Since children at the Word Level are able to read words by sounding out letters and phonemes, they no longer need to practice with a phonetic chart. They begin to build fluency, recognising the structure of sentences and creating their own sentences. This is achieved through daily exposure to words, sentences, and simple paragraphs, as well as practice in writing their own sentences.

Language Expression and Comprehension

At the Word Level, learners continue to build language expression and listening comprehension. Classes begin with an informal chat, led by the instructor, who encourages everyone to participate by using full sentences to tell expressive stories. In each activity, children are encouraged to contribute their own thoughts, build sentences, and think creatively. The Mind Map activity is a great example of how Pratham activities combine discussion, creative thinking, and reading. Children learn to plan and organise their ideas by brainstorming and visually mapping out their ideas before forming words, paragraphs, or stories. The Mind Map can be used for any learning level. See this activity in action in the video below. 

Fluent Reading
At the Word Level, instructors help children move from sounding out each letter or phoneme, to automatically recognising written words. This is done by giving children ample practice reading words and simple sentences, before progressing to reading longer, more complex sentences. As children regularly practise reading, the process becomes automatic. Instructors use engaging texts to keep children interested in reading. Students play sentence-building games to reinforce their understanding of structure and begin to write their own sentences.
 
Sentence Structure

Instructors help children at the Word Level learn how to recognise sentence structure. For example, in English, they will understand that words at the beginning of sentences begin with a capital letter, that sentences end in full stops, and that the reader pauses at each comma. Rather than introducing children at this level to a list of complicated grammar rules, instructors encourage discussion of sentence structures, and help children to realise the structure of their own written sentences. Writing is an important component of understanding sentence structure. Instructors ask students to create sentences using a set of words, and eventually, write their own sentences. Children build sentences together in their small groups. They discuss their sentences, check each other’s punctuation, grammar, and spelling, and collaboratively brainstorm new sentences. This simultaneous practice of reading and writing sentences helps learners become familiar with grammatical structures.

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