3. Understanding of Word Relationships

3. UNDERSTANDING OF WORD RELATIONSHIPS Language Standard 3: Recognize nuances and multiple shades of words to gain understanding of contextual significance of word meanings

CODE Class IV Class V Class VI Class VII Class VIII Suggestions for Instructional Strategies

4L.3UWR.3

5L.3UWR.3

6L.3UWR.3

7L.3UWR.3

8L.3UWR.3 Demonstrate understanding of word relationships and nuances in word meanings.

(i) Demonstrate understanding of words by relating them to their opposites (antonyms/ gender antonyms). (ii) Demonstrate real-life connections between words and their use. Demonstrate understanding of word relationships and nuances in word meanings.

(i) Demonstrate understanding of words by relating them to their opposites (antonyms)

(ii) Identify real-life connections between words and their use. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (i) Understand and explain meaning of simple similes and metaphors. (ii) Understand and explain the meaning of common idioms and proverbs. (iii) Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but identical meanings (synonyms). Demonstrate understanding of word relationships and nuances in word meanings. (i) Interpret figurative language, such as similes and metaphors, in context of the text. (ii) Identify distinction between literal and non-literal meanings of words and phrases in context. (e.g., take steps) (iii) Recognize and explain the meaning of common idioms, adages, and proverbs. (iv) Use the relationship between particular words. (e.g., synonyms, antonyms, homographs, homophones, etc.) Demonstrate understanding of word relationships and nuances in word meanings. (i) Interpret figurative language (e.g., personification) in context. (ii) Identify distinction between literal and non-literal meanings of words and phrases in context. (e.g., my dream) (ii) Use relationship between particular words (e.g., cause/ effect, part/whole, item/category) to gain deeper understanding of each of the words. - Use of graphic organizers/ handouts for development of word consciousness (word categories, word relationships, figurative language)

- Use of class specific high frequency vocabulary list

- Creation of word wall for constant exposure

CODE Class IV Class V Class VI Class VII Class VIII Suggestions for Instructional Strategies

4L.3UWR.3

5L.3UWR.3

6L.3UWR.3

7L.3UWR.3

8L.3UWR.3 (iv) Identify shades of meaning among closely related verbs, (e.g., hurl, throw, toss) and closely related adjectives. (e.g., thin, skinny, slender, scrawny) (v) Demonstrate accurate use of words and phrases to express precise actions, emotions, or situations. (vi) Recognize shades of meaning among related words that describe state of mind. (e.g., knew, believed, doubted, etc.) (iii) Recognize and distinguish the difference between connotative (association) and denotative (definitions) meaning of word in a text. (iv) Demonstrate accurate use of words and phrases to express precise actions, emotions, or situations. (v) Recognize shades of meaning among related words that describe state of mind.(e.g., knew, believed, doubted, etc.)

DoE English Curriculum and Learning Standards Framework Development Committee Members

1: Dr. Pema Yangchen (Advisor)

Dr. Pema Yangchen is the Kalon for Education in the Department of Education, CTA. She received her primary school education in Bhutan and completed her secondary education in India at Upper Tibetan Children’s Village School, Dharamsala. She completed her undergraduate degree (BA Honours) in English Language and Literature from Delhi University and Bachelor of Education (B. Ed. English) from University of Madras. She then pursued her graduate studies in the US under a one-year Fulbright Scholarship followed by financial support from the University of Northern Iowa, Cedar Falls, Iowa which enabled her to successfully earn a master’s degree (MA in TESOL) in 2003 and a doctorate in education (EdD in Curriculum and Instruction) in 2009. In 2011, she was honoured with “Outstanding Doctoral Dissertation Award” by the Graduate College, University of Northern Iowa for her dissertation titled, “Teacher Learning in a Tibetan School in Exile: A Community of Practice Perspective.” Dr. Yangchen spent 8 years teaching English in TCV School, Suja prior to her graduate education and about 9 years at the Dalai Lama Institute for Higher Education (DLIHE) from 2009 to 2017. At DLIHE, in addition to her teaching responsibilities, she also served as the head of department and later as the Vice-Principal. During her last year at DLIHE, serving as a volunteer, she was able to develop a Professional Development Program with the theme “Teaching and Learning” which was first conducted at DLIHE and later in three TCV schools. She enjoys teaching and her interest lies in promoting professional development of teachers. She strongly advocates “teaching as a learning profession” and continues to encourage teachers to establish a community of teachers from all disciplines to provide a platform for teachers to engage in intra and cross-school collaboration, build confidence in themselves as autonomous professionals, and share and discuss reflections on teaching and learning with others, thus enhancing professional growth.

2: Mr. Tenzing Chimey Nuba (Chairperson)

Educated in India and the United States of America, he has taught English Language and Literature both in India and the United States. He taught English in Central School for Tibetans for 12 years and left for Brazil in 1988 as a translator of Tibetan Buddhism. Immigrated to the United States in 1991, earned his Single Subject (English) Teacher’s credential from the University of California, Irvine, and worked as a high school English teacher for 17 years in American Public School. He retired from his teaching life in 2016, and lives in Los Angeles, California. Currently, he has been serving the Tibetan community by giving workshop for Tibetan teachers both in the U.S.A. and India.

3: Mr. Tenzin Dhargyal (Member)

Completed his schooling at Upper TCV School Dharamsala and completed BA and B.Ed. from Panjab University, Chandigarh. He taught in TCV School, Suja for 24 years. Under TSP, he studied Special Education at the University of Northern Iowa, Iowa, USA. He worked at The Tibet Fund, Dharamsala for a year in collaboration with the Department of Education, CTA. Presently, he is a Teacher Professional Development (TPD) Officer at TCV Head Office, Upper TCV School, Dharamsala.

4: Mrs. Tenzin Choedon (Member)

Completed her schooling at CST Paonta and CST Mussoorie, undergraduate degree (B.Sc. B.Ed.) from Regional Institute of Education, Ajmer and graduate degree (M.A in English literature) from HNB Garhwal University. She started her teaching career in 2001 as TGT Science at STS Dekyiling. From 2004, she worked as Science and English teacher at STS Paonta. From 2012, she worked at Sambhota Mewoen Tsuglag Petoen School as Science and English teacher and later as the Headmistress of the same school from 2016 to 2019. Currently she is working as the English Mentor for Sambhota Tibetan Schools. She prepared a draft English Language curriculum for Class IX and X. She has served as a member of the reviewing committee for Primary Science textbook in Tibetan language, and the textbook on teaching of Science through dialectics for middle school. She also served as a member of the drafting committee for Secular Ethics Curriculum. Her poetry on Light was composed into a Science video programmme by CIET, NCERT which was selected as the best video programme at the Upper Primary Level.

5: Mr. Tsering Dhondup (Committee Secretary)

Studied in TCV Ladakh and Upper TCV Dharamsala. He successfully completed B.Sc. M.A, B.Ed. and a 6-month course on education in Denmark. His formal career started in 1989 as a TGT Science cum Headmaster at CST Paonta. Later, he worked as Rector at CST Mundgod, CST Kalimpong, CST Darjeeling and CST Dalhousie from 1998 - 2005; as Headmaster & Principal at STS Bhuntar from 2005 - 12; as Deputy Director of Centre for Teacher Education of DoE, Bhuntar from 2012-13; as Education Officer (science) at Department of Education, CTA Dharamsala from 2014-16; as Director of Centre for Teacher Education of DoE, CIHTS, Varanasi from 2016-19; and presently, working in DoE, CTA as Officer on Special Duty (OSD) since September 2019. He has participated in various academic and administrative in-service trainings and meetings.