SUMMER READERSHIP PROGRAM 2018
CHAUBATTAKHAL CHAPTER
28th May 2018 – 7th June 2018
Around 60 students impacted.
Schools covered:
JANTA INTERMEDIATE COLLEGE DEVRAJKHAL CHAUBATTAKHAL
Details of Volunteers
| Name | College |
| Sheetal Dhamecha (Project Manager) | Delhi College of Arts and Commerce |
| Khushi Sinha (Project Manager) | Lady Shri Ram College for Women |
| Sambhav Choudhury | Deshbandhu College |
| Rohit Duwadi | Kirori Mal College |
| Jatin Saini | Ramjas College |
| Mansi malik | Kalindi College |
ITINERARY
DAY 1 – MEET AND GREET
- Ice breaking session (zip, zap, zop; Splash Game)
- Formal introduction of interns and the Managers to the children in each school.
- Follow up on books read so far.
DAY 2
- Level grading process
- Informal session conducted by interns for their respective groups allocated.
DAY 3 – DAY 10
- The first session (interactive activity) was a combined session of all the levels. It was a blend of physical and mental activity. It was flexible to keep accommodating students as and when they arrive in the morning.
- The reading class and the social class (values based learning) was held in separate groups as per the level.
- (*Details of all the three sessions are attached below)
DAY 11 (FARWELL)
- Fun Games
- Personalized session with kids and distribution of taglines to each student
- Session on joy of reading
FIELD WORK
DAY 1 – ICE BREAKING
We interacted with the kids and played a few ice breaking games like CRAZY CLAPS, 3-6-9 and Talent Showcase. The volunteers from the previous readership program interacted with them to know the feedback.
Chaubattakhal: The turn up of students was really low on the first day. However, the ones who showed up were excited for the next 10 days.
Day 1 at Chaubattakhal School.
Devrajkhal: Kids were waiting and were excited to see us. It was a fun filled meet and greet day.
Day 1 at Devrajkhal School 
DAY 2 – LEVEL GRADING
Reading, writing and comprehension (referred to as RWC) in both English and Hindi were selected as marker.
Three members level graded in each school while the other three engaged the remaining students in some activities.
Books used for level Grading
| A Visit to the City Market (picture book) |
| Panchtantra (H) |
| Alice in Wonderland (E) |
| Malgudi Days (H) |
We asked the students to write their names in both Hindi and English. Then we proceeded to ask them to read the text, and write simple statements to understand their level of comprehension and reception. We allocated them into their respective levels. Their classes were also noted, but it was seen that class wasn’t definitive of their level determined by us.
After day 2 , students of both schools were merged and combined session was held at Devrajkhal school. This was done to create a sense of involvement and increase interaction amongst students. Also, it substantially increased (doubled) our session time for all the students.
The local coordinators helped us bring the students from Chaubattakhal to Devrajkhal School.
OUTPUT OF LEVEL GRADING
| LEVEL | NO.OF STUDENTS | TAUGHT BY | |
| LEVEL 2 | BEGINNERS | 6 | Rohit |
| MOVERS | 12 | Khushi | |
| LEVEL 3 | Group 1 | 5 | Jatin |
| Group 2 | 5 | Mansi | |
| Level 4 | 20
|
Sambhav , Sheetal |
This table is as per the students graded on the second day. During the course more students kept coming, they were level graded and sent to respective groups.
Dabriyal Ji from UANA with the kids 
*SESSIONS CONDUCTED FROM DAY 3 -1 DAY 10
SESSION 1 – INTERACTIVE ACTIVITIES
1 .Random Walk
Students had to walk randomly with speed on the scale of 1- 10 but the condition was that they they had to instantly change their direction after every two steps. When we said “STOP”, they had to stop in their places and make conversation with the student closest to them. Students from different schools could start talking this way.
- Chinese Whisper
The students were given complicated sentences that they had to say in the ear of the student next to them. This message was passed on in a circle and the last person said the message out loud. This was compared to the sentence initially said. We took this opportunity to stress how rumors spread and that we shouldn’t believe everything we hear.
- Kho Kho
The chasers sat in a line with one piece of paper which mentioned “2 fruits”, “2 animals”, “2 colours”, etc. Every time one chaser passed his turn to another, before sitting down, he/she had to answer whatever was written on that paper.
Four hopscotch tracks were made. Then the students were divided into four groups. Then they were made to skim stones on any of blocks. A simple maths question was placed on that block. They got 10 points if they played hopscotch correctly and also answered the question correctly.
Hopscotch
- Relay Race
There were six tracks, each track having three students (one team). The first student had to say 4 words with a particular letter. The second student had to say 3 words with a more difficult letter. The third student had to say 2 words with an even more difficult letter. Each team then had to paint one letter of the word “KITAAB” to complete the race.
- Cross and Knot
A cross and knot (tic-tac-toe) board was drawn on the floor. Each of the nine blocks had simple activities to be done. The kids were divided into two teams. One-one student from each team had to go and place their coloured piece of paper at one place and do the activity or answer the question in the block that they placed their paper
- Traffic Light
The moderator stands in the centre and calls a letter. Everyone who has that letter in their name takes a step forward. Then these students are asked one or two names, places, animals or things from these letters. Whoever took 6 steps in the direction of the moderator, had to run back to their initial position while the moderator chased him/her.
Green Light – alphabet of your name?
SESSION 2 – READING
LEVEL 4: INPUTS BY SAMBHAV AND SHEETAL
Books Used
| Alice in Wonderland (E) |
| Poem : Vo Desh Kounsa Hai (H) |
Activities
- Letter Writing
- Essay Writing
- Story Creation
- Introduction to English Grammar – Punctuations, Voice, Forms of Speech
- Know Your Country, Political Map of India
Pre Reading Activity – States and Capitals
Post Reading – Chart of Alice in Wonderland
LEVEL 3: INPUTS by JATIN and MANSI
Books Used
| Paryavaran ki Kahaniya (H) |
| Ribbon (E) |
Activities
- Synonyms and Antonyms
- Crossword
- Bag of Words – A story had to be created using the given set of words.
- Know and Protect the Environment
Pre Reading Activity – Drawing the characters
Post Reading Activity – Crossword
LEVEL 2: INPUTS BY ROHIT
Books Used
| Nau Nanhe Pakshi |
| Ghar Ghar ki Khoj |
| Panchtantra Story – Lion and his Friend (H) |
Activities
- Knowing the Characters
- Character enactment
- Drawing the characters
- Weaving the tale
LEVEL 2: INPUTS BY KHUSHI
Books Used
| Panchantra ki Anmol kahaniyan ( H) |
| Billoo clean bowled(E) |
Activities
- Crosswords
- Story Scene enactment
- Letter writing
- Chart making – Letter delivery process
- Creative story weaving
- Gender switch games
- Comic writing
SESSION 3 – SOCIAL CLASS
- VALUES FOR LIFE (Helping, Caring, Sharing, and Honesty) – Interns asked their teams to narrate real life experiences of good deeds.
- LOVE AND RESPECT
Students were made to write anonymous confessions to any friend or family member that they wanted to apologize or thank, but could not, for whatever reason. All the confessions were collected shuffled and read aloud. At the end of each confession, on being prompted 1-2-3, all of them shouted “LOVE”.
The kids really enjoyed this session.
- BUDDY, BULLY
B U _ _ Y was written on the board and then we introduced them to the word ‘Bully’ and ‘Buddy ‘After explaining, they started giving examples from their lives where they dealt with bullies.
We mentioned how to deal with bullies, and also should help our friends who are getting bullied, by seeking help from someone elder to us. We had made Buddy bands, on which Bully was struck off. Then, by ‘Shoot’, we randomly selected two-two students at a time to tie Buddy bands to each other and fist bump each other.
Buddy emerged to be the ‘word of the Readership Program.’ 
Buddy bands
Concept of Buddy and Bully introduced
- BIODIVERSITY AND RAINWATER HARVESTING
The concept of bio-diversity and ecosystems was introduced and they were explained the importance of conserving different eco-systems. A water reservoir was being dug up in Chaubattakhal the following day, so we discussed the concept of Rainwater Harvesting. Educational videos were shown through which various ways of rainwater harvesting were taught. Students were asked to reflect and try to conserve water at personal level.
- DISCIPLINE
Students were introduced to the concept of discipline and how there’s a particular discipline associated with everything.
- FIGHTING GENDER INEQUALITY
We are equal: Pairs were made, mostly girl-boy pairs, and they were told to write “EQUAL” on a piece of paper, maximum they could in two minutes. Of the winning group, the boy was given one chocolate and the girl, two. When they objected, we used this opportunity to introduce the unfairness of wage gap and other forms of gender inequality.
If I were a boy/girl: We asked the kids to share how they feel the world would have treated them if they were of the opposite gender.
This session was extremely important because gender bias was very much evident in the school.
DAY 11 – BID ADIEU
It was an informal session filled with love and tears. Kabbadi followed by Antakshari was played. Kids sang and danced. Personalized session was done wherein kids could ask us questions, tell us feedback or just shower love. We gave each kid a title and a personal note.
Lots of letters, flowers, and gifts were given to the teachers. Kids crying and their messages addressing us as their brothers and sisters spoke volumes of the bond we built in 10 days.
Come let’s play Antakshari
Note from the Project Managers
The turn up of students was quite low due to the vacations. 6 volunteers and just 60 kids! However, the silver lining was that more and more kids came as the days passed. Kids who had come from Delhi, Kotdwar to spend their holidays also came to attend the sessions along with their friends in the village.
Efforts by the school authorities have to be made for maximum attendance at least on the very first day of the readership program.
Every child was unique in their own way. They all have great potential if given enough opportunities. Kitaab had this readership in Chaubattakhal for the second time and we could sense great improvement in some kids. The love for reading was evident when the children asked us if we are leaving books for them
Children were even enthusiastic about reading book post sessions but the lack of library facilities causes great problems sometimes. We tried hard enough to infuse the library system to the staffs which they assured us about. More stringent steps needs to be taken in the proper allocation of the resources. In the coming future, we must look for proper ways that can help these kids to continue reading and practice whatever they learn after the readership program ends.
Local guides and school staffs are encouraging and supportive enough to expect great results here. The kids are fast learners and do not fail to amaze us.
“Then an intern, now a manager, I realize I can teach kids all through my life! I learnt more than I taught during these 10 days. It was a fulfilling experience for all .The managers loved it, the interns loved it and the kids loved it too. Thanks to Kitaab!” – SHEETAL DHAMECHA (Project Manager)
“This one year of experience in Kitaab is probably the only time where I was so satisfied with myself and with life. This was the time I would want to call ‘ happiness’. I realized how privileged I am and how great potential do these kids have.” – KHUSHI SINHA (Project Manager)
For the love of Reading! Team Chaubattakhal – Summer 2018
