text
- Promoting the reading environment
- TI-AIE: Promoting the reading environment
- Promoting the reading environment
- Promoting the reading environment
- English and subject content integration
- TI-AIE: English and subject content integration
- English and subject content integration
- English and subject content integration
- Using the textbook creatively
- TI-AIE: Using the textbook creatively
- Using the textbook creatively
- Using the textbook creatively
- Learning English in the creative arts
- TI-AIE: Learning English in the creative arts
- Learning English in the creative arts
- Learning English in the creative arts
- The learning environment
- TI-AIE: The learning environment
- The learning environment
- The learning environment
- Developing and monitoring reading
- TI-AIE: Developing and monitoring reading
- Developing and monitoring reading
- Developing and monitoring reading
- Developing and monitoring writing
- TI-AIE: Developing and monitoring writing
- Developing and monitoring writing
- Developing and monitoring writing
- Community resources for English
- TI-AIE: Community resources for English
- Community resources for English
- Community resources for English
- Acknowledgements
- Elementary English acknowledgements
- ExpandSecondary English OER
- Local resources for teaching English
- TI-AIE: Local resources for teaching English
- Local resources for teaching English
- Local resources for teaching English
- Using more English in your classroom
- TI-AIE: Using more English in your classroom
- Using more English in your classroom
- Using more English in your classroom
- Building your students' confidence to speak English
- TI-AIE: Building your students' confidence to speak English
- Building your students' confidence to speak English
- Building your students' confidence to speak English
- Supporting reading for understanding
- TI-AIE: Supporting reading for understanding
- Supporting reading for understanding
- Supporting reading for understanding
- Whole-class reading routines
- TI-AIE: Whole-class reading routines
- Whole-class reading routines
- Whole-class reading routines
- Supporting independent writing in English
- TI-AIE: Supporting independent writing in English
- Supporting independent writing in English
- Supporting independent writing in English
- Whole-class writing routines
- TI-AIE: Whole-class writing routines
- Whole-class writing routines
- Whole-class writing routines
- Strategies for teaching listening
- TI-AIE: Strategies for teaching listening
- Strategies for teaching listening
- Strategies for teaching listening
- Supporting speaking in English: pair and groupwork
- TI-AIE: Supporting speaking in English: pair and groupwork
- Supporting speaking in English: pair and groupwork
- Supporting speaking in English: pair and groupwork
- English grammar in action
- TI-AIE: English grammar in action
- English grammar in action
- English grammar in action
- Strategies for teaching vocabulary
- TI-AIE: Strategies for teaching vocabulary
- Strategies for teaching vocabulary
- Strategies for teaching vocabulary
- Promoting reading for pleasure
- TI-AIE: Promoting reading for pleasure
- Promoting reading for pleasure
- Promoting reading for pleasure
- Supporting language learning through formative assessment
- TI-AIE: Supporting language learning through formative assessment
- Supporting language learning through formative assessment
- Supporting language learning through formative assessment
- Developing your English
- TI-AIE: Developing your English
- Developing your English
- Developing your English
- Using resources beyond the textbook
- TI-AIE: Using resources beyond the textbook
- Using resources beyond the textbook
- Using resources beyond the textbook
- Acknowledgements
- Secondary English acknowledgements
- ExpandElementary Maths OER
- Using number games: developing number sense
- TI-AIE: Using number games: developing number sense
- Using number games: developing number sense
- Using number games: developing number sense
- Using structured resources to develop understanding: place value
- TI-AIE: Using structured resources to develop understanding: place value
- Using structured resources to develop understanding: place value
- Using structured resources to develop understanding: place value
- Using a number line and the expression 'Imagine if ...': positive and negative numbers
- TI-AIE: Using a number line and the expression ‘Imagine if …’: positive and negative numbers
- Using a number line and the expression 'Imagine if ...': positive and negative numbers
- Using a number line and the expression 'Imagine if ...': positive and negative numbers
- Mathematical stories: word problems
- TI-AIE: Mathematical stories: word problems
- Mathematical stories: word problems
- Mathematical stories: word problems
- Asking questions that challenge thinking: fractions
- TI-AIE: Asking questions that challenge thinking: fractions
- Asking questions that challenge thinking: fractions
- Asking questions that challenge thinking: fractions
- Making students believe they CAN do mathematics: operations on fractions
- TI-AIE: Making students believe they CAN do mathematics: operations on fractions
- Making students believe they CAN do mathematics: operations on fractions
- Making students believe they CAN do mathematics: operations on fractions
- Using manipulatives: decomposition and regrouping
- TI-AIE: Using manipulatives: decomposition and regrouping
- Using manipulatives: decomposition and regrouping
- Using manipulatives: decomposition and regrouping
- Using real-life contexts: the formal division algorithm
- TI-AIE: Using real-life contexts: the formal division algorithm
- Using real-life contexts: the formal division algorithm
- Using real-life contexts: the formal division algorithm
- Comparing and contrasting tasks: volume and capacity
- TI-AIE: Comparing and contrasting tasks: volume and capacity
- Comparing and contrasting tasks: volume and capacity
- Comparing and contrasting tasks: volume and capacity
- Using rich tasks: area and perimeter
- TI-AIE: Using rich tasks: area and perimeter
- Using rich tasks: area and perimeter
- Using rich tasks: area and perimeter
- Physical representation in mathematics: handling data
- TI-AIE: Physical representation in mathematics: handling data
- Physical representation in mathematics: handling data
- Physical representation in mathematics: handling data
- Learning through talking: variables and constants
- TI-AIE: Learning through talking: variables and constants
- Learning through talking: variables and constants
- Learning through talking: variables and constants
- Conjecturing and generalising in mathematics: introducing algebra
- TI-AIE: Conjecturing and generalising in mathematics: introducing algebra
- Conjecturing and generalising in mathematics: introducing algebra
- Conjecturing and generalising in mathematics: introducing algebra
- Using embodiment, manipulative and real-life examples: teaching about angles
- TI-AIE: Using embodiment, manipulatives and real-life examples: teaching about angles
- Using embodiment, manipulative and real-life examples: teaching about angles
- Using embodiment, manipulative and real-life examples: teaching about angles
- Creative thinking in mathematics: proportional reasoning
- TI-AIE: Creative thinking in mathematics: proportional reasoning
- Creative thinking in mathematics: proportional reasoning
- Creative thinking in mathematics: proportional reasoning
- Acknowledgements
- Elementary Maths acknowledgements
- ExpandSecondary Maths OER
- Using visualisation: algebraic identities
- TI-AIE: Using visualisation: algebraic identities
- Using visualisation: algebraic identities
- Using visualisation: algebraic identities
- Developing mathematical reasoning: mathematical proof
- TI-AIE: Developing mathematical reasoning: mathematical proof
- Developing mathematical reasoning: mathematical proof
- Developing mathematical reasoning: mathematical proof
- Visualising, comparing and contrasting: number systems
- TI-AIE: Visualising, comparing and contrasting: number systems
- Visualising, comparing and contrasting: number systems
- Visualising, comparing and contrasting: number systems
- Connecting mathematics: finding factors and multiples
- TI-AIE: Connecting mathematics: finding factors and multiples
- Connecting mathematics: finding factors and multiples
- Connecting mathematics: finding factors and multiples
- Building mathematical resilience: similarity and congruency in triangles
- TI-AIE: Building mathematical resilience: similarity and congruency in triangles
- Building mathematical resilience: similarity and congruency in triangles
- Building mathematical resilience: similarity and congruency in triangles
- Cooperative learning and mathematical talk: triangles
- TI-AIE: Cooperative learning and mathematical talk: triangles
- Cooperative learning and mathematical talk: triangles
- Cooperative learning and mathematical talk: triangles
- Creating contexts for abstract mathematics: equations
- TI-AIE: Creating contexts for abstract mathematics: equations
- Creating contexts for abstract mathematics: equations
- Creating contexts for abstract mathematics: equations
- Enacting vocabulary and asking questions: exploring the circle
- TI-AIE: Enacting vocabulary and asking questions: exploring the circle
- Enacting vocabulary and asking questions: exploring the circle
- Enacting vocabulary and asking questions: exploring the circle
- Hands-on learning and embodiment: constructions in geometry
- TI-AIE: Hands-on learning and embodiment: constructions in geometry
- Hands-on learning and embodiment: constructions in geometry
- Hands-on learning and embodiment: constructions in geometry
- Tackling mathematical anxiety: combination shapes and solids
- TI-AIE: Tackling mathematical anxiety: combination shapes and solids
- Tackling mathematical anxiety: combination shapes and solids
- Tackling mathematical anxiety: combination shapes and solids
- Learning from misconceptions: algebraic expressions
- TI-AIE: Learning from misconceptions: algebraic expressions
- Learning from misconceptions: algebraic expressions
- Learning from misconceptions: algebraic expressions
- Developing creative thinking in mathematics: trigonometry
- TI-AIE: Developing creative thinking in mathematics: trigonometry
- Developing creative thinking in mathematics: trigonometry
- Developing creative thinking in mathematics: trigonometry
- Reading, writing and modelling mathematics: word problems
- TI-AIE: Reading, writing and modelling mathematics: word problems
- Reading, writing and modelling mathematics: word problems
- Reading, writing and modelling mathematics: word problems
- Thinking mathematically: estimation
- TI-AIE: Thinking mathematically: estimation
- Thinking mathematically: estimation
- Thinking mathematically: estimation
- Developing stories: understanding graphs
- TI-AIE: Developing stories: understanding graphs
- Developing stories: understanding graphs
- Developing stories: understanding graphs
- Acknowledgements
- Secondary Maths acknowledgements
- ExpandElementary Science OER
- Brainstorming: sound
- TI-AIE: Brainstorming: sound
- Brainstorming: sound
- Brainstorming: sound
- Pair work: life processes
- TI-AIE: Pair work: life processes
- Pair work: life processes
- Pair work: life processes
- Using groupwork: floating and sinking
- TI-AIE: Using groupwork: floating and sinking
- Using groupwork: floating and sinking
- Using groupwork: floating and sinking
- Using demonstration: food
- TI-AIE: Using demonstration: food
- Using demonstration: food
- Using demonstration: food
- Concept mapping: water
- TI-AIE: Concept mapping: water
- Concept mapping: water
- Concept mapping: water
- Teacher’s questioning: forces
- TI-AIE: Teacher’s questioning: forces
- Teacher’s questioning: forces
- Teacher’s questioning: forces
- Pupils’ questioning: sorting and classifying things
- TI-AIE: Pupils’ questioning: sorting and classifying things
- Pupils’ questioning: sorting and classifying things
- Pupils’ questioning: sorting and classifying things
- Observing patterns: shadows and night & day
- TI-AIE: Observing patterns: shadows and night & day
- Observing patterns: shadows and night & day
- Observing patterns: shadows and night & day
- Practical investigation: change
- TI-AIE: Practical investigation: change
- Practical investigation: change
- Practical investigation: change
- Using stories: environment
- TI-AIE: Using stories: environment
- Using stories: environment
- Using stories: environment
- Using games: electricity
- TI-AIE: Using games: electricity
- Using games: electricity
- Using games: electricity
- Alternative conceptions: heat and temperature
- TI-AIE: Alternative conceptions: heat and temperature
- Alternative conceptions: heat and temperature
- Alternative conceptions: heat and temperature
- Developing the learning environment
- TI-AIE: Developing the learning environment
- Developing the learning environment
- Developing the learning environment
- Discussion in science: malnutrition
- TI-AIE: Discussion in science: malnutrition
- Discussion in science: malnutrition
- Discussion in science: malnutrition
- Using the community: environmental issues
- TI-AIE: Using the community: environmental issues
- Using the community: environmental issues
- Using the community: environmental issues
- Acknowledgements
- Elementary Science acknowledgements
- ExpandSecondary Science OER
- Pair work: atoms and molecules, and chemical reactions
- TI-AIE: Pair work: atoms and molecules, and chemical reactions
- Pair work: atoms and molecules, and chemical reactions
- Pair work: atoms and molecules, and chemical reactions
- Reading in the science classroom : heredity and evolution
- TI-AIE: Reading in the science classroom: heredity and evolution
- Reading in the science classroom: heredity and evolution
- Reading in the science classroom: heredity and evolution
- Mind mapping and concept mapping: acids, bases and salts
- TI-AIE: Mind mapping and concept mapping: acids, bases and salts
- Mind mapping and concept mapping: acids, bases and salts
- Mind mapping and concept mapping: acids, bases and salts
- Using local resources: life processes
- TI-AIE: Using local resources: life processes
- Using local resources: life processes
- Using local resources: life processes
- Community approaches: science education and environmental issues
- TI-AIE: Community approaches: science education and environmental issues
- Community approaches: science education and environmental issues
- Community approaches: science education and environmental issues
- Using games: the Periodic Table
- TI-AIE: Using games: the Periodic Table
- Using games: the Periodic Table
- Using games: the Periodic Table
- Questioning: why do we fall ill?
- TI-AIE: Questioning: why do we fall ill?
- Questioning: why do we fall ill?
- Questioning: why do we fall ill?
- Language in the science classroom: cells
- TI-AIE: Language in the science classroom: cells
- Language in the science classroom: cells
- Language in the science classroom: cells
- Probing understanding: work and energy
- TI-AIE: Probing understanding: work and energy
- Probing understanding: work and energy
- Probing understanding: work and energy
- Using physical models: teaching electricity to Class X
- TI-AIE: Using physical models: teaching electricity to Class X
- Using physical models: teaching electricity to Class X
- Using physical models: teaching electricity to Class X
- Brainstorming: forces and laws of motion
- TI-AIE: Brainstorming: forces and laws of motion
- Brainstorming: forces and laws of motion
- Brainstorming: forces and laws of motion
- Building mental models: teaching carbon and its compounds to Class X
- TI-AIE: Building mental models: teaching carbon and its compounds to Class X
- Building mental models: teaching carbon and its compounds to Class X
- Building mental models: teaching carbon and its compounds to Class X
- Practical work and investigations: teaching gravitation to Class IX
- TI-AIE: Practical work and investigations: teaching gravitation to Class IX
- Practical work and investigations: teaching gravitation to Class IX
- Practical work and investigations: teaching gravitation to Class IX
- Effective demonstrations: teaching light and vision to Class X
- TI-AIE: Effective demonstrations: teaching light and vision to Class X
- Effective demonstrations: teaching light and vision to Class X
- Effective demonstrations: teaching light and vision to Class X
- Effective project work: sources of energy
- TI-AIE: Effective project work: sources of energy
- Effective project work: sources of energy
- Effective project work: sources of energy
- Acknowledgements
- Secondary Science acknowledgements
- ExpandSchool Leadership OER
- Orientation
- TI-AIE: Orientation: the elementary school leader as enabler
- Orientation: the elementary school leader as enabler
- Orientation: the elementary school leader as enabler
- TI-AIE: Orientation: the secondary school leader as enabler
- Orientation: the secondary school leader as enabler
- Orientation: the secondary school leader as enabler
- Perspective on leadership
- TI-AIE: Perspective on leadership: leading the school’s self-review
- Perspective on leadership: leading the school’s self-review
- Perspective on leadership: leading the school’s self-review
- TI-AIE: Perspective on leadership: leading the school development plan
- Perspective on leadership: leading the school development plan
- Perspective on leadership: leading the school development plan
- TI-AIE: Perspective on leadership: using data on diversity to improve your school
- Perspective on leadership: using data on diversity to improve your school
- Perspective on leadership: using data on diversity to improve your school
- TI-AIE: Perspective on leadership: planning and leading change in your school
- Perspective on leadership: planning and leading change in your school
- Perspective on leadership: planning and leading change in your school
- TI-AIE: Perspective on leadership: implementing change in your school
- Perspective on leadership: implementing change in your school
- Perspective on leadership: implementing change in your school
- TI-AIE: Perspective on leadership: building a shared vision for your school
- Perspective on leadership: building a shared vision for your school
- Perspective on leadership: building a shared vision for your school
- Managing and developing self
- TI-AIE: Managing and developing self: managing and developing yourself
- Managing and developing self: managing and developing yourself
- Managing and developing self: managing and developing yourself
- Transforming teaching-learning process
- TI-AIE: Transforming teaching-learning process: leading improvements in teaching and learning in the elementary school
- Transforming teaching-learning process: leading improvements in teaching and learning in the elementary school
- Transforming teaching-learning process: leading improvements in teaching and learning in the elementary school
- TI-AIE: Transforming teaching-learning process: leading improvements in teaching and learning in the secondary school
- Transforming teaching-learning process: leading improvements in teaching and learning in the secondary school
- Transforming teaching-learning process: leading improvements in teaching and learning in the secondary school
- TI-AIE: Transforming teaching-learning process: leading assessment in your school
- Transforming teaching-learning process: leading assessment in your school
- Transforming teaching-learning process: leading assessment in your school
- TI-AIE: Transforming teaching-learning process: leading teachers’ professional development
- Transforming teaching-learning process: leading teachers’ professional development
- Transforming teaching-learning process: leading teachers’ professional development
- TI-AIE: Transforming teaching-learning process: supporting teachers to raise performance
- Transforming teaching-learning process: supporting teachers to raise performance
- Transforming teaching-learning process: supporting teachers to raise performance
- TI-AIE: Transforming teaching-learning process: mentoring and coaching
- Transforming teaching-learning process: mentoring and coaching
- Transforming teaching-learning process: mentoring and coaching
- TI-AIE: Transforming teaching-learning process: developing an effective learning culture in your school
- Transforming teaching-learning process: developing an effective learning culture in your school
- Transforming teaching-learning process: developing an effective learning culture in your school
- TI-AIE: Transforming teaching-learning process: promoting inclusion in your school
- Transforming teaching-learning process: promoting inclusion in your school
- Transforming teaching-learning process: promoting inclusion in your school
- TI-AIE: Transforming teaching-learning process: managing resources for effective student learning
- Transforming teaching-learning process: managing resources for effective student learning
- Transforming teaching-learning process: managing resources for effective student learning
- TI-AIE: Transforming teaching-learning process: leading the use of technology in your school
- Transforming teaching-learning process: leading the use of technology in your school
- Transforming teaching-learning process: leading the use of technology in your school
- Leading partnerships
- TI-AIE: Leading partnerships: engaging with parents and the wider school community
- Leading partnerships: engaging with parents and the wider school community
- Leading partnerships: engaging with parents and the wider school community
- Acknowledgements
- School Leadership acknowledgements
- ExpandVideo Resources
- ExpandUsing the TESS-India Toolkit
- ExpandTESS-India Teacher Educator Guidance Notes
- ExpandExamples of Use
- Engaging students
- Focusing on examination results
- Improving attendance
- Dealing with large multi-grade classes
- Motivating teachers
- Speaking English with confidence
- Supporting school leaders in motivating teacher change in their schools
- Teacher development meetings
- Teaching student teachers
- Teaching multilingual classes
- Using English in everyday life
- Working with elementary Maths teachers
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About this material
- 10 hours study
- 1Level 1: Introductory
- Description
TESS-India: All India Resources (in English)
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