Ncert English Books Review Chattisgarh

Analysis of primary level Textbooks and
Curricular Material of Chhattisgarh

Report
Dr. N.C. Ojha

Programme Coordinator
Regional Institute of Education, Bhopal
(NCERT)
2016
1
Analysis of Textbooks in English language
Section A: General Information about the Textbook

1 Title of the book: Unified Textbook of Hindi, English and Mathematics
2 Year and place of publication: 2015-16 : Raipur, Chhatisgarh
3 Name of the publisher / Organisation: Text Book Corporation, Chhatisgarh, Raipur
4 Whether the textbook has been developed / revised based on a National Curriculum
Framework - 2005. Please give details. Yes, the textbook has been developed / revised
based on NCF – 2005
5 Textbook development team and nature of participation of the group. (Who are the
members of the team? Involvement of teachers, linguists / language pedagogue,
researchers, etc. their roles).
The member of the Team :

Editor : Smt. I. Sandyarami
Assistance : Shri C. S. Vajalwar
Shri M. Sudhish
Writers : Shri Shishirkana Bhattacharya
Shri M. Banakar
6 The size of book (Number of pages, units, layout, colour, whether priced or free
distribution, number of intended users, etc.)
No. of Pages : 58
Unit : 24
Layout :Correct
Colour : Multicolour and Attractive
Distribution : Distribution on without Cost
No. of intended users : All Govt. Schools and Aided School in C.G.
7 Are there any separate guidelines for teachers as teachers’ page, guidance for
teachers, note to teachers or note to the parents? Whether the guidelines throw light
on the methodology / approach followed in the textbook?
Yes
Separate teaching guidelines are given for teacher. In which methodology is given.
2
Section B: Items for Analysis of the Textbook
I. Curriculum Load
I.1 Organization and Presentation
8 Whether the book has only running texts or a variety of genres (texts) involved?
Yes, the book is not only a running text they also based on variety of genres involved.
9 Whether the texts are all authentic (stories, poems, narratives written by authors not
for the purpose of textbook, but used here as text for exposure to language) or
textbook authors created. (Texts at the primary stage will have texts written for the
textbook as all authentic texts will be a problem. We have to find out how the balance
is maintained.)
Mention chapters/themes taken from authenticated text:
Yes, the given stories, poems in the text book are not authentic. They are rewrite by
the writer for developing the language skill of the students.
10. Are there any illustrations? If yes, do they support the concepts / ideas conveyed in
the text? If yes, please give reference appropriately.
Yes, any illustration are supported the concept and ideas conveyed in the text book for
all the chapters.
11. Whether the visual / graphic texts like stories in cartoons, graphic stories are used as
inputs for language teaching-learning? If yes, please give reference appropriately.
Yes, all the chapters
12. Whether the textbook presents local contexts in terms of visuals, texts and
presentation? If yes, please give reference appropriately.
13. Whether the book is divided into subdivision of sections for making easy and
coherent progression?
3
Yes, the book is divided into subdivision of sections for making easy and coherent
progression.
I.2 Pedagogical Aspects

14. Whether the textbook uses contemporary language in rubrics (i.e. the instructions)?
Whether the texts (stories, poems, etc) are chosen from contemporary writers? If yes,
please give reference appropriately.
Yes, the text book uses contemporary language in rubrics.
Yes, the text book are chosen from contemporary writers by the teacher’s trainer.
15. Is there coherence within the textbook (from unit one to last unit)? This may tell how
the language aspects (not necessarily explicitly) and themes are progressing from
familiar to unfamiliar or known to unknown. The ‘new language’ (new usages,
words, sentences) which is introduced moves from one level to another level in the
text. If yes, please give reference appropriately.
16. Whether the teacher is able to understand the philosophy of the book (the approach to
language teaching-learning like constructivism, communicative language teaching,
whole language perspective, etc.) through the teacher’s pages or through the activities.
Yes, the teacher is able to understand the philosophy of the book and through the
teacher’s pages activities early connected to children.
17. Whether the language learning activities are introduced in learner’s context (suitable
for the age, region, etc.).
Yes, the language learning activities are introduced in learner’s context.

18. Whether the language of the textbook is simple and comprehensible to the learners
and teachers.
Yes, the language of the textbook is simple and comprehensible to the learners and
teachers.
4
19. Whether the tasks and activities give scope for engagement with language? This
means how much time the learner is asked to spend on a task doing and thinking
about language and the ideas of the tasks.
Yes, the tasks and activities give scope for engagement with language.
20. Whether the tasks / activities create an anxiety in the learners and the teacher? If yes,
how?
Yes, the tasks / activities create an anxiety in the learners and the teacher. The
activities of the chapter give create by learners.
II. Child Centeredness
II.1 The Language of the Textbook:

21. Whether the themes are related to the lived in experiences of learners? Whether the
units / lessons make attempts to connect with the lives of learners? (Please list the title
of the units and the theme they fall under. This could be done in a table)
Yes, themes are related to the lived in experiences of learners.

Yes, the units / lessons make attempts to connect with the lives of learners.
22. Whether the rhymes / songs used in the textbook are completely foreign or Is there
any attempt to present Indian rhymes/ songs?
Mention rhymes / songs taken from foreign sources:
Mention rhymes / songs taken from Indian sources:
Yes, the rhymes / songs used in the textbook are completely foreign but they are also
related to present Indian language and based on Indian themes.
23. Whether the book has any narratives (texts, poems) translated from Indian languages.
Please give reference appropriately.
Yes, the every chapter by the is narratives translated from Indian languages
5
24. Are the rubrics (i.e. the instructions) in the textbook addressed to the learners or
teachers? Are they given in mother tongue / state language also? Please give
examples of:
Yes, every chapter the rubrics in the text book addressed to the learners or teachers.
II.2 Themes and Tasks / Activities
25. What are the themes in which the texts and activities are drawn from their context?
Please list the themes.
Yes, the themes in which the texts and activities are drawn from their context for
every chapter.
26. Are there any alien themes? If yes what attempt the book makes to contextualize the
theme?
No
27. In English language textbooks, the rhymes and songs are mostly foreign, what
attempt is made in the textbook (through exercises and texts) to connect with the life
of the learner?
Yes, in English language textbooks, the rhymes and songs are mostly foreign but the
story, poem and exercises of the book are connected with the life of the learner.
28. Tasks/ Activities: Whether the book has activities like group work (group reading,
singing,) pair work, whole class activity, debate, mutual reading (one reading out a
paragraph to another), recitation, action activities like action songs, etc. Please give a
few examples.
Yes, Page No. 154, 155, 150, 149

29. Are the tasks real life tasks and rooted in contexts? Please give a few examples.
Yes, every chapter with the connected and correlated with the next chapter the real
tasks and rooted in contexts.
6
30. Whether the reading text / narrative has pre-reading, while –reading and post reading
activities? Whether the post reading activities give scope for the learner to revisit /
reread (in whole or part of text) for doing the activities? If yes, Please give references
appropriately.
Yes, every chapter are pre-reading, while –reading and post reading are consecutively
by text book.
31. (a) How is writing introduced in classes one and two? From a,b,c,d, or from stroke to
slanting letters to others?
(b) How is writing done in class three onwards?
(c) Is there any scope for process writing? Process writing involves learner go through
the processes of jotting down the points, writing the draft, re-writing, editing and
finalizing. If yes, please give a few examples.
1. It is tried by making shapes with the help of pictures.

2. It is tried to develop the writing skill by using the dotted lines.
3. It is tried to provide opportunity to children’s writing skill with the help of work
sheet.
4. The writing skill is developed by practicing the children’s slant lines.
32. Whether the book provides ‘route’ for the learners? Route here is the
interconnectivity or the connection between the tasks (from task one to last either
continually or spirally)
Yes, the book provides ‘route’ for the learners and they also interconnectivity and the
connection between the task of one to last.
33. Whether the book gives scope for further reading, extended reading? Does the book
provide any further reading list in each unit? If yes, please give a few examples.
Yes, every chapter are consecutively by one to last for further reading to extended
reading.
34. Whether the tasks give scope for problem solving and discovery learning? Please give
a few examples.
7
Yes, page no. 115, 114, 125, 127, 128
35. Whether the textbooks promote communication skills among learners?
Yes, the text book promote communication skill among learners.

36. How far the focus of the text is on language use rather than teaching usages? Here the
tasks need to be analysed to find out how far learners use language in the activities
like say the following to your partner or use the words and phrases in your own word
to complete the passage and so on. Please give a few examples.
No
37. How far the texts, themes, illustrations, visuals and tasks are sensitive towards
following aspects?
 Gender
 People with special needs
 Environmental concerns
 Against some section of society
No
38. Whether the book has themes, texts, tasks / activities which are biased against the
above? Please give reference appropriately.
No
39. Critical Pedagogy: Whether the themes and activities have room for promoting
critical pedagogy i.e. for letting the learner to have an argument before coming to
decision on issues and problems? . If yes, please give a few examples.
No
40. Assessment: (a) Does the textbook have a range of typology of questions (like MCQ,
Short answer, short writing (notice, message, etc.) long answer questions (letters,
articles, arguments, etc). (b) Does the book have projects and assignments? (c)
Whether the textbook lends itself to Continuous Comprehensive Evaluation /
Assessment (CCE)? If yes, please give a few examples for a, b and c.
(a) Page No. – 112, 113, 115
8
(b) Page No. – 143, 153, 155
(c) Page No. – 126, 126, 125
Section C: Overall observations/ Any other suggestions:
This textbook is prepared keeping in mind NCF – 2005. The opportunity for the students of
self learning is given.
9

1. Title of the book: Unified Textbook of Hindi, English and Mathematics
2. Year and place of publication: 2014-15 : Raipur, Chhatisgarh
3. Name of the publisher / Organisation: Text Book Corporation, Chhatisgarh,
Raipur
4. Whether the textbook has been developed / revised based on a National
Curriculum Framework - 2005. Please give details. Yes, the textbook has been
developed / revised based on NCF – 2005
5. Textbook development team and nature of participation of the group. (Who are
the members of the team? Involvement of teachers, linguists / language
pedagogue, researchers, etc. their roles).

Editor : Smt. I. Sandyarami
Assistance : Shri C. S. Vajalwar
Shri M. Sudhish
Writers : Shri Shishirkana Bhattacharya
Shri M. Banakar
6. The size of book (Number of pages, units, layout, colour, whether priced or free
No. of Pages : 96
Unit : 20
Layout :Correct
7. Are there any separate guidelines for teachers as teachers’ page, guidance for
teachers, note to teachers or note to the parents? Whether the guidelines throw
light on the methodology / approach followed in the textbook?
Yes
10

II. Curriculum Load
8. Whether the book has only running texts or a variety of genres (texts) involved?
9. Whether the texts are all authentic (stories, poems, narratives written by authors
not for the purpose of textbook, but used here as text for exposure to language)
or textbook authors created. (Texts at the primary stage will have texts written
for the textbook as all authentic texts will be a problem. We have to find out
how the balance is maintained.)
10. Are there any illustrations? If yes, do they support the concepts / ideas conveyed
in the text? If yes, please give reference appropriately.
all the chapters.
11. Whether the visual / graphic texts like stories in cartoons, graphic stories are used
as inputs for language teaching-learning? If yes, please give reference
appropriately.
11
progression.

12
and teachers.
teachers.
how?


13
examples of:
every chapter.
theme?
No
of the learner?
14
few examples.
Yes, Page No. 166, 168, 171

Yes, 1146+9, 175, 182, 183, 184.

appropriately.
Yes, the reading text / narrative has pre-reading, while reading and post reading
activities.
Every chapter are pre-reading, while–reading and post reading are consecutively by
text book.
5. It is tried by making shapes with the help of pictures.

6. It is tried to develop the writing skill by using the dotted lines.
7. It is tried to provide opportunity to children’s writing skill with the help of work
sheet.
15
Yes, page no. 97, 116, 175, 184

a few examples.
Yes, page no. 96, 188, 163, 165, 166, 171


No
following aspects?
 Gender
No
No
No
16
(d) Some extent page No. – 98, 100, 101, 103

(e) Some extent page No. – 177, 176, 180
(f) Some extent page No. – 181, 185
Section C: Overall observations/ any other suggestions:

1. Poem should be kept first after that work sheet in the book.
2. Before activities or exercises, some small poems should be given.
3. This textbook is prepared keeping in mind NCF – 2005. The opportunity for the
students of self learning is given.
17

1 Title of the book: Unified Textbook of Hindi, English and Mathematics
2 Year and place of publication: 2014-15 : Raipur, Chhatisgarh
3 Name of the publisher / Organisation: Text Book Corporation, Chhatisgarh, Raipur
4 Whether the textbook has been developed / revised based on a National Curriculum
5 Textbook development team and nature of participation of the group. (Who are the

Anil Chaturvedi, Anil Kumar Shrivastava, Anshubala Thakur, L. N. Pandey, Mini
Shrivastava, Sandhyarani, Shakuntala Shrivastava, Sheena Joshi, Shishikana
Bhattacharya Shridhara, Rukmangad, Valsha Jan, Varonika Pondal
6 The size of book (Number of pages, units, layout, colour, whether priced or free
No. of Pages : 94
Unit : 21
Layout : Correct
7 Are there any separate guidelines for teachers as teachers’ page, guidance for
Yes
18
III. Curriculum Load
8 Whether the book has only running texts or a variety of genres (texts) involved?
9 Whether the texts are all authentic (stories, poems, narratives written by authors not
is maintained.)
all the chapters.
19
progression.


and teachers.
20
teachers.
how?


21
examples of:
every chapter.
theme?
No
of the learner?
few examples.
Yes, Page No. 143, 144, 146, 147
22
appropriately.
activities.
text book.
Yes, page no. 142, 150, 154, 159, 168

Yes
a few examples.
23
Yes, page no. 143, 146, 147, 169

No
following aspects?
 Gender
No
No
No
24
(g) Page No. – 138, 143, 165, 186
(h) Page No. – 146, 147, 140
(i) Page No. – 169, 168, 171, 175, 177

This textbook is prepared keeping in mind NCF – 2005.
25

1. Title of the book: Unified Textbook of Hindi, Sarguniha, English and Sanskrit
3. Name of the publisher / Organisation: Text Book Corporation, Chhatisgarh, Raipur
4. Whether the textbook has been developed / revised based on a National Curriculum
5. Textbook development team and nature of participation of the group. (Who are the

Neeta Jain, Jai Shree, Sudha Mishra, Sandip Divakar, A. L. Nayak, Kamlesh Sharma,
Hemant Sharma, Amit Saxena
6. The size of book (Number of pages, units, layout, colour, whether priced or free
No. of Pages : 88
Unit : 20
Layout : Correct
Yes
26
IV. Curriculum Load
8. Whether the book has only running texts or a variety of genres (texts) involved?
9. Whether the texts are all authentic (stories, poems, narratives written by authors not
is maintained.)
all the chapters.
27
progression.

14. Whether the textbook uses contemporary language in rubrics (i.e. the
instructions)? Whether the texts (stories, poems, etc) are chosen from contemporary
writers? If yes, please give reference appropriately.

and teachers.
28
teachers.
how?


29
examples of:
every chapter.
theme?
No
of the learner?
few examples.
Yes, Page No. 167, 173, 204
30
appropriately.
Yes, every chapter are pre-reading, while–reading and post reading are consecutively
by text book.
Yes
Yes
a few examples.
Yes, page no. 176, 179, 217

31

No
following aspects?
 Gender
No
No
No
Yes,
(j) Page No. – 149, 145, 150, 162
32
(k) Page No. – 216, 217, 222, 223
(l) Page No. – 146, 147,187, 215

This textbook is prepared keeping in mind NCF – 2005.
33

1. Title of the book: English Bharti
3. Name of the publisher / Organisation: Text Book Corporation, Chhatisgarh,
Raipur
4. Whether the textbook has been developed / revised based on a National
Curriculum Framework - 2005. Please give details. Yes, the textbook has been
developed / revised based on NCF – 2005
5. Textbook development team and nature of participation of the group. (Who
are the members of the team? Involvement of teachers, linguists / language
pedagogue, researchers, etc. their roles).
6. The member of the Team :

7. Neeta Jain, Jai Shree, Sudha Mishra, Sandip Divakar, A. L. Nayak, Kamlesh
Sharma, Hemant Sharma, Amit Saxena
8. The size of book (Number of pages, units, layout, colour, whether priced or
free distribution, number of intended users, etc.)
9. No. of Pages : 72
10. Unit : 17
11. Layout : Correct
12. Colour : Multicolour and Attractive
13. Distribution : Distribution on without Cost
14. No. of intended users : All Govt. Schools and Aided School in C.G.
teachers, note to teachers or note to the parents? Whether the guidelines throw
light on the methodology / approach followed in the textbook?
Yes
34
V. Curriculum Load
a. Whether the book has only running texts or a variety of genres (texts) involved?
b. Whether the texts are all authentic (stories, poems, narratives written by authors not
is maintained.)
all the chapters.
35
progression.


and teachers.
36
teachers.
how?


37
examples of:
every chapter.
theme?
No
of the learner?
few examples.
Yes, Page No. 183
38
Yes, Page No. 141, 149

appropriately.
activities.
text book.
Yes
Yes, Page No. 175, 172, 164, 156

a few examples.
39
Yes, page no. 144, 154, 178, 186, 212

No
following aspects?
 Gender
No
No
No
(m)Some extent Page No. – 178
40
(n) Some extent Page No. – 214
(o) Some extent Page No. – 206, 208, 209

41
Analysis of Textbook in Environmental Studies (EVS)
I. General Information
1.1 Title of the book: Unified Text Book (Mathematics and EVS)
1.2 Year and place of publication: 2014-15, Raipur, Chhatisgarh
1.3 Name of the Publisher / Organisation: Text Book Corporation, Chhatisgarh, Raipur
1.4 Stage: (Primary/Upper Primary) Primary
1.5 Class: 3
1.6 Total No. of pages: 100
1.7 Total Lessons: 26
1.8 Last review of syllabus done by the State: 2007
1.9 Price: Distribution on without Cost
II. Physical Aspects of the Textbook

2.1 Cover Page: Coloured/2 Coloured/Attractiveness: Multicolour and Attractive
2.2 Quality of paper: Water Mark, Maplitha, Satisfactory
2.3 Quality of binding: Good
2.4 Font size used and its appropriateness: Appropriate for Class 3
2.5 Layout of text: Correct
III. Coverage of Syllabus in the textbook and linkage of syllabus with the text
3.1 Support your answer (Yes/No) by providing evidences/examples with page
Number(s). ……………………………………………………………………………
Yes, page 151, 152, 154, 156, 164 to 167
42
IV. Language and appropriateness of the text
4.1 Is the language used simple and Yes Page 164-168, 174-175, 188-
comprehensible by the children? 189, 199-217 and others
4.2 Does it provide developmentally Yes pSIVlZ dk dze Lo;a ls 'kq:dj

appropriate text? dze'k% ckº; txr dks 'kkfey
fd;k x;k gS A
4.3 Whether the number of chapters/content Yes dqy 26 pSIVlZ 100 ist esa fo"k;
(curriculum load) of textbook appropriate to oLrq d{kk Lrj ds vuq:i
the particular class?
4.4 Does it have the scope for linkage within Yes lHkh ikB dzekxr :i ls
and across themes and levels in each class? vUrlacaf/kr gSa A
4.5 Does the content of EVS textbook Yes/No i`0 154 vius nks lkfFk;ksa ds psgjs
promote student reflection? dks /;ku ls ns[kks D;k nksuksa psgjs
,d tSls gSa A
i`0 157 rqeus cgqr lkjs tho
tUrqvksa dks ns[kk Hkh gksxk A muds
uke fy[kks A
4.6 Does it have the scope to go beyond the Yes i`0 158 fdlh tho tUrq ij ,d
textbook and connect learning with dfork fy[kks ,oa mlls lacaf/kr
children’s daily lives? fp= <wa<ks vkSj fpidkvks A
i`0 195 vius ?kj ls vyx rj dk
,d ?kj <wa<dj mlds ckjs esa fy[kks
fd mlesa fdrus dejs gSa \ mldh
nhokjsa fdldh cuh gSa \ Nr
fdldh cuh gSa A Q’kZ fdldk cuk
gS \
43
4.7 Does the vocabulary used in EVS Yes i`0 157 tho tarqvksas i`0 164 ekSle
textbook facilitate understanding? i`0 173 izkd`frd lalk/ku i`0 226
uD’kk] ladsr] utjhud’kk
4.8 To what extent does the textbook help in Yes i`0 235 ?kVrh nwfj;kWa] i`0 241
sustaining children’s interest and engage them fdlds cus ifg,
in the learning?
4.9 To what extent do the activities given in Yes i`0 242 vkvks [ksysa [ksy i`0 226
the EVS textbook encourage and ensure vkvks uD’kk cuk,Wa i`0 215 'kkyk
each child’s participation? ds R;kSgkj
4.10 Does it provide sufficient Yes i`0 203 t:jh ckrsa i`0 199 lQkbZ
opportunities to work hands-on in various i`0 182-184 dkxt dh fQjdh i`0
activities? 117 vkvks djds ns[ksa
4.11 Does it include sufficient and relevant Yes i`0 161 iIiwth ds f[kykSus i`0
examples? 170&171 oLrqvksa dks NkaVdj
fy[kks] jlksbZ dk lkeku
V. Scope for activities/pedagogical processes/ assessment
5.1 Are there any separate guidelines for Yes Instructions are given for only teachers
teachers and parents? not for parents.
5.2 Whether the guidelines throw light on the No No instructions related to educational
methodology/approach followed in the technology
textbook?
5.3 Are the activities given in the EVS Yes lHkh ikB xfrfof/k vk/kkfjr fy[kk x;k gS A
textbook sufficient?
5.4 Are the instructions/information given for Yes Instructions are cleared.
activities clear for both the teachers and
children?
44
5.5 Does it have the scope for joyful Yes i`0 242 vkvks [ksysa [ksy
learning? i`0 215 'kkyk ds R;kSgkj
i`0 182 gok
5.6 Is the writing style of EVS textbook Yes All the lessons are written in the simple
interesting and engaging? language and are very interesting.
5.7 To what extent does it encourage Yes i`0 154 psgjksa dh cukoV
cooperative learning? i`0 158 thotarqvksa dh 'kkjhfjd cukoV vkSj
[kkus ls lacaf/kr rkfydk
i`0 1+69 [ksyrs le; vkSj i<+rs le; mi;ksx
dh oLrq,Wa
5.8 To what extent does the EVS textbook Yes i`0 151 'kjhj ds vaxksa dh igpku
involve children in exploring, i`0 159 tho tarqvksa esa ls fdlh ,d ij pkj
okD; fyf[k, A fo’ys"k.k & v/;k; 5
observing, analyzing and the reporting nLrkosthdj.k
the collected information? i`0 205 rksfydk Hkjuk v/;k; 16 gekjk
Hkkstu
5.9 Does the learning material develop Yes i`0 169 D;k fdlls cuk
curiosity among children towards their i`0 180 v/;k; 9 gok
i`0 196 diM+s rjg rjg ds
immediate environment?
5.10 To what extent does the EVS Yes i`0 213 f'k{kd ls ppkZ djds rkfydk Hkjks
textbook enable teachers to support i`0 225 ladsr o lans’k esa laca/k Li"V djus
dh rkfydk Hkjuk
children in their learning? i`0 177 feV~Vh ds izdkj dks le>us laca/kh
rkfydk Hkjuk A
5.11 Does the learning material provide Yes i`0 172 izd`fr ls fufeZr rFkk ekuo fufeZr
scope for children to ask and answer oLrq
i`0 189 pyks lwjt] /kjrh vkSj pkan ns[ksa A
questions?
VI. Visuals
6.1 To what extent do the Yes

illustrations/pictures used are
 Attractive
 Augment the content
 Depict clear messages
6.2 To what extent do the Yes i`0 169 D;k fdlls cuk
illustrations/pictures given in the EVS i`0 182 /kku mM+krh efgyk
i`0 197 diM+s rjg rjg ds
45
textbook portray gender equity? i`0 214 feyku djks
6.3 To what extent do the Yes i`0 214 fHkUu&fHkUu R;kSgkj ds fp=
pictures/illustrations explore the portrayal of i`0 248 cqf<+;k dks lM+d ikj djkrh yM+dh
social, cultural and religious diversity?
VII. Inclusive aspect/diversity
7.1 To what extent do the Yes To some extent

pictures/illustrations explore the portrayal
of social, cultural and religious diversity?
7.2 To what extent does the EVS textbook Yes To some extent
address the inclusive aspects in terms of
the following of diverse culture and
lifestyles:
a) Gender
b) Physical Traits Creed
Physical/Mental ability
c) Ethnicity/Origin
d) Background (Rural/ Urban etc.)
e) Caste
f) Work/Profession
7.3 To what extent the content of EVS No Not at all
textbook provide scope for children with
special needs?
7.4 Does the learning material provide Yes i`0 191 panzek dk vkdkj tkuuk
activities and experience for the range of i`0 174 isM+ ikS/kksa ds uke fy[kuk
individual learning needs represented by
children in primary classes?
46
VIII. Gender perspective
8.1 To what extent do the Yes To a large extent

illustrations/pictures given in the EVS
textbook portray gender equity?
8.2 To what extent does the text given in the Yes To some extent
EVS textbook portray gender equity?
IX. Constitutional Values
9.1 To what extent the learning material Yes To some extent

(Learning Strategies) of EVS textbook
promote values, attitudes and culture
diversity of children?
9.2 To what extent does the learning material Yes To a large extent
helps develop sensitivity among children
towards their immediate environment
(natural, social and cultural)?
X. Overall observations/ Any other suggestions:

47
1.3 Name of the Publisher / Organisation: Text Book Corporation, Chhatisgarh,
Raipur
1.5 Class: 4

a. Cover Page: Coloured/2 Coloured/Attractiveness: Multicolour and
Attractive
b. Quality of paper: As per Tender norms
c. Quality of binding: Good
d. Font size used and its appropriateness: Appropriate for Class 4
e. Layout of text: Correct
a. Support your answer (Yes/No) by providing evidences/examples with page
Number(s).
……………………………………………………………………………
Yes
48
IV. Language and appropriateness of the text
4.1 Is the language used simple and Yes i`0 109 fj’rsukr] i`0 117 ikuh js ikuh] i`0
131 uko pyh HkbZ uko pyh] i`0 153
comprehensible by the children?
vklikl ds isM+ ikS/ks] i`0 112 nkar] i`0 164
jksVh dh dgkuh
4.2 Does it provide developmentally Yes pSIVlZ dk dze Lo;a ls 'kq:dj dze’k% ckº;
appropriate text? txr dks 'kkfey fd;k x;k gS A
4.3 Whether the number of chapters/content Yes dqy 25 pSIVlZ 120 ist esa fo"k; oLrq d{kk
(curriculum load) of textbook appropriate to Lrj ds vuq:i
the particular class?
4.4 Does it have the scope for linkage within Yes lHkh ikB dzekxr :i ls vUrlZEcf/kr gSa A
and across themes and levels in each class?
4.5 Does the content of EVS textbook Yes ikB 2 nkar ikB 4 gok ds djrc ikB 6 uko
promote student reflection? pyh HkbZ uko
4.6 Does it have the scope to go beyond the Yes ikB 5 'olu ikB 7 fny dh /kM+du ikB 8
textbook and connect learning with fn’kkvksa dk pDdj ikB 11 NŸkhlx<+ dh
children’s daily lives? Qly /kku
4.7 Does the vocabulary used in EVS Yes i`0 125 iSjk’kwV i`0 127 'olu i`0 168
textbook facilitate understanding? ekSle i`0 207 fn’k lqpd ;a=
4.8 To what extent does the textbook help in Yes v/;k; 2 nkar ¼i`0 114½ v/;k; 4 uko pyh
sustaining children’s interest and engage them HkbZ uko] fny dh /kM+du ikB 14 eSaus uD'kk
cuk;k
in the learning?
4.9 To what extent do the activities given in Yes ikB 2 nkar ikB 5 'olu ikB 14 eSaus uD’kk
the EVS textbook encourage and ensure cuk;k ikB 10 vklikl ds isM+ ikS/ks
each child’s participation?
49
4.10 Does it provide sufficient Yes ikB 4 gok ds djrc ikB 5 'olu ikB 6
opportunities to work hands-on in various uko pyh HkbZ uko i`0 137] 150&151] 217]
activities? 218 VsyhQksu
4.11 Does it include sufficient and relevant Yes i`0 111 fj’rksa ds mnkgj.k 119 ikuh ds
examples? mi;ksx 150 dkSu Mwck dkSu rSjk 169 ekSle
vkSj tho
V. Scope for activities/pedagogical processes/ assessment
5.1 Are there any separate guidelines for Yes Instructions are given for only teachers
teachers and parents? not for parents.
5.2 Whether the guidelines throw light on Yes Instructions are given to the teachers
the methodology/approach followed in related to educational technology and
the textbook? subjects concepts.
5.3 Are the activities given in the EVS Yes Sufficient activities have given in all the
textbook sufficient? chapters.
5.4 Are the instructions/information given Yes Instructions are cleared.
for activities clear for both the
teachers and children?
5.5 Does it have the scope for joyful Yes ikB 4 gok ds djrc ikB 8 fn’kkvksa dk
learning? pDdj ikB 6 uko pyh HkbZ uko 14 eSaus
uD’kk cuk;k A
5.6 Is the writing style of EVS textbook Yes All the lessons are written in the simple
interesting and engaging? language and are very interesting.
5.7 To what extent does it encourage Yes i`0 110] ekWa ls lacaf/kr&firk ls lacaf/kr
cooperative learning? fj’rs] 155 ikS/ks ds uke vkSj iÙkh ds xq.k]
tarqvksa ds uke&ikuh esa jgus okys] tehu ij
jgus okys
5.8 To what extent does the EVS Yes i`0 185 tarqvksa ds uke&jgus dk LFkku 199
textbook involve children in diM+s dSls&dSls 216 vkokt igpkusa ikB 21
fp=ksa dh ckr ikB 18 jkex<+ dh xqWQk,Wa
exploring, observing, analyzing and
the reporting the collected
information?
50
5.9 Does the learning material develop Yes ikB 8 fn’kkvksa dk pDdj ikB 11 NÙkhlx<+
curiosity among children towards their dh Qly /kku ikB 13 ekSle ikB 16 dkSu
feysxk dgkWa
immediate environment?
5.10 To what extent does the EVS Yes ikB 21 fp=ksa dh ckr ikB 22 vkokt ikB 7
textbook enable teachers to support fny dh /kM+du
children in their learning?
5.11 Does the learning material Yes ikB 2 nkar ikB 5 '
provide scope for children to ask and
answer questions?
VI. Visuals
6.1 To what extent do the Yes Pictures are used in more numbers.
 Attractive
6.2 To what extent do the Yes &
6.3 To what extent do the Yes &
pictures/illustrations explore the portrayal of
VII. Inclusive aspect/diversity

51
lifestyles:
g) Gender
h) Physical Traits Creed
i) Ethnicity/Origin
j) Background (Rural/ Urban etc.)
k) Caste
l) Work/Profession
7.3 To what extent the content of EVS No Not at all
special needs?
7.4 Does the learning material provide Yes ikB 1 fj’rs ukrs ikB 2 nkar ikB 4 gok ds
activities and experience for the range of djrc ikB 5 'olu
VIII. Gender perspective

52
9 Constitutional Values

9.2 To what extent does the learning material Yes To some extent
10 Overall observations/ Any other suggestions:

53
1. General Information
1.2 Year and place of publication: 2014, Raipur, Chhatisgarh
1.5 Class: 5
2 Physical Aspects of the Textbook

2.1 Cover Page: Coloured/2 Coloured/Attractiveness: Multicolour and Attractive
2.2 Quality of paper: As per Tender norms
2.3 Quality of binding: Good
2.4 Font size used and its appropriateness: Appropriate for Class 5
2.5 Layout of text: Correct
3 Coverage of Syllabus in the textbook and linkage of syllabus with the text
3.1 Support your answer (Yes/No) by providing evidences/examples with page Number(s).
……………………………………………………………………………
Yes, all the chapters are linked according to syllabus.
4 Language and appropriateness of the text
4.1 Is the language used simple and Yes

comprehensible by the children?
4.2 Does it provide developmentally Yes The text book provides developmentally
appropriate text
appropriate text?
54
4.3 Whether the number of Yes
chapters/content (curriculum load) of
textbook appropriate to the particular
class?
4.4 Does it have the scope for linkage Yes The text book has scope for linkage within and
across the themes and levels in each class.
within and across themes and levels in
each class?
4.5 Does the content of EVS textbook Yes

promote student reflection?
4.6 Does it have the scope to go beyond Yes

the textbook and connect learning
with children’s daily lives?
4.7 Does the vocabulary used in EVS Yes

textbook facilitate understanding?
4.8 To what extent does the textbook help Yes

in sustaining children’s interest and
engage them in the learning?
4.9 To what extent do the activities given Yes
in the EVS textbook encourage and
ensure each child’s participation?
4.10 Does it provide sufficient Yes
opportunities to work hands-on in
various activities?
4.11 Does it include sufficient and Yes
relevant examples?
55
5 Scope for activities/pedagogical processes/ assessment
5.1 Are there any separate guidelines for Yes Instructions are given for only teaches not
teachers and parents? for paresnts.
5.2 Whether the guidelines throw light on the Yes Instructios are given to the teachers
methodology/approach followed in the realted to educational technonlogy and
textbook? subjects concepts.
5.3 Are the activities given in the EVS textbook Yes

sufficient?
5.4 Are the instructions/information given for Yes
activities clear for both the teachers and
children?
5.5 Does it have the scope for joyful learning? Yes
5.6 Is the writing style of EVS textbook Yes The writing style in interesting and
interesting and engaging? engaging (अपनी दशा तीर
बनाओ).
5.7 To what extent does it encourage cooperative Yes

learning?
5.8 To what extent does the EVS textbook Yes
involve children in exploring, observing,
analyzing and the reporting the collected
information?
5.9 Does the learning material develop curiosity Yes
among children towards their immediate
environment?
5.10 To what extent does the EVS textbook Yes
enable teachers to support children in
their learning?
5.11 Does the learning material provide scope Yes
for children to ask and answer questions?
56
6 Visuals

 Attractive
pictures/illustrations explore the portrayal of
7 Inclusive aspect/diversity

lifestyles:
m) Gender
n) Physical Traits Creed
o) Ethnicity/Origin
p) Background (Rural/ Urban etc.)
q) Caste
r) Work/Profession
57
7.3 To what extent the content of EVS Yes Not at all
special needs?
7.4 Does the learning material provide Yes
activities and experience for the range of
8 Gender perspective

9 Constitutional Values

9.2 To what extent does the learning material Yes To large extent
10 Overall observations/ Any other suggestions:

58
Analysis of Textbooks for Mathematics
1.1 Title of the book: Unified Text Book (Hindi, English and Mathematics)
1.4 Stage: (Primary/Upper Primary): Primary
1.5 Class: 1
a. Cover Page: Coloured/2 Coloured/Attractiveness: Multicolour and Attractive

b. Quality of paper: Satisfactory
c. Quality of binding:Good

Number(s).
…………………………………………………………………………..
Yes, coverage of syllabus in the textbook and linkage of syllabus with the text.
59
IV. Curriculum Load
Item Support your answer (Yes/No) by

providing evidences/examples with page
Number(s).
4.1 Is the textbook information loaded? If yes, in Yes, Mathematical games – (Page 161
what way? Are too many facts and concepts to 165) Comparison - (Page 166 to 169)
packaged together? Please provide examples. Number from 1 to 9 (Page 170 to 195)
Addition (Page 196 to 202) Numbers up
to 20 (Page 203 to 215) Numbers up to 50
(Page 216 to 228) Substraction (Page 229
to 237) Numbers up to 100 (Page 238 to
248) Length (Page 249 to 250) Dharita
(Page 251 to 252) Money (Page 253)
Time (Page 254) Shapes (Page 255)
4.2 Whether the connectivity and sequencing of Yes, connectivity and sequencing of
concepts within and across the chapters is concepts within and across the chapters is
appropriate and spiral. Please mention appropriate and spiral. (Page 161 to 258)
chapter/themes where these are not found.
4.3 Does the language including style and Yes, the language including style and
vocabulary simple and comprehensible for the vocabulary is simple and comprehensible
learner? If not, please give examples of non- for the learner.
comprehensible text in the textbook.
4.4 Have the themes been introduced with Yes, the themes have been introduced
interesting and familiar situations? with interesting and familiar situations. Ex
(Page 167) To recognize numbers (Page
170-195) Concept of Zero (Page 189, 194,
195) Concept of Open Box (Page 205,
206, 207, 208, 209) Addition, Subtraction
etc.
60
4.5 Are there certain concepts in the textbook No
which are not appropriate/difficult/abstract for
that class and stage? Please mention such
concepts.
4.6 Are the meanings to the technical terms given Ones – Tens (Page 216) (Page 209) Time
at appropriate places in the Textbook? (Page 254)
V. Child Centred Approach

Number(s).
5.1 Are the themes and concepts introduced in the Yes, the themes and concepts introduced in
textbook are consistent with the children’s age the textbook are consistent with the
and cognitive development? State the concepts children’s age and cognitive development,
which you think are not age-appropriate. Ex Arrange the pebbles on the picture’s
lines. (Page 162)
(Page 167)
Round on the ten things. (Page 206)
Length (Page 249, 250)
Dharita (Page 251, 252)
5.2 What proportion of activities given in the Yes,
textbook are related to the real life experiences (Page 161) (Page 167) (Page 169) (Page 194,
and contexts of the children. 195) (Page 251) (Page 253)
5.3 Does the textbook provide for hands on Yes,

experiences and scope for exploration by the (Page 161) (Page 170-171) (Page 200) (Page
children to go beyond the textbooks? Please give 249)
examples.
5.4 Is the number of problems/exercises given in the Yes, page 161, 162, 168, 169, 205, 249
textbook adequate? What is the proportion of
open-ended questions/projects?
61
5.5 Does the textbook provide scope for children’s Yes, page 164, 165, 169, 170, 171, 173, 176
questioning? If yes, Please give examples. etc.
5.6 Are the in-text questions helpful for Yes, page 164, 165, 169, 170, 171 etc. (Self
a)Self-Learning b) Self-Assessment learning)
If yes, please give examples. Page 175, 180, 186 etc. (Self Assessment)
5.7 Do the questions given in the exercises a. Yes, related to every concept (Page
a. Cover all the concepts 162-174)
b. Include variety of questions b. (Page 164, 165, 170, 171, 173, 174
c. Provide opportunities for reflection etc.)
d. Require inductive thinking c. Opportunities for reflection (Page
166 to 169, 189, 189, 191 etc.)
d. Page Inductive thinking (Page 190,
166, 168, 169, 170, 171 etc.)
5.8 The NCF- 2005 calls for qualitative improvement Yes, (Page 162, 172, 199, 204, 224, 249,
in developing questions in such a manner that 251, 255 etc.).
they test reasoning and creative abilities of
learners. Do you find such questions in the
textbook (both in-text and end-of the-chapter
questions)? Please give a few examples.
VI. National Concerns
Item Support your answer (Yes/No) by providing

evidences/examples with page Number(s).
6.1 In what way the textbook promotes the Yes, (Page 161, 167, 169, 186, 194 etc.)
constitutional values as specified in
NCF-2005 like -Trust & Mutual respect,
Respect for diversity, Human dignity
and rights, Egalitarianism, Secularism
etc.
62
6.2 In what way the textbook promotes the Yes, (Page 161, 167, 169, 186, 194 etc.)
Respect for diversity, Human dignity and
rights, Egalitarianism, Secularism etc.
6.3 Did you find that some constitutional No

values are violated at certain places in
the Textbook? Please specify.
6.4 Does the Textbook address gender Yes, (Page 161, 167, 169, 186, 194, 250 etc.)
concerns adequately viz Equality of
sexes, Positioning of men and women in
visuals, Occupations used for women
and men, Use of power relations
(gender) in examples etc. If yes, please
give examples. If no, please suggest
how these could have been
incorporated?
6.5 Does the textbook contain positive Yes, (Page 253, 224, 223, 219, 217, 161 etc.)
contents for promoting communal
harmony and strengthen national
integration? If yes, please give
examples.
6.6 Does the Textbook provide for inclusive Yes, (Page 163, 164, 165, 170, 171, 194, 195
pedagogy? If yes, please give examples. etc.)
6.7 Does the content facilitates Yes, (Page 161, 167, 175, 181, 180, 217, 255
understanding of children on etc.)
environmental values? If yes, please
give examples.
63
VII. Visuals

7.1 Adequate Yes, (Page 161 to 258)
7.2 Child friendly Yes, (Page 161 to 258)
7.3 Gender perspective Yes, (Page 161, 167, 169, 186, 194, 250 etc.)
7.4 inclusion perspective Yes, (Page 163, 164, 165, 170, 171,194, 195
etc..
VIII. Over all observations/any other suggestions:
We have observed the whole book. The all the concepts are systemic. It is activity based.
With the activities, we can develop the cognitive development on concepts. Hence, it is
appropriate for the students of class 1.
64
1.5 Class: 2
e. Cover Page: Coloured/2 Coloured/Attractiveness: Multicolour and Attractive

f. Quality of paper: Satisfactory
g. Quality of binding:Good
h. Font size used and its appropriateness: Appropriate for Class 2
i. Layout of text: Correct
2. Coverage of Syllabus in the textbook and linkage of syllabus with the text

Number(s).
…………………………………………………………………………..
65
IV. Curriculum Load

Number(s).
4.1 Is the textbook information loaded? If yes, in Yes, nksgjkuk ¼i`0 195 & 207½ la[;k,Wa ¼i`0 208
what way? Are too many facts and concepts & 229½ tksM+uk ¼i`0 230 & 249½ ?kVkuk ¼i`0 250 &
packaged together? Please provide examples. 269½ xq.kk ¼i`0 270 & 286½ Hkkx ¼i`0 287 & 292½
yackbZ ¼i`0 293 & 298½ Hkkj ¼i`0 299 & 301½ /kkfjrk
¼i`0 302 & 304½ le; ¼i`0 305 & 306½ vkd`fr;kWa
¼i`0 307 & 312½ eqnzk ¼i`0 313 & 316½
LFkku dh le> ¼i`0 208 & 211½ bdkbZ & ngkbZ dh
le> ¼i`0 216 & 227½ vkf[kj FkSyh [kksyuh gh iM+h
¼i`0 259½ igkM+k cukuk ¼i`0 272½ vkfn
concepts.
4.6 Are the meanings to the technical terms given Yes,
at appropriate places in the Textbook?
66

Number(s).
textbook are consistent with the children’s age and the textbook are consistent with the
cognitive development? State the concepts which children’s age and cognitive development,
you think are not age-appropriate. Ex la[;k,Ws ¼i`0 208 & 229½ tksM+uk ¼i`0 230 & 249½
Hkkx ¼i`0 287 & 292½ yackbZ ¼i`0 293 & 298½ Hkkj ¼i`0
299 & 301½ eqnzk ¼i`0 313 & 316½ vkfn
5.2 What proportion of activities given in the textbook Yes,

are related to the real life experiences and contexts Ex dkSu T;knk p<+k \ ¼i`0 232½ pVdw vkSj eVdw ¼i`0
of the children. 241½ vkf[kj FkSyh [kksyuh gh iM+h ¼i`0 259½ Hkkx ¼i`0
287½ yackbZ ¼i`0 292½ /kkfjrk ¼i`0 302½ vkfn
experiences and scope for exploration by the Ex i`0 197] 209] 234] 252] 270] 272] 293 vkfn
children to go beyond the textbooks? Please give
examples.
5.4 Is the number of problems/exercises given in the Yes,

textbook adequate? What is the proportion of Ex i`0 217] 220] 226] 240] 246] 257 vkfn
open-ended questions/projects? Yes,
Ex i`0 233] 234] 240] 245] 262] 270] 282 vkfn
5.5 Does the textbook provide scope for children’s Yes,
questioning? If yes, Please give examples. Ex i`0 196] 215] 222 vkfn
5.6 Are the in-text questions helpful for Yes,

a)Self-Learning b) Self-Assessment Self learning - Ex i`0 220] 228] 242] 244 vkfn
If yes, please give examples. Self learning - Ex i`0 260] 267] 284] 302 vkfn
67
5.7 Do the questions given in the exercises e. Yes, related to every concept
b. Cover all the concepts Ex tksM+uk ¼i`0 230 & 249½ ?kVkuk ¼i`0 250
c. Include variety of questions & 269½ xq.kk ¼i`0 270 & 286½ vkfn
d. Provide opportunities for reflection f. i`0 222] 225] 242] 249 vkfn
e. Require inductive thinking g. Reflection ds fy, ekSds ¼i`0 274] 275] 276]
277½
h. Inductive thinking ¼i`0 272] 283] 286]
293 vkfn½
5.8 The NCF- 2005 calls for qualitative improvement Yes,
in developing questions in such a manner that Ex i`0 262] 265] 282] 283] 291] 299] 313 vkfn

6.1 In what way the textbook promotes the Yes,
constitutional values as specified in Ex i`0 195] 233] 267] 269] 297 vkfn

68
values are violated at certain places in the
Textbook? Please specify.
6.4 Does the Textbook address gender Yes,
concerns adequately viz Equality of Ex i`0 195] 233] 267] 269 vkfn
incorporated?
6.5 Does the textbook contain positive Yes,
contents for promoting communal Ex i`0 210] 195] 233] 267] 269] 297 vkfn
examples.
6.6 Does the Textbook provide for inclusive Yes,
pedagogy? If yes, please give examples. Ex i`0 195 ls 316
6.7 Does the content facilitates Yes,
understanding of children on Ex i`0 246 ¼iz0dz0 2] 4½ 249 ¼iz0dz0 1½ 269 ¼iz0dz0 5½
environmental values? If yes, please 279] 308 vkfn
give examples.
VII. Visuals

7.1 Adequate Yes,
All pages
7.2 Child friendly Yes,
All pages
69
7.3 Gender perspective Yes,
i`0 195] 233] 267 vkfn
7.4 inclusion perspective Yes,
All pages
We have observed the whole book. The language of the book is simple. It promotes the
development of the students. It is activity based. Hence, it is appropriate for the students of
class 2.
70
1.5 Class: 3

c. Quality of binding: Good
3. Coverage of Syllabus in the textbook and linkage of syllabus with the text

Number(s).
…………………………………………………………………………..
71
IV. Curriculum Load

Number(s).
4.1 Is the textbook information loaded? If yes, in Yes, la[;k,Wa] tksM+uk & ?kVkuk & 1] tksM+uk &
what way? Are too many facts and concepts ?kVkuk & 2] xq.kk & Hkkx & 1] xq.kk & Hkkx & 2]
packaged together? Please provide examples. fHkUu] ekiu] le;] T;kferh; vkd`fr;kWa] eqnzk rFkk
vkWadM+ksa dk fp=kRed fu:i.k vkfn A
4.2 Whether the connectivity and sequencing of Yes, loZizFke la[;kvksa ds ckjs esa crk;k x;k gS
concepts within and across the chapters is rRi’pkr tksM+ esa fcuk gkfly okyk] gkfly okyk]
appropriate and spiral. Please mention ?kVkuk esa fcuk o.My [kksys rFkk o.My [kksydj]
chapter/themes where these are not found. xq.kk rFkk Hkkx] fHkUu] ekiu] le;] vkd`fr;ksa ds ckjs
esa crk;k x;k fQj eqnzk o fp=kRed fu:i.k ds ckjs
esa crk;k x;k A
4.3 Does the language including style and Yes, i`0 12] 14] 30] 38] 55 vkfn A
vocabulary simple and comprehensible for the
learner? If not, please give examples of non-
4.4 Have the themes been introduced with Yes,

interesting and familiar situations? dSls ckWaVs ¼Hkkx dh vo/kkj.kk i`0 67½ fHkUu ¼fHkUu dh
vo/kkj.kk i`0 97½ vkfn

concepts.
at appropriate places in the Textbook? vafdr eku vkSj LFkkuh; eku ¼i`0 29½ vkfn
72

Number(s).
5.1 Are the themes and concepts introduced in the Yes,
textbook are consistent with the children’s age and ekiu ¼i`0 108½ le; ¼i`0 121½ eqnzk ¼i`0 140½ vkfn
cognitive development? State the concepts which
you think are not age-appropriate.
pebble

textbook are related to the real life experiences Ex vkvks rqyuk djas ¼i`0 26½
and contexts of the children. tksM+uk & ?kVkuk ¼i`0 35½ dSls ckWaVsa ¼i`0 67½ ekiu ¼i`0
109½ eqnzk ¼i`0 141] 142½ vkfn
experiences and scope for exploration by the yEckbZ esa cPps Vscy] ';keiV] iqLrd] Ldsy vkfn dks
children to go beyond the textbooks? Please give ckfy’r ls ukirs gSa A ¼i`0 108½
examples. le; ds ek/;e os viuh fnup;kZ dks le>us yxrs gSa A
¼i`0 126½

textbook adequate? What is the proportion of ikB~;iqLrd esa fn, x, Exercises / Problems dh
open-ended questions/projects? la[;k mi;qDr gS A ¼i`0 13] 79 vkfn½
open-ended questions Hkh gSa ¼i`0 34 ds iz0 dzz0 11]
12] 13½ ¼i`0 80½ fdlh la[;k esa nl dk xq.kk vkfn A
questioning? If yes, Please give examples. cPpksa dks iz’u iwNs tkus ds fy, iqLrd esa scope ¼i`0
25] 33] 89] 90] 91] 102] 103] 105] 122 vkfn½
a)Self-Learning b) Self-Assessment Self learning - Ex i`0 14] 15] 26 vkfn
If yes, please give examples. Self learning - Ex i`0 35] m36] 37] 107 vkfn
73
5.7 Do the questions given in the exercises i. Yes, related to every concept
b. Cover all the concepts Ex tksM+uk] ?kVkuk] xq.kk] Hkkx] fHkUU] ekiu]
c. Include variety of questions le;] vkd`fr;kWa] eqnzk vkfn dh vo/kkj.k,Wa A
d. Provide opportunities for reflection j. fHkUu fHkUu rjg ds iz’uksa dk gksukk i`0 14]
e. Require inductive thinking 15] 39 vkfn
k. Reflection ds fy, ekSds ¼i`0 11] 13] 17] 18]
127½
l. Inductive thinking ¼i`0 39] 89] 134 vkfn½
in developing questions in such a manner that Ex i`0 7] 33] 34] 96] 134 vkfn

constitutional values as specified in Ex i`0 1] 7] 28] 31] 32] 45] 49] 63] 67] 87] 97] 108]
NCF-2005 like -Trust & Mutual respect, 109 vkfn

constitutional values as specified in Ex i`0 1] 7] 28] 31] 32] 45] 49] 63] 67] 87] 97] 108
NCF-2005 like -Trust & Mutual respect, vkfn
74

concerns adequately viz Equality of yM+dh vkSj yM+dk esa lekurk rFkk muds uke ls izrhr
sexes, Positioning of men and women in gksrk /keZfujis{krk ¼i`0 1½ vkfn
visuals, Occupations used for women yM+dh vkSj yM+dk esa dk;Z dh lekurk] Lora=rk ¼i`0 7½
vkfn
fp= ls iznf’kZr gksrk volj dh lekurk ¼i`0 28½ vkfn
vU; ¼i`0 31] 32] 45] 49] 63] 67] 87] 97]108]109 vkfn½
incorporated?

contents for communal ikB~;iqLrd esa fuEu i`"B la[;kvksa ls Li"V gksrk gS fd
promoting
harmony and strengthen national lkeqnkf;d ln~Hkko gsrq ldkjkRed fo"k; oLrq rFkk jk"Bz~h;
integration? If yes, please give ,dhdj.k ,drk lfEefyr gS i`0 1] 12] 49] 67] 87] 109
vkfn
examples.

pedagogy? If yes, please give examples. Ex i`0 9&12] 14&18] 21&25] 52&56] 97&105 vkfn A

understanding of children on Ex i`0 6 ds gy djks dk iz0 1 isM+ yxkus ds fy, izsfjr
environmental values? If yes, please djrk gS A
give examples. vU; i`0 ftlls i;kZoj.k ewY;ksa dh le> cPpksa ij curh gS
¼i`0 72 iz0 10] 90 iz0 10] 91 ls iz0 9] 2] 8 isM+ fpfM+;k
dk fp= i`0 la0 92 vkfn½
75
VII. Visuals

7.1 Adequate Yes,
¼i`0 1 ls 149 vkfn½
¼i`0 12] 13] 26] 35] 47] 49] 63] 67] 68] 77] 87] 93] 97]
108] 109] 114] 119] 121] 127 vkfn½
i`0 1] 7] 28] 31] 45] 63] 67] 87] 97 vkfn
i`0 9&12] 14&18] 21&25] 52&56] 97&105] 140&142 vkfn
We have observed the whole book. The language of the book is simple. It is activity based.
The more exercises are given for the students. The shapes of the pictures and the letters are
adequate according to the students. Hence, it is appropriate for the students of class 3.
76
1.5 Class: 4


Number(s).
…………………………………………………………………………..
77
IV. Curriculum Load

Number(s).
4.1 Is the textbook information loaded? If yes, in Yes, there are 11 chapters with different
what way? Are too many facts and concepts concepts and all the facts and concepts are
packaged together? Please provide examples. packaged together.
Ex la[;k,Wa&tksM+uk] ?kVkuk] xq.kk] Hkkx
4.2 Whether the connectivity and sequencing of Yes
concepts within and across the chapters is
appropriate and spiral. Please mention
4.3 Does the language including style and Yes,

vocabulary simple and comprehensible for the i`0 46 ¼fHkUuksa dk tksM+½
learner? If not, please give examples of non- i`0 52 ¼vc ;g djks½

interesting and familiar situations? i`0 53 ¼vkvks eq[kkSVk cuk,Wa½
i`0 55 ¼pyks dwnsa yEch dwn½

concepts.
at appropriate places in the Textbook? i`0 64
i`0 60
78

Number(s).
5.1 Are the themes and concepts introduced in the Yes, all the themes and concepts introduced
textbook are consistent with the children’s age and in the textbook are consistent with the
cognitive development? State the concepts which children’s age.

textbook are related to the real life experiences i`0 24 ¼fp= ns[kdj crkvks fdlus fdrus #i;s dk
and contexts of the children. lkeku [kjhnk Aa½
i`0 72 esa fn;k x;k fp= dFkk Real life ls Related
gS A½
experiences and scope for exploration by the i`0 95 ¼irk yxkvks] djds ns[kks½
examples.

textbook adequate? What is the proportion of i`0 4 ¼la[;k dks vadksa vkSj 'kCnksa esa fy[kks½
open-ended questions/projects? i`0 66 ¼dqy fdruk½

questioning? If yes, Please give examples. i`0 21 ¼,slh rhu la[;k,Wa fy[kks ftudk ;ksxQy 125
gks½
i`0 16 ¼dher fdruh½
a)Self-Learning b) Self-Assessment Self learning - Ex i`0 25 ¼;ksxQyksa dk vkadyu½
If yes, please give examples Self learning - Ex i`0 25 ¼;ksxQyksa dk vkadyu½
79
5.7 Do the questions given in the exercises m. Yes, the exercises covers all the
b. Cover all the concepts concepts.
c. Include variety of questions n. Yes, i`0 80] 4] 5 vkfn
d. Provide opportunities for reflection o. Yes, i`0 40 ¼dqN vkSj vH;kl½
e. Require inductive thinking i`0 52 ¼dkxt ij dykdkjh½
p. Yes, i`0 67 ¼vkvks irk djsa½
in developing questions in such a manner that i`0 107 ¼igsfy;kWa½
they test reasoning and creative abilities of i`0 108 ¼iSVuZ½ ¼fnekxh dljr½

constitutional values as specified in i`0 66] 68

80
6.4 Does the Textbook address gender Yes, the text book addresses gender concern
concerns adequately viz Equality of adequately equality of sexes.
sexes, Positioning of men and women in i`0 102] 103 (Pictures)
visuals, Occupations used for women Positioning of men and women in visuals.
and men, Use of power relations i`0 102] 88
(gender) in examples etc. If yes, please Occupations used for women and men.
give examples. If no, please suggest i`0 101] 96
incorporated?

contents for promoting communal i`0 46
examples.
6.6 Does the Textbook provide for inclusive Yes

pedagogy? If yes, please give examples.
6.7 Does the content facilitates Yes

understanding of children on i`0 21 ¼bUgsa gy djks ds dqN iz’u½
give examples.
VII. Visuals

7.1 Adequate Yes, every page of text book contains pictures,
diagrams adequately.
7.2 Child friendly Yes, all the visuals are child friendly.
i`0 6] 41 vkfn½
81
i`0 40] 36] 32] 26
i`0 14] 15] 2] 68] 72] 73] 74
All concepts of book are consecutive and activity based. The book is entertaining and
provides joyful leanings. The language of text book is very simple and graphics and
visualization is interesting.
82
1.5 Class: 5


Number(s).
…………………………………………………………………………..
83
IV. Curriculum Load

Number(s).

vocabulary simple and comprehensible for the i`0 29 ¼ehrk dh leL;k½

interesting and familiar situations? i`0 21 ¼ykHk & gkfu½

concepts.
at appropriate places in the Textbook? i`0 32 ¼vkSlr½
i`0 21 ¼ykHk & gkfu½
84

Number(s).
textbook are related to the real life experiences i`0 90 dks.k ¼dgkWa & dgkWa ij cus gSa dks.k \½
and contexts of the children. i`0 32 vkSlr

experiences and scope for exploration by the i`0 11 ¼bckjrh iz’u½
children to go beyond the textbooks? Please give i`0 36 ¼fp= ns[kks vkSj crkvks½
examples.
textbook adequate? What is the proportion of i`0 33 ¼vH;kl½
open-ended questions/projects? i`0 42 ¼uhps nh xbZ la[;kvksa ds xq.ku[k.M fy[kks½

questioning? If yes, Please give examples. i`0 51 ¼vleku gj okys fHkUuksa dks tksM+uk½
i`0 52 ¼vleku gj okys fHkUuksa dks ?kVkuk½

a)Self-Learning b) Self-Assessment Self learning - Ex i`0 48 ¼vkvks bls le>s½
If yes, please give examples. Self learning - Ex i`0 11 ¼vjs okg !½
5.7 Do the questions given in the exercises q. Yes, the exercises covers all the
f. Cover all the concepts concepts.
g. Include variety of questions r. Yes, i`0 30] 4] 5 vkfn
h. Provide opportunities for reflection Yes, i`0 93 ¼D;k dks.kksa ds Hkh uke gksrs gSa \½
i. Require inductive thinking s. Yes, i`0 17 ¼vc vk,xk etk½
85
in developing questions in such a manner that i`0 158 ¼iSVuZ 1] 2] 3½

Number(s).
constitutional values as specified in NCF- i`0 24 ¼vc crkvks½
2005 like -Trust & Mutual respect, Respect
for diversity, Human dignity and rights,
Egalitarianism, Secularism etc.
6.2 In what way the textbook promotes the
constitutional values as specified in NCF-
values are violated at certain places in the
Textbook? Please specify.
concerns adequately viz Equality of sexes, Equality of sexes.
Positioning of men and women in visuals, i`0 8] 20] 21] 22
Occupations used for women and men, Use Positioning of men and women.
of power relations (gender) in examples i`0 34] 38
etc. If yes, please give examples. If no,
please suggest how these could have been
incorporated?
86
6.5 Does the textbook contain positive contents Yes,
for promoting communal harmony and i`0 34 (Picture and the exercises)
strengthen national integration? If yes,
please give examples.

6.7 Does the content facilitates understanding Yes,

of children on environmental values? If i`0 34] 36
yes, please give examples.
VII. Visuals


i`0 4] 21] 25] 36] 71
i`0 68] 75] 34] 20
The language of text book is very simple. The concepts are activity based and presented
consecutively. The visuals are entertaining and joyful.
87
I. General
Information
1.5 Class: 2


Number(s). ……………………………………………………………………
88
IV. Curriculum Load

Number(s).
4.1 Is the textbook information loaded? If yes, in Yes, nksgjkuk ¼i`0 195 & 207½ la[;k,Wa ¼i`0
what way? Are too many facts and concepts 208 & 229½ tksM+uk ¼i`0 230 & 249½ ?kVkuk
packaged together? Please provide examples. ¼i`0 250 & 269½ xq.kk ¼i`0 270 & 286½ Hkkx
¼i`0 287 & 292½ yackbZ ¼i`0 293 & 298½ Hkkj
¼i`0 299 & 301½ /kkfjrk ¼i`0 302 & 304½
le; ¼i`0 305 & 306½ vkd`fr;kWa ¼i`0 307 &
312½ eqnzk ¼i`0 313 & 316½
LFkku dh le> ¼i`0 208 & 211½ bdkbZ &
ngkbZ dh le> ¼i`0 216 & 227½ vkf[kj
FkSyh [kksyuh gh iM+h ¼i`0 259½ igkM+k cukuk
¼i`0 272½ vkfn
concepts.
89
4.6 Are the meanings to the technical terms given Yes, i`0 212] 221] 281 vkfn
at appropriate places in the Textbook?

Number(s).
textbook are consistent with the children’s age and the textbook are consistent with the
cognitive development? State the concepts which children’s age and cognitive development,
you think are not age-appropriate. Ex la[;k,Ws ¼i`0 208 & 229½ tksM+uk ¼i`0 230 &
249½ Hkkx ¼i`0 287 & 292½ yackbZ ¼i`0 293 &
298½ Hkkj ¼i`0 299 & 301½ eqnzk ¼i`0 313 &
316½ vkfn
textbook are related to the real life experiences Ex dkSu T;knk p<+k \ ¼i`0 232½ pVdw vkSj
and contexts of the children. eVdw ¼i`0 241½ vkf[kj FkSyh [kksyuh gh iM+h
¼i`0 259½ Hkkx ¼i`0 287½ yackbZ ¼i`0 292½ /kkfjrk
¼i`0 302½ vkfn
experiences and scope for exploration by the Ex i`0 197] 209] 234] 252] 270] 272] 293
children to go beyond the textbooks? Please give vkfn
examples.

textbook adequate? What is the proportion of Ex i`0 217] 220] 226] 240] 246] 257 vkfn
open-ended questions/projects? Yes,
Ex i`0 233] 234] 240] 245] 262] 270] 282
vkfn
90
questioning? If yes, Please give examples. Ex i`0 196] 215] 222 vkfn

a)Self-Learning b) Self-Assessment Self learning - Ex i`0 220] 228] 242] 244
If yes, please give examples. vkfn
Self learning - Ex i`0 260] 267] 284] 302
vkfn
5.7 Do the questions given in the exercises t. Yes, related to every concept
j. Cover all the concepts Ex tksM+uk ¼i`0 230 & 249½ ?kVkuk ¼i`0
k. Include variety of questions 250 & 269½ xq.kk ¼i`0 270 & 286½
l. Provide opportunities for reflection vkfn
m. Require inductive thinking u. i`0 222] 225] 242] 249 vkfn
v. Reflection ds fy, ekSds ¼i`0 274] 275]
276] 277½
w. Inductive thinking ¼i`0 272] 283] 286]
293 vkfn½
in developing questions in such a manner that Ex i`0 262] 265] 282] 283] 291] 299] 313
they test reasoning and creative abilities of vkfn

91


concerns adequately viz Equality of Ex i`0 195] 233] 267] 269 vkfn
incorporated?

contents for promoting communal Ex i`0 210] 195] 233] 267] 269] 297 vkfn
examples.

pedagogy? If yes, please give examples. Ex i`0 195 ls 316

understanding of children on Ex i`0 246 ¼iz0dz0 2] 4½ 249 ¼iz0dz0 1½ 269
92
environmental values? If yes, please ¼iz0dz0 5½ 279] 308 vkfn
give examples.
VII. Visuals

7.1 Adequate Yes,
All pages
All pages
i`0 195] 233] 267 vkfn
All pages
We have observed the whole book. The language of the book is simple. It promotes the
development of the students. It is activity based. Hence, it is appropriate for the students of
class 2.
93
1.5 Class: 3

Attractive

Number(s).
…………………………………………………………………………..
94
IV. Curriculum Load

Number(s).
4.1 Is the textbook information loaded? If yes, in Yes, la[;k,Wa] tksM+uk & ?kVkuk & 1] tksM+uk
what way? Are too many facts and concepts & ?kVkuk & 2] xq.kk & Hkkx & 1] xq.kk &
packaged together? Please provide examples. Hkkx & 2] fHkUu] ekiu] le;] T;kferh;
vkd`fr;kWa] eqnzk rFkk vkWadM+ksa dk fp=kRed
fu:i.k vkfn A
4.2 Whether the connectivity and sequencing of Yes, loZizFke la[;kvksa ds ckjs esa crk;k x;k
concepts within and across the chapters is gS rRi’pkr tksM+ esa fcuk gkfly okyk]
appropriate and spiral. Please mention gkfly okyk] ?kVkuk esa fcuk o.My [kksys
chapter/themes where these are not found. rFkk o.My [kksydj] xq.kk rFkk Hkkx] fHkUu]
ekiu] le;] vkd`fr;ksa ds ckjs esa crk;k x;k
fQj eqnzk o fp=kRed fu:i.k ds ckjs esa
crk;k x;k A
4.3 Does the language including style and Yes, i`0 12] 14] 30] 38] 55 vkfn A
vocabulary simple and comprehensible for the
interesting and familiar situations? dSls ckWaVs ¼Hkkx dh vo/kkj.kk i`0 67½ fHkUu
¼fHkUu dh vo/kkj.kk i`0 97½ vkfn
concepts.
at appropriate places in the Textbook? vafdr eku vkSj LFkkuh; eku ¼i`0 29½ vkfn
95

Number(s).
5.1 Are the themes and concepts introduced in the Yes,
textbook are consistent with the children’s age and ekiu ¼i`0 108½ le; ¼i`0 121½ eqnzk ¼i`0 140½
cognitive development? State the concepts which vkfn
pebble

textbook are related to the real life experiences Ex vkvks rqyuk djas ¼i`0 26½
and contexts of the children. tksM+uk & ?kVkuk ¼i`0 35½ dSls ckWaVsa ¼i`0 67½
ekiu ¼i`0 109½ eqnzk ¼i`0 141] 142½ vkfn
experiences and scope for exploration by the yEckbZ esa cPps Vscy] ';keiV] iqLrd] Ldsy
children to go beyond the textbooks? Please give vkfn dks ckfy’r ls ukirs gSa A ¼i`0 108½
examples. le; ds ek/;e os viuh fnup;kZ dks le>us
yxrs gSa A ¼i`0 126½
textbook adequate? What is the proportion of ikB~;iqLrd esa fn, x, Exercises / Problems
open-ended questions/projects? dh la[;k mi;qDr gS A ¼i`0 13] 79 vkfn½
open-ended questions Hkh gSa ¼i`0 34 ds iz0
dzz0 11] 12] 13½ ¼i`0 80½ fdlh la[;k esa nl
dk xq.kk vkfn A
questioning? If yes, Please give examples. cPpksa dks iz’u iwNs tkus ds fy, iqLrd esa
scope ¼i`0 25] 33] 89] 90] 91] 102] 103] 105]
122 vkfn½
96
a)Self-Learning b) Self-Assessment Self learning - Ex i`0 14] 15] 26 vkfn
If yes, please give examples. Self learning - Ex i`0 35] m36] 37] 107 vkfn
5.7 Do the questions given in the exercises x. Yes, related to every concept
n. Cover all the concepts Ex tksM+uk] ?kVkuk] xq.kk] Hkkx] fHkUUk]
o. Include variety of questions ekiu] le;] vkd`fr;kWa] eqnzk vkfn dh
p. Provide opportunities for reflection vo/kkj.k,Wa A
q. Require inductive thinking y. fHkUu fHkUUk rjg ds iz’uksa dk gksukk i`0
14] 15] 39 vkfn
z. Reflection ds fy, ekSds ¼i`0 11] 13]
17] 18] 127½
aa. Inductive thinking ¼i`0 39] 89] 134
vkfn½
in developing questions in such a manner that Ex i`0 7] 33] 34] 96] 134 vkfn

constitutional values as specified in Ex i`0 1] 7] 28] 31] 32] 45] 49] 63] 67] 87] 97]
NCF-2005 like -Trust & Mutual respect, 108] 109 vkfn
97
constitutional values as specified in Ex i`0 1] 7] 28] 31] 32] 45] 49] 63] 67] 87] 97]
NCF-2005 like -Trust & Mutual respect, 108 vkfn


concerns adequately viz Equality of yM+dh vkSj yM+dk esa lekurk rFkk muds uke ls
sexes, Positioning of men and women in izrhr gksrk /keZfujis{krk ¼i`0 1½ vkfn
visuals, Occupations used for women yM+dh vkSj yM+dk esa dk;Z dh lekurk] Lora=rk
and men, Use of power relations ¼i`0 7½ vkfn
(gender) in examples etc. If yes, please fp= ls iznf’kZr gksrk volj dh lekurk ¼i`0 28½
vkfn
vU; ¼i`0 31] 32] 45] 49] 63] 67] 87] 97]108]109
incorporated?
vkfn½

contents for promoting communal ikB~;iqLrd esa fuEu i`"B la[;kvksa ls Li"V gksrk gS
harmony and strengthen national fd lkeqnkf;d ln~Hkko gsrq ldkjkRed fo"k; oLrq
integration? If yes, please give rFkk jk"Vzh; ,dhdj.k ,drk lfEefyr gS i`0 1]
examples. 12] 49] 67] 87] 109 vkfn

pedagogy? If yes, please give examples. Ex i`0 9&12] 14&18] 21&25] 52&56] 97&105
vkfn A
understanding of children on Ex i`0 6 ds gy djks dk iz0 1 isM+ yxkus ds fy,
environmental values? If yes, please izsfjr djrk gS A
98
give examples. vU; i`0 ftlls i;kZoj.k ewY;ksa dh le> cPpksa ij
curh gS ¼i`0 72 iz0 10] 90 iz0 10] 91 ls iz0 9]
2] 8 isM+ fpfM+;k dk fp= i`0 la0 92 vkfn½
VII. Visuals

7.1 Adequate Yes,
¼i`0 1 ls 149 vkfn½
¼i`0 12] 13] 26] 35] 47] 49] 63] 67] 68] 77] 87]
93] 97] 108] 109] 114] 119] 121] 127 vkfn½
i`0 1] 7] 28] 31] 45] 63] 67] 87] 97 vkfn
i`0 9&12] 14&18] 21&25] 52&56] 97&105]
140&142 vkfn
We have observed the whole book. The language of the book is simple. It is activity based.
The more exercises are given for the students. The shapes of the pictures and the letters are
adequate according to the students. Hence, it is appropriate for the students of class 3.
99
1.5 Class: 4

Attractive
f. Support your answer (Yes/No) by providing evidences/examples with page

Number(s).
…………………………………………………………………………..
100
IV. Curriculum Load

Number(s).

vocabulary simple and comprehensible for the i`0 46 ¼fHkUuksa dk tksM+½
learner? If not, please give examples of non- i`0 52 ¼vc ;g djks½

interesting and familiar situations? i`0 53 ¼vkvks eq[kkSVk cuk,Wa½
i`0 55 ¼pyks dwnsa yEch dwn½
concepts.
at appropriate places in the Textbook? i`0 64
i`0 60
101

Number(s).

textbook are related to the real life experiences i`0 24 ¼fp= ns[kdj crkvks fdlus fdrus #i;s
and contexts of the children. dk lkeku [kjhnk Aa½
i`0 72 esa fn;k x;k fp= dFkk Real life ls
Related gS A½
experiences and scope for exploration by the i`0 95 ¼irk yxkvks] djds ns[kks½
examples.

textbook adequate? What is the proportion of i`0 4 ¼la[;k dks vadksa vkSj 'kCnksa esa fy[kks½
open-ended questions/projects? i`0 66 ¼dqy fdruk½

questioning? If yes, Please give examples. i`0 21 ¼,slh rhu la[;k,Wa fy[kks ftudk ;ksxQy
125 gks½
i`0 16 ¼dher fdruh½
a)Self-Learning b) Self-Assessment
102
If yes, please give examples. Self learning - Ex i`0 25 ¼;ksxQyksa dk
vkadyu½
Self learning - Ex i`0 25 ¼;ksxQyksa dk
vkadyu½
5.7 Do the questions given in the exercises bb. Yes, the exercises covers all the
g. Cover all the concepts concepts.
h. Include variety of questions cc. Yes, i`0 80] 4] 5 vkfn
i. Provide opportunities for reflection dd. Yes, i`0 40 ¼dqN vkSj vH;kl½
j. Require inductive thinking i`0 52 ¼dkxt ij dykdkjh½
ee. Yes, i`0 67 ¼vkvks irk djsa½
in developing questions in such a manner that i`0 107 ¼igsfy;kWa½
they test reasoning and creative abilities of i`0 108 ¼iSVuZ½ ¼fnekxh dljr½


103

6.4 Does the Textbook address gender Yes, the text book addresses gender concern
concerns adequately viz Equality of adequately equality of sexes.
sexes, Positioning of men and women in i`0 102] 103 (Pictures)
visuals, Occupations used for women Positioning of men and women in visuals.
(gender) in examples etc. If yes, please Occupations used for women and men.
give examples. If no, please suggest i`0 101] 96
incorporated?

contents for promoting communal i`0 46
examples.

6.7 Does the content facilitates Yes

understanding of children on i`0 21 ¼bUgsa gy djks ds dqN iz’u½
give examples.
104
VII. Visuals

i`0 6] 41 vkfn½
i`0 40] 36] 32] 26
i`0 14] 15] 2] 68] 72] 73] 74
All concepts of book are consecutive and activity based. The book is entertaining and
provides joyful leanings. The language of text book is very simple and graphics and
visualization is interesting.
105
1.5 Class: 5
k. Cover Page: Coloured/2 Coloured/Attractiveness: Multicolour and Attractive

l. Quality of paper: Satisfactory
m. Quality of binding:Good
n. Font size used and its appropriateness: Appropriate for Class 5
o. Layout of text: Correct
p. Support your answer (Yes/No) by providing evidences/examples with

pageNumber(s).
…………………………………………………………………………..
106
IV. Curriculum Load

Number(s).

vocabulary simple and comprehensible for the i`0 29 ¼ehrk dh leL;k½

interesting and familiar situations? i`0 21 ¼ykHk & gkfu½

concepts.
at appropriate places in the Textbook? i`0 32 ¼vkSlr½
i`0 21 ¼ykHk & gkfu½
107

Number(s).

textbook are related to the real life experiences i`0 90 dks.k ¼dgkWa & dgkWa ij cus gSa dks.k \½
and contexts of the children. i`0 32 vkSlr

experiences and scope for exploration by the i`0 11 ¼bckjrh iz’u½
children to go beyond the textbooks? Please give i`0 36 ¼fp= ns[kks vkSj crkvks½
examples.

textbook adequate? What is the proportion of i`0 33 ¼vH;kl½
open-ended questions/projects? i`0 42 ¼uhps nh xbZ la[;kvksa ds xq.ku[k.M
fy[kks½
questioning? If yes, Please give examples. i`0 51 ¼vleku gj okys fHkUuksa dks tksM+uk½
i`0 52 ¼vleku gj okys fHkUuksa dks ?kVkuk½
a)Self-Learning b) Self-Assessment Self learning - Ex i`0 48 ¼vkvks bls le>s½
If yes, please give examples. Self learning - Ex i`0 11 ¼vjs okg !½
108
5.7 Do the questions given in the exercises ff. Yes, the exercises covers all the
q. Cover all the concepts concepts.
r. Include variety of questions gg. Yes, i`0 30] 4] 5 vkfn
s. Provide opportunities for reflection Yes, i`0 93 ¼D;k dks.kksa ds Hkh uke gksrs
t. Require inductive thinking gSa \½
hh. Yes, i`0 17 ¼vc vk,xk etk½
in developing questions in such a manner that i`0 158 ¼iSVuZ 1] 2] 3½

constitutional values as specified in NCF- i`0 24 ¼vc crkvks½
6.2 In what way the textbook promotes the

109
concerns adequately viz Equality of Equality of sexes.
sexes, Positioning of men and women in i`0 8] 20] 21] 22
visuals, Occupations used for women Positioning of men and women.
incorporated?

contents for promoting communal i`0 34 (Picture and the exercises)
examples.


understanding of children on i`0 34] 36
give examples.
VII. Visuals

110
i`0 4] 21] 25] 36] 71
i`0 68] 75] 34] 20
The language of text book is very simple. The concepts are activity based and presented
consecutively. The visuals are entertaining and joyful.
111
िहंदी क पाठ् यपु तक िव लेषण
नोट -
िहंदी क पाठ् यपु तक िव लेषण का यह उपकरण (टू ल) रा टीय पाठ् यचया क पररे खा-2005 तथा उसके
अनुसार िवकिसत भाषा के पाठ् य म को ि गत रखते हए बनाया गया है। पाठ् य म का िव लेषण करते समय
अपने उ तर के समथन म जहाँ आव यक हो उस िबंदु के बारे म एक-दो उदाहरण भी द।
भाग I - सामा य जानकारी
1. पाठ् यपु तक का शीषक ) 1 क भागसमेिकत पाठ् यपु त -िहंदी, अं ेजी व गिणत(
2. क ा -
3. पाठ् यपु तक िवकास सिमित के सद य के नाम ो रमाकांत अि नहो ी -, डॉ हदयकांत दीवान, ी
रोिहत घनकर, ी राजे पा डेय, डॉ सी एल िम ा, डॉ िव ाचं ाकर, ीमती सुधा खरे , ी अनूपनाथ
योगी, ी सि चदानंद शा ी, दु ेष वै णव, ीहिलया वै णव, ी शोभा शंकर नागदा, ी रमेश शमा,
ी वनय शरण िसंह, डॉ राजेश शमा
4. पाठ क सं या -19
5. पृ ठ सं या 89 -
6. काशक क िनगमसगढ़ पाठ् यपु तछ ती -, रायपुर
7. काशन ितिथ 2015 -
8. मू य िन -: शु क
भाग - II: िच
िववरण हाँ/नह िट पणी
1. आकषक ह । हाँ पृ 1 से 14,
2. पटह। हाँ पृ 1, 5, 15 सिच वर बोध प 41 अ र
के जोड़ से बने श द 83 राजा आ जैसे सभी
पाठ के िच
3. सुसंगत ह । हाँ पृ 1 से 3
4. प रवेश को ितिबंिबत करते ह । हाँ पृ 56 खपरै ल, भैला, बैलगाड़ी का िच
आिद ।
5. िवषय - व तु को समझने म सहायक ह । हाँ पृ 1, 7 से 41, 44, 46, 48, 50, 52, 54,
58, 60, 62, 64, 68, 70, 72, 74 के िच
6. सम त कार के पूवा ह से मु त ह । नह पृ 92, 93 लड़के का तबला बजाना, लड़क
का पानी लाना, नानी का झाड़ लगाना ।
7. तािकक गित और िव तार है । हाँ पृ 74 भालू अंक क िच कथा
पृ 95 तीन िम कहानी का िच
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पृ 76, 88 िच देखकर नाम िलखना
पृ 77 िच को श द से रे खा ख चकर
िमलान करने का अ यास
8. क पनापरक ह । हाँ पृ 77 नदी से पानी ले जाते हए ब चे का
िच
पृ 83 राजा आ किवता का िच
पृ 90 िततली का फू ल का रस चूसते हए
िच
पृ 95 तीन िम कहानी का िच
9. िविवधता से प रपूण ह । हाँ पृ 1, 3 आसपास क व तुओ ं का वणन,
वषा तु का िच
पृ 7, 8, 9 पशु, प ी, जंगली पशुओ ं के
िच
पृ 12, 13 म यातायात के संसाधन, र त
नाते प रवार के सद य के िच
पृ 21 पहचान और बोलो
10. बारीक और िव तार है । हाँ पृ 1 ब च का िच िजसम से वह अपने
आसपास क व तुओ ं के बारे म बताएगा
पृ 3 पशु, पि य
पृ 7, 8, 9 पशु, प ी, जंगली पशुओ ं के
िच
पृ 10, 11, 12, 13 म फल, सि जय ,
यातायात के संसाधन के िच
पृ 13 म प रवार के सद य के िच िजससे
ब चे को आसपास परवेश से बाहरी
वातावरण, प रवेश के बारे म सोचने का
अवसर दान करती ह ।
11. िवषयव तु का संवदन करते ह । हाँ पृ 1 से 3 पाठ म आए िच किवता को
समझने म मदद करते ह जैसे पृ 74 भालू
अंक क कहानी
पृ 3 िघर िघर आया किवता पाठ का िच
12. िवषयव तु से जुड़े हए ह । हाँ पृ 41 से 72 अ र के जोड़ से बने श द के
िच पृ 88 खाली जगह भरो
13. संवदे नशीलता के िवकास म सहायक ह । हाँ पृ 95 तीन िम कहानी म आए िच ।
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भाग - III
III. 1 आवरण प ठ
1. आवरण पृ ठ रं गीन है । हाँ बहरं गी
2. आवरण पृ ठ आकषक है । हाँ -
3. आवरण पृ ठ सुसंगत है । हाँ िवषय अनुसार सही है
4. शीषक रोचक है । हाँ सामा य
5. शीषक सुसंगत है । हाँ सुसंगत ह ।
III. 2 उ पादन और ले आउट

1. कागज़ क गुणव ता है । हाँ -
2. बाइंिडग-िटकाऊ और सुरि त है । हाँ मोटाई के कारण बाइंिडंग सुरि त नह है ।
3. फ ट का आकार आयु तथा तर के अनुकूल है । हाँ पृ 82 िच से श द से िमलान करने का
अ यास
पृ 24 म लेखन अ यास
4. लेआउट-पाठ् यसाम ी पठनीय है । हाँ -
भाग - IV
IV. 1 पाठ् यचया बोझ
1. िवषयव तु क भाषा सरल है । हाँ पृ 41,42, 44 के श द, वा य
पृ 74 अंक और भालू क कहानी
पृ 83 राजा आ किवता क पंि याँ
2. भाषा सहज और वाभािवक है । हाँ पृ 90 म िततली किवता क पंि याँ
पृ 92 म पढ़ो का अ यास
पृ 89 के न अ यास
3. िवषयव तु ब च क आयु तथा तर के हाँ पृ 82 िच से श द से िमलान करने का
अनुकूल है । अ यास
पृ 24 म लेखन अ यास
4. िवषयव तु सूचनाओं के भंडार से मु त है । हाँ के वल कु छ पाठ ही ह जैसे पृ 90 िततली
छोटी सी किवता है िकं तु इसके िश ण
संकेत म िततली क पयावरण उपयोिगता पर
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चचा करने को कहा गया है ।
5. तुित रोचक है । हाँ पृ 1,3,4,5 किवताऍ सिच वणमाला
पृ 41 अ र के जोड़ से बने श द
पृ 74 क िच श द कहानी
पृ 77 गमला किवता और उनसे संबंिधत
पठन लेखन के अ यास
6. वा य क संरचना सरल और ब च के तर के हाँ पृ 80 अनार शीषक क किवता
अनु प है । पृ 83 किवता
पृ 95 तीन िम कहानी
7. श द ब च के दैिनक जीवन तथा प रवेश से हाँ पृ 41, 44, 46 म आए श द उदाहरण जो
जुड़े है । श द के दैिनक जीवन से तथा प रवेश से
जुड़े ह ।
8. भाषा िवषयव तु के अनुकूल है और बोधग य है हाँ पृ 57, 59 वा य म योग
। पृ 77 गमला किवताक पंि यॉ
पृ 83 राजा आ किवता क पंि यॉ
9. ब च को घर क बोली म बोलने का अवसर हाँ पृ 1,7, 8, 10, 11, 13 के िव ण संकेत म
िदया गया है । पृ 75 से 91 के अ यास 1 बताओ तु हारी
बोली / भाषा म इ ह या कहते ह ।
10. भाषा े ीय पूवा ह से मु त है । हाँ पृ 7, 9
पृ 44
पृ 69
पृ 95 तीन िम क कहानी
11. भाषा जातीय पूवा ह से मु त है । हाँ िकसी भी पाठ म ऐसा कोई भी उदाहरण नह
है जो जातीय पूव ह से मु त है ।
12. भाषा िलंग भेद संबंिध पूवा ह से मु त है । हाँ पृ 77 गमला किवता क पंि य
पृ 95 तीन िम क कहानी के िव ण संकेत
(हाँ अथवा नह , दोन ही ि थितय म िट पणी द तथा उदाहरण के साथ पाठ् यपु तक म से प ठ सं या भी िलख ।)
IV. 2 बालकि त िवषय व तु (िच , रचनाएँ, अ यास तथा गितिविधयाँ)

1. ब च क आयु तथा तर के अनुकूल है । हाँ पृ 1 से 19, 21, 24, 27, 37, 42
2. ब च क िच के अनुसार है । हाँ पृ 27, 43, 76, 94, 88, 89, 7
3. ब च के प रवेश से जुड़ी है । हाँ पृ 1 से 19
4. ब च को े ीय / लोक सािह य से प रिचत नह इस क ा के िकसी भी पाठ म िकसी भी
कराती है । े ीय लोक सािह य का उदाहरण नह
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िदखता ।
5. ब च म पढ़ने के आनंद का पोषण करती है । हाँ पृ 74 भालू और अंक क िच क कहानी
77 रे खा ख चकर श द से िमलाओ
92 पहचानो और नाम िलखो
90 िततली क किवता ब च म पढ़ने के
आनंद का पोषण करती है ।
6. ब च क क पनाशीलता, रचना मकता का हाँ पृ 90 िततली क पयावरण म उपयोिगता पर
िवकास करती है । ब च से चचा करना
94 िच बनाओ
43 रं ग भरो
7. ब च क भाषायी कु शलताओं का िवकास हाँ पृ 1 से 13 मौिखक अिभ यि सुनना
करती है । पृ 21 पहचानो बोलो
पृ 24 लेखन अ यास
पृ 15 सिच वर बोध
पृ 70, 75 भालू अंक क कहानी अपनी
भाषा बोली म बनाना
8. ब च म अनुमान लगानेक मता का िवकास हाँ पृ 9 िष ण संकेत
करती है ।
9. ब च म तक करने / समझ का िव तार करने म हाँ पृ 10, 11 िष ण संकेत
सहायक है । पृ 95 िश ण संकेत
10. ब चे िवषयव तु से जुड़ाव महसूस करते ह । हाँ पृ 7 पशु पि य पसंदी फल सि जय के
नाम िश ण संकेत
11. िवषय व तु म िदए गए त य एवं जानकारी सही हाँ सिमित क अनुशसं ा अनुसार कािशत क
है । गई है ।
12. ब च के पूव अनुभव को िवषय से जोड़ने म हाँ पृ 95 क तीन िम क कहानी के िश ण
सहायक है । संकेत
पृ 89 कु छ ख ी चीज के नाम बताओ के
न संकेत
13. अ यास तथा गितिविधय सजना मक हाँ पृ 76 ऐनक का िच बनाओ
अिभ यि के अवसर देते ह । पृ 7 पि य के िच बनाना रं ग भरना
िश ण संकेत
14. िवषयव तु म िवधाओं क िविवधता है । हाँ पृ 74 श द िच कहानी
पृ 77, 80, 83 किवता, कहानी
15. क ा क दुिनया को बाहर क दुिनया से जोड़ने हाँ पृ 8 पालतू जानवर
के अवसर ह । पृ 9 जंगली जानवर
पृ 1 से 4 के िश ण संकेत
16. भाषायी खेल के अवसर देती है । नह -
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17. बहभािषकता का संसाधन के प म योग हाँ पृ 96 अपनी बोली / भाषा म बताओ
िकया गया है ।
18. ब च को खोज अवलोकन, वग करण, हाँ पृ 7 से 13 के िश ण संकेत
िव लेषण, तकके अवसर देते ह । पृ 91 का न अ यास तुम अपने बगीचे म
या- या देखते हो ।
19. किवताओं म लया मकता है । हाँ पाठ 90, 86, 80, 77 क किवताएँ एवं
िश ण संकेत
20. व या मक श द का बाह य है । हाँ पृ 77 गमला क किवता
21. किवताएँ ब च को हाव-भाव से पढ़ने के िलए हाँ पृ 86 िश ण संकेत
े रत करती ह ।
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IV. 3 रा ीय सरोकार
1. िव यव तु संवधै ािनक मू य का िवकास करती हाँ पृ 95 का िश ण संकेत का न यिद
है जैसे एक-दूसरे के ित िव वास तथा आदर तु हारे िम पर कोई संकट आए तो तुम या
क भावना, िविवधता का स मान, मानव करोगे ?
अिधकार, धमिनरपे ता आिद ।
2. िवषयवस्तु म समाज के सभी वग को थान नह ऐसा कोई भी उदाहरण पाठ म नह िदया
िदया गया है । गया है ।
3. िवषयव तु िभ न प से स म ब च को यान नह ऐसा कोई भी उदाहरण िभ न प से स म
म रखती है । ब च को यान म रखकर
4. पर पर स ाव जा तकरने म सहायक है । हाँ पृ 9 िश ण संकेत व य ािणय क सुर ा
के संबंध म ब च से चचा
5. जडर के मु े के ित संवदे नशील है । हाँ पृ 77 गमला पाठ म िदया गया िच
पृ 80 के िच
पृ 83 क किवता क पंि याँ
6. जातीय / े ीय पूवा ह से मु त है ।
V. सम / िवशेष िट पिणयाँ
तुत पाठ् यपु तक भावी है । िवषय व तु के अनुसार िच एवं रचनाऍ, उदाहरण एवं पठन साम ी म आए
श दावली सरल एवं बोधग य है । ब च के अनुभव व प रवेश से िलए गए उदाहरण ह । िश क के िलए िश ण
संकेत भी उपयोगी ह । कु छ पाठ म ब च को िलिखत, मौिखक जना मकता, रचना मकता, क पना के
अ यास एवं गितिविधय को और थान िदया जाना चािहए । साथ ही जडर समानता एवं समाज के सभी वग को
भी िवषय व तु म थान िदया जाना चािहए ।
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नोट -
िहंदी क पाठ् यपु तक िव लेषण का यह उपकरण (टू ल) रा टीय पाठ् यचया क परे खा-2005 तथा उसके
अपने उ तर के समथन म जहाँ आव यक हो उस िबंदु के बारे म एक-दो उदाहरण भी द ।
1. पाठ् यपु तक का शीषक ) 2 क भागसमेिकत पाठ् यपु त -िहंदी, अं ेजी व गिणत(
2. क ा 2 -
3. पाठ् यपु तक िवकास सिमित के सद य के नाम रमाकांत अि नहो ी ० ो -, डॉ० दयकांत दीवान, ी
रोिहत घनकर, ी राज पा डेय, डॉ० सी० एल०िम ा, डॉ० िव ा चं ाकर, ीमती सुधा खरे , ी
अपूननाथ योगी, ी सि चदानंद शा ी, दु ेश वै णव, ी हिलया वै णव, ी शोभा शंकर नागदा, ी
रमेश शमा, ी िदनेश गौतम, ी वनय शरण िसंह, डॉ० राजेश शमा
5. पृ ठ सं या 85 -
8. मू य िन -: शु क िवतरण के िलए
1. आकषक ह । हाँ पृ० 3 संयु त अ र के िच पृ० 27 पढ़ो
समझो के िच
2. पटह। हाँ पृ० 24 का िच पृ० 42 का िच प ट
3. सुसंगत ह । हाँ पृ० 46 का िच पृ० 49 का िच
4. प रवेश को ितिबंिबत करते ह । हाँ पृ० 80, 84 आिद
5. िवषय - व तु को समझने म सहायक ह । हाँ पृ० 90 आिद
6. सम त कार के पूवा ह से मु त ह । हाँ पृ०76 आिद
7. तािकक गित और िव तार है । हाँ पृ० 65, 67 आिद
8. क पनापरक ह । हाँ पृ० 61, 48
9. िविवधता से प रपूण ह । हाँ पृ० 42, 49 आिद
10. बारीक और िव तार है । हाँ सभी पाठ म ऐसा है ।
11. िवषयव तु का संवदन करते ह । हाँ सभी िच संव न करते ह ।
12. िवषयव तु से जुड़े हए ह । हाँ भाषायी कौशल के िवकास म सहायक ह ।
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13. संवदे नशीलता के िवकास म सहायक ह । हाँ पृ० 33, 34, 38, 45, 46, 75 पाठ के
सभी िच ।
भाग - III
1. आवरण पृ ठ रं गीन है । हाँ बहरं गी
3. आवरण पृ ठ सुसंगत है । हाँ िवषय अनुसार सही है ।
5. शीषक सुसंगत है । हाँ सुसंगत ह ।

1. कागज़ क गुणव ता है । हाँ काशक के ारा काय आदेश अनुसार
2. बाइंिडग-िटकाऊ और सुरि त है । नह मोटाई के कारण बाइंिडंग सुरि त नह है ।
3. फ ट का आकार आयु तथा तर के अनुकूल है । हाँ फ ट का आकार 16 तर आयु अनुसार
अनुकूल है ।
4. लेआउट-पाठ् यसाम ी पठनीय है । हाँ -
भाग - IV
1. िवषयव तु क भाषा सरल है । हाँ पृ० 24 (पाठ 5) पृ० 45 (पाठ 10)
2. भाषा सहज और वाभािवक है । नह श दावली किठन है ।
3. िवषयव तु ब च क आयु तथा तर के हाँ िवषयव तु म सही है ।
4. िवषयव तु सूचनाओं के भंडार से मु त है । हाँ पृ० 89, 73 (धूप) पृ० 65 (चूहे को िमली
पंिसल) पृ० 33 (एकता का बल)
5. तुित रोचक है । हाँ पृ० 61, 65 (िच के साथ िवषय व तु क
तुित रोचक है)
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6. वा य क संरचना सरल और ब च के तर के हाँ कु छ पाठ पृ० 79, 49, 4 के कु छ वा य
अनु प है । जिटल ह ब च के तर के अनु प रही है ।
7. श द ब च के दैिनक जीवन तथा प रवेश से हाँ पृ० 9 (पाठ 2) पृ० 76 (छोटे-छोटे कदम
जुड़े है । पाठ - 16)
8. भाषा िवषयव तु के अनुकूल है और बोधग य है हाँ िकं तु कु छ पाठ म अथ, भाव प ट करने
। हेतु िश क क सहयोग क अपे ा है ।
9. ब च को घर क बोली म बोलने का अवसर हाँ सभी पाठ के िश ण संकेत म किठन श द
िदया गया है । के अथ े ीय भाषा म बताने के िनदश
10. भाषा े ीय पूवा ह से मु त है । हाँ -
11. भाषा जातीय पूवा ह से मु त है । हाँ -
12. भाषा िलंग भेद संबंिध पूवा ह से मु त है । हाँ -
IV. 2 बालकि त
1. ब च क आयु तथा तर के अनुकूल है । हाँ िच आयु तर के अनुकूल ह ।
रचनाएँ पृ० 4, 38, 79 आयु तर के
अनुकूल नह ह ।
अ यास पृ० 88 गितिविध 6, 7 पृ० 86 का
अ यास 2, 3, 5 अनुकूल है।
2. ब च क िच के अनुसार है । हाँ पृ० 84, 65, 61, 56 आिद पाठ िच के
अनुसार है ।
3. ब च के प रवेश से जुड़ी है । हाँ पृ० 9, 13, 12, 17, 18, 23, 27, 24, 36
िच रचनाएँ अ यास लगभग सभी पाठ के
उदाहरण प रवेश से जुड़े हये ह ।
4. ब च को े ीय / लोक सािह य से प रिचत हाँ पृ० 49, 50, 79 के िच े ीय
कराती है । जानका रय से अवगत कराती है ।
5. ब च म पढ़ने के आनंद का पोषण करती है । हाँ पृ० 76, 65, 66, 67, 61, 58 (का
अ यास 2, 5) 59 (का अ यास 5) 55
(का 7, 8, 9, 10 अ यास 5) आनंद का
पोषण करती है ।
6. ब च क क पनाशीलता, रचना मकता का हाँ पृ० 55 (का अ यास गितिविध) पृ० 48
िवकास करती है । (का 4 अ यास) पृ० 41 (का 5 अ यास)
पृ० 27 (का अ यास 6)
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7. ब च क भाषायी कु शलताओं का िवकास हाँ पृ० 32 (का गितिविध 5) पृ० 54 (का
करती है । अ यास 6) पृ० 55 (का 10, 11 अ यास)
पृ० 27 (का अ यास 6)
8. ब च म अनुमान लगाने क मता का िवकास हाँ पृ० 24, 17 (का 7 अ यास) पृ० 13 (पाठ
करती है । 3) 9 (पाठ 2)
9. ब च म तक करने / समझ का िव तार करने म हाँ पृ० 61 (पाठ 13) पृ० 65 (पाठ 14) के
सहायक है । िच रचनाएँ एवं अ यास पृ० 84
10. ब चे िवषयव तु से जुड़ाव महसूस करते ह । हाँ पृ० 9, 13, 18, 42, 45, 49, 73, 76, 79
के िच रचनाएँ एवं अ यास
12. ब च के पूव अनुभव को िवषय से जोड़ने म हाँ पृ० 49, 9, 84, 42, 45 आिद ।
सहायक है ।
13. अ यास तथा गितिविधयाँ सजना मक हाँ पृ० 72 (अ यास का 7 का 1) 75 (गित 1)
अिभ यि के अवसर देते ह । 88 (का 7) 55 (गित का 2)
14. िवषयव तु म िवधाओं क िविवधता है । हाँ किवता कहानी िच कथा जीवनी या ा
ता त ह ।
15. क ा क दुिनया को बाहर क दुिनया से जोड़ने हाँ पृ० 49, 73, 79, 4 इ यािद ।
के अवसर ह ।
16. भाषायी खेल के अवसर देती है । हाँ पृ० 8 (गित 3) 17 (गित 6)
17. बहभािषकता का संसाधन के प म योग हाँ येक पाठ के िश ण संकेत के िनदश म
िकया गया है । किठन श द के अथ े ीय बोली म बताना
(पृ० 5)
18. ब च को खोज अवलोकन, वग करण, हाँ पृ० 23 (अ यास 5) 18, 44 (अ यास 6)
िव लेषण, तक के अवसर देते ह । 55 (गित का 3)
19. किवताओं म लया मकता है । हाँ पाठ 1, 12, 13, 16
20. व या मक श द का बाह य है । हाँ सामा य प से यु त पृ० 4, 56, 61
21. किवताएँ ब च को हाव-भाव से पढ़ने के िलए हाँ पृ० 4, 56, 61, 76 के िश ण संकेत
1. िवषयव तु संवधै ािनक मू य का िवकास करती हाँ पृ० 4 (पाठ 1) 33 (पाठ 7) 45 (पाठ 10)
है जैसे एक-दूसरे के ित िव वास तथा आदर 76 (पाठ 16) 89 (पाठ 19)
क भावना, िविवधता का स मान, मानव
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2. िवषयव तु म समाज के सभी वग को थान हाँ सामा यत सभी वग शािमल ह ।
िदया गया है ।
3. िवषयव तु िभ न प से स म ब च को यान हाँ क- क िवधाओं का योग व अ यास
म रखती है । का अवसर है ।
4. पर पर स ाव जा त करने म सहायक है । हाँ पृ० 4 (पाठ 1) 45 (पाठ 10) 49 (पाठ 11)
79 (पाठ 17)
5. जडर के मु े के ित संवदे नशील है । हाँ कह पूवा ह नह झलकता है ।
6. जातीय / े ीय पूवा ह से मु त है । हाँ सभी े क रचनाएँ शािमल ह ।
तुत पाठ् यपु तक समेिकत प से ब च के िलए आयु, क ानुसार भावी एवं अनुकूल है । िवषय व तु म
पाठ को थोड़ा छोटा एवं सरल छोटे वा य एवं सरल श दावली का योग करना ब च के िहत म य़ ादा
भावशाली होगा । ब च को जना मकता, क पना, तक करने के िलिखत मौिखक अ यास एवं गितिविधयाँ
और दी जानी चािहए । िच और ़यादा प ट ह ।
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नोट -
1. पाठ् यपु तक का शीषक िहंदी 1 क भागसमेिकत पाठ् यपु त -, छ तीसगढ़ी, अं ेजी, सं त
2. क ा 3 -
3. पाठ् यपु तक िवकास सिमित के सद य के नाम आर साह ०िम ा बी ०एल ०सी ०डॉ -, डॉ० एस०
एस० ि पाठी, राज पांडेय, गजानंद साद देवांगन, ीमती पु पा पवार, डॉ० रचना अजमेरा, अजय
गु ता, िवनय शरण िसंह, िदनेश गौतम, डॉ० दयकांत िसंह ।
5. पृ ठ सं या 132 -
8. मू य -िन: शु क िवतरण
1. आकषक ह । हाँ बहत से िच म रं ग संयोजन सुधारने क
आव यकता है ।
2. पटह। हाँ पृ० 22, 5 अ प ट
3. सुसंगत ह । हाँ िवषयव तु के अनुसार है ।
4. प रवेश को ितिबंिबत करते ह । हाँ पृ० 16, 68, 69, 90 इ यािद
5. िवषय - व तु को समझने म सहायक ह । हाँ पाठ 18, 16, 23 इ यािद
6. सम त कार के पूवा ह से मु त ह । नह पूवा हपूण साम ी िदखाई नह पड़ी
7. तािकक गित और िव तार है । हाँ पाठ 1 सीखो पाठ 9 आिद मानव
8. क पनापरक ह । हाँ पाठ 6
9. िविवधता से प रपूण ह । हाँ -
10. बारीक और िव तार है । हाँ पृ० 68, 69, 80
11. िवषयव तु का संवदन करते ह । हाँ पृ० 58
12. िवषयव तु से जुड़े हए ह । हाँ पृ० 50, 49, 42, 43, 44
13. संवदे नशीलता के िवकास म सहायक ह । हाँ पृ० 14, 15
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भाग - III
1. आवरण पृ ठ रं गीन है । हाँ -
3. आवरण पृ ठ सुसंगत है । हाँ -
4. शीषक रोचक है । हाँ -
5. शीषक सुसंगत है । हाँ -

2. बाइंिडग-िटकाऊ और सुरि त है । हाँ -
3. फ ट का आकार आयु तथा तर के अनुकूल है । हाँ फ ट का आकार 16 सभी पु तक के िलए
सही है ।
4. लेआउट-पाठ् यसाम ी पठनीय है । हाँ प ट हािशए सिहत
भाग - IV
1. िवषयव तु क भाषा सरल है । हाँ क ा तर के अनु प है
2. भाषा सहज और वाभािवक है । हाँ कु छ श दावली किठन है ।
3. िवषयव तु ब च क आयु तथा तर के हाँ -
4. िवषयव तु सूचनाओं के भंडार से मु त है । हाँ
5. तुित रोचक है । हाँ कु छ पाठ उतने रोचक नह है ।
6. वा य क संरचना सरल और ब च के तर के हाँ कु छ श द किठन है ।
अनु प है ।
7. श द ब च के दैिनक जीवन तथा प रवेश से हाँ पाठ 11 दादाजी
जुड़े है ।
8. भाषा िवषयव तु के अनुकूल है और बोधग य है हाँ -
125
9. ब च को घर क बोली म बोलने का अवसर हाँ -
10. भाषा े ीय पूवा ह से मु त है । हाँ -
11. भाषा जातीय पूवा ह से मु त है । हाँ -
12. भाषा िलंग भेद संबंिध पूवा ह से मु त है । हाँ -
1. ब च क आयु तथा तर के अनुकूल है । हाँ रचनाएँ सही म म ह तथा तर के अनुकूल
ह।
पृ० 55, 80
2. ब च क िच के अनुसार है । हाँ पृ० 90
3. ब च के प रवेश से जुड़ी है । हाँ पृ० 95, 113
4. ब च को े ीय / लोक सािह य से प रिचत हाँ पृ० 40, 41, 12, 13
कराती है ।
5. ब च म पढ़ने के आनंद का पोषण करती है । हाँ पृ० 90 िच
6. ब च क क पनाशीलता, रचना मकता का हाँ पृ० 94
िवकास करती है ।
7. ब च क भाषायी कु शलताओं का िवकास हाँ पृ० 89
8. ब च म अनुमान लगाने क मता का िवकास हाँ पृ० 13, 22, 35, 34
9. ब च म तक करने / समझ का िव तार करने म हाँ पृ० 47, 52
10. ब चे िवषयव तु से जुड़ाव महसूस करते ह । हाँ पृ० 68, 69
11. िवषय व तु म िदए गए त य एवं जानकारी सही हाँ सिमित क अनुशंसा अनुसार कािशत क
12. ब च के पूव अनुभव को िवषय से जोड़ने म हाँ -
13. अ यास तथा गितिविधय सजना मक हाँ पृ० 72 (रचना), पृ० 77 (िच बनाओ)
अिभ यि के अवसर देते ह ।
14. िवषयव तु म िवधाओं क िविवधता है । हाँ -
15. क ा क दुिनया को बाहर क दुिनया से जोड़ने हाँ पाठ 16 (अगर पेड़ भी चलते होते), पाठ
के अवसर ह । 21 (मै ीबाग)
126
16. भाषायी खेल के अवसर देती है । हाँ -
17. बहभािषकता का संसाधन के प म योग हाँ िहंदी के साथ 20 % पाठ े ीय आधार पर
िकया गया है । थानीय भाषा के रखे गये ह।
18. ब च को खोज अवलोकन, वग करण, हाँ पृ० 3, 35
िव लेषण, तकके अवसर देते ह ।
19. किवताओं म लया मकता है । हाँ -
20. व या मक श द का बाह य है । हाँ सामा य प से यु त
21. किवताएँ ब च को हाव-भाव से पढ़ने के िलए हाँ तर एवं आयु के अनुकूल ह ।
127
1. िवषयव तु संवधै ािनक मू य का िवकास करती हाँ पाठ 2 स चा बालक
है जैसे एक-दूसरे के ित िव वास तथा आदर पाठ 11 दादाजी
क भावना, िविवधता का स मान, मानव पाठ 13 होनहार लड़का नर
2. िवषयव तु म समाज के सभी वग को थान हाँ सामा यत: सभी वग शािमल है ।
4. पर पर स ाव जा त करने म सहायक है । हाँ पाठ 14 कौन जीता
पाठ 4 बंदर बांट
5. जडर के मु े के ित संवदे नशील है । हाँ -
6. जातीय / े ीय पूवा ह से मु त है । हाँ पाठ् यपु तक म कोई पूवा ह नह ह ।
पाठ् यपु तक म िदये गये िच , रचना, अ यास व पाठ् यव तु आकषक, रोचक एवं ाहय है । पाठ् यपु तक
समेिकत प से भावी है । कु छ श द किठन व तर के अनुकूल नह ह ।
128
नोट -
1. पाठ् यपु तक का शीषक क िहंदीसमेिकत पाठ् यपु त -, सरगुिजहा, अं ेजी एवं सं त
2. क ा 4 -
3. पाठ् यपु तक िवकास सिमित के सद य के नाम दयकांत दीवान ०डॉ -, िव ाभवन, उदयपुर, ो०
रमाकांत अि नहो ी िव ालय िव विद ली), िद ली(, डॉ० सी० एल० िम ा, बी० आर साह, डॉ० एस०
एस० ि पाठी, डॉ० जमोहन इ टवाल, िदनेश गौतम, िवनय शरण िसंह, गजानंद साद देवांगन, राज
पा डे, ीमती सीमा अ वाल, शोभाशंकर नागदा, ीमती ऊषा पवार, डॉ० रचना अजमेरा
5. पृ ठ सं या 185 -
8. मू य िन -: शु क
1. आकषक ह । हाँ पृ० 1, 10, 11, 12, 13
2. प ट ह । हाँ पाठ् यपु तक म िदये गये सभी िच प ट ह ।
3. सुसंगत ह । हाँ पाठ् यपु तक म िदये गये सभी िच सुसंगत
ह।
4. प रवेश को ितिबंिबत करते ह । हाँ पृ० 1, 17
5. िवषय - व तु को समझने म सहायक ह । हाँ पृ० 17, 18, 23
6. सम त कार के पूवा ह से मु त ह । हाँ पाठ् यपु तक म िदये गये सभी िच प ट
कार के पूवा ह से यु त ह ।
7. तािकक गित और िव तार है । हाँ पृ० 21
8. क पनापरक ह । हाँ पृ० 23, 32
9. िविवधता से प रपूण ह । हाँ पृ० 23, 25, 81
10. बारीक और िव तार है । हाँ -
11. िवषयव तु का संवदन करते ह । हाँ िदये गये िच िवषयव तु का संवधन करते ह
129
12. िवषयव तु से जुड़े हए ह । हाँ पृ० 18, 34
13. संवदे नशीलता के िवकास म सहायक ह । हाँ पृ० 34, 33
भाग - III
1. आवरण पृ ठ रं गीन है । हाँ आवरण पृ ठ रं गीन है ।
2. आवरण पृ ठ आकषक है । हाँ आवरण पृ ठ आकषण ह ।
5. शीषक सुसंगत है । हाँ शीषक सुसंगत ह ।

2. बाइंिडग-िटकाऊ और सुरि त है । हाँ -
3. फ ट का आकार आयु तथा तर के अनुकूल है । हाँ फ ट का आकार 16 सभी पु तक के िलए
सही है ।
4. लेआउट-पाठ् यसाम ी पठनीय है । हाँ प ट हािशए सिहत
भाग - IV
1. िवषयव तु क भाषा सरल है । हाँ क ा तर के अनु प है
2. भाषा सहज और वाभािवक है । नह कु छ श दावली किठन है ।
3. िवषयव तु ब च क आयु तथा तर के हाँ िवषयव तु म सही है ।
4. िवषयव तु सूचनाओं के भंडार से मु त है । हाँ ऊजा क बचत
5. तुित रोचक है । हाँ कु छ पाठ बड़े और उबाऊ ह जैसे जगदीश
चं बोस ।
6. वा य क संरचना सरल और ब च के तर के हाँ वा य म कु छ श द जिटल तीत होते ह ।
अनु प है ।
130
7. श द ब च के दैिनक जीवन तथा प रवेश से हाँ पाठ 7 घर दा पाठ 11 जीत खेल भावना क
8. भाषा िवषयव तु के अनुकूल है और बोधग य है हाँ िश क के सहयोग क अपे ा है ।
।
9. ब च को घर क बोली म बोलने का अवसर हाँ पु तक म घर क बोली म भी पाठ िदये गये
िदया गया है । ह।
10. भाषा े ीय पूवा ह से मु त है । हाँ समान मह व िदया गया है ।
11. भाषा जातीय पूवा ह से मु त है । हाँ पाठ् यपु तक म कोई पूवा ह नह है ।
12. भाषा िलंग भेद संबंिध पूवा ह से मु त है । हाँ भाषा पाठ के अनुसार सही यु त क गई है
।
1. ब च क आयु तथा तर के अनुकूल है । हाँ रचनाएँ सही म म ह तथा तर के अनुकूल
ह।
2. ब च क िच के अनुसार है । हाँ पृ० 56, 44, 43
3. ब च के प रवेश से जुड़ी है । हाँ पाठ 12 कू कू और भूरी
4. ब च को े ीय / लोक सािह य से प रिचत हाँ पाठ 8 पाठ 6
5. ब च म पढ़ने के आनंद का पोषण करती है । हाँ पृ० 1, 56, 57, 58
6. ब च क क पनाशीलता, रचना मकता का हाँ पृ० 77, 84, 85
िवकास करती है ।
7. ब च क भाषायी कु शलताओं का िवकास हाँ पाठ म िदये गये अ यास भाषायी कु शलता
करती है । का िवकास करते ह पृ०90, 96
8. ब च म अनुमान लगाने क मता का िवकास हाँ पृ० 110 ( र त थान म सही श द
करती है । सोचकर िलखो) पृ० 108 (िच )
9. ब च म तक करने / समझ का िव तार करने म हाँ पृ० 98, (सोचो और िलखो)
10. ब चे िवषयव तु से जुड़ाव महसूस करते ह । हाँ ब चे िवषयव तु से जुड़ाव महसूस करते ह ।
12. ब च के पूव अनुभव को िवषय से जोड़ने म हाँ पाठ म िदये गये िच अ यास पूव
सहायक है । अनुभव को िवषय से जोड़ने म सहायक ह ।
13. अ यास तथा गितिविधयाँ सजना मक हाँ पृ० 97 (गितिविध) पृ० 80 (रचना)
अिभ यि के अवसर देते ह ।
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14. िवषयव तु म िवधाओं क िविवधता है । हाँ सभी रचनाएँ, गितिविधयां, िच एवं
अ यास क वधओं म िविवधता है।
15. क ा क दुिनया को बाहर क दुिनया से जोड़ने हाँ पाठ 16 रािजम मेला पृ० 79 (सोचो और
के अवसर ह । िलखो)
16. भाषायी खेल के अवसर देती है । हाँ सभी पाठ म भाषायी खेल के अवसर ह पृ०
9
17. बहभािषकता का संसाधन के प म योग हाँ िहंदी के साथ 20 % पाठ व अ यास े ीय
िकया गया है । म रखे गये ह।
18. ब च को खोज अवलोकन, वग करण, हाँ पृ० 74, 75
िव लेषण, तक के अवसर देते ह ।
19. किवताओं म लया मकता है । हाँ िदये गये सभी किवताओं म लया मकता है ।
20. व या मक श द का बाह य है । हाँ पृ० 75, 1, 2, 3
21. किवताएँ ब च को हाव-भाव से पढ़ने के िलए हाँ तर एवं आयु के अनुकूल ह ।
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1. िवषयव तु संवधै ािनक मू य का िवकास करती हाँ पाठ 2 मैनपाठ क सैर
है जैसे एक-दूसरे के ित िव वास तथा आदर पाठ 4 मेरा एक सवाल
क भावना, िविवधता का स मान, मानव पाठ 24 इंसाफ
2. िवषयव तु म समाज के सभी वग को थान हाँ -
4. पर पर स ाव जा त करने म सहायक है । हाँ पाठ 24 इंसाफ
पाठ 12 कू कू और भूरी
5. जडर के मु े के ित संवदे नशील है । हाँ -
6. जातीय / े ीय पूवा ह से मु त है । हाँ -
तुत पाठ् यपु तक समेिकत प से भावी है । कु छ श दावली किठन और ब च के तर के अनुकूल नह है ।
िच एवं अ यास काय रोचक व भावी है ।
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नोट:
िहंदी क पाठ् यपु तक िव लेषण के िलए उपकरण (टू ल) रा ीय पाठ् यचया क परे खा-2005 तथा उसके
अनुसार िवकिसत भाषा के पाठ् य म को ि गत रखते हए बनाया गया है । पाठ् यपु तक का िव लेषण करते
समय अपने उ र के समथन म जहाँ आव यक हो उस िबंदु के बारे म एक-दो उदाहरण भी द।
भाग I- सामा य जानकारी
1. पाठ् यपु तक का शीषक - समेिकत पाठ् यपु तक भाग 1 िहंदी, छ ीसगढ़ी, अं ेजी, सं कृ त
2. क ा-
3. पाठ् यपु तक िवकास सिमित के सद य के नाम- डॉ. सी.एल.िम ा, बी.आर साह, िदनेश गौतम, िवनय
शरण िसंह, गजान द साद देवांगन, शोभाशंकर नागदा, ीमती ीित भटनागर, डॉ. दयकांत दीवान
5. पृ ठ सं या - 140
6. काशक- छ ीसगढ़ पाठ् यपु तक िनगम, रायपुर
7. काशन ितिथ- 2005
8. मू य- िन:शु क िवतरण के िलए
भाग-II
1. आकषक ह । हाँ पृ. 1,2 शहीद के िच पृ. 19 सड़क का िच
2. प ट ह । हाँ कु छ पाठ के िच प ट नह पृ. 71,49
3. सुसंगत ह । हाँ पृ. 48,24,25,65,66,81,83
4. प रवेश को ितिबंिबत हाँ पृ. 66 कांितकारी मुठभेड़ का िच पृ. 65 गु डाधुर का नेतृ व
करते ह ।
5. िवषय-व तु को समझने हाँ पृ. 75 मैसरू का महल व मंिदर पाठ 6 िच कार मोर
म सहायक ह ।
6. सम त कार के पूवा ह हाँ सामा यत: पूवा ह का उदाहरण नह िमला ।
से मु त ह ।
7. तािकक गित और हाँ पाठ 5 रोबोट पाठ 15 एक और गुर दि णा पाठ 18 हार नह
िव तार है । होती ।
8. िविवधता से प रपूण ह । हाँ -
9. बारीक और िव तार है । हाँ पाठ 19 रा हरी पाठ 12 गु डाधूर का िच
10. िवषयव तु का संव न हाँ सभी िच संब ह।
करते ह ।
11. िवषयव तु से जुड़े हए ह । हाँ भाषायी कौशल के िवकास म सहायक है ।
12. संवदे नशीलता के िवकास हाँ पाठ 9 म क आरती पाठ 20 मि जद या पुल
म सहायक ह ।
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भाग-III
III.1 आवरण पृ ठ
1. आवरण पृ ठ रं गीन ह । हाँ बहरं गी
5. शीषक सुसंगत है । हाँ भाषा िश ण व रा वज सुसंगत ह ।
भाग-III.3 उ पादन और ले आउट

1. कागज़ क गुणव ा ह । हाँ काशक के ारा काय आदेश अनुसार
2. बाइंिडग-िटकाऊ और हाँ
सुरि त है ।
3. फ ट का आकार आयु हाँ फ ट का आकार 16 सभी पु तक के िलए सही है ।
तथा तर के अनुकूल है ।
4. ले आउट-पाठ् यसाम ी हाँ प ट हािशए सिहत
पठनीय है ।
भाग-IV
IV.1 पाठ् यचया बोझ
िववरण हाँ/नह िट पणी/ उ र के प म उदाहरण
1. िवषयव तु क भाषा हाँ क ा तर के अनु प है ।
सरल है ।
2. भाषा सहज और नह कु छ श दावली किठन है ।
वाभािवक है ।
3. िवषयव तु ब च क हाँ िवषयव तु कम नह है ।
आयु तथा तर के
4. िवषयव तु सूचनाओं के हाँ कु छ पाठ आन ददायक नह है के वल सूचनाऐं है पाठ 14
भंडार से मु त है । कनाटक है ।
5. तुित रोचक है । हाँ कु छ पाठ बड़े और उबाऊ है।
6. वा य क सरं चना सरल हाँ वा य म कु छ श द जिटल तीत होते है ।
और ब च के तर के
अनु प ह ।
135
7. श द ब च के दैिनक हाँ पाठ 4 म लड़क हँ पाठ 12 गु डाधूर पाठ 9 मक आरती
जीवन तथा प रवेश से
8. भाषा िवषयव तु के हाँ िश क के सहयोग क अपे ा करते है ।
अनुकूल है और बोधग य
है ।
9. ब च को घर क बोली हाँ 20 % पाठ छ ीसगढ़ ह बी ग डी सरगुिझया व कांडरे गो डी
म बोलने का अवसर के ह ।
िदया गया ह ।
10. भाषा े ीय पूवा ह से हाँ समान मह व िदया गया है ।
मु त है ।
11. भाषा जातीय पूवा ह से हाँ पाठ म कोई पूवा ह नह है ।
मु त है ।
12. भाषा िलंग भेद संबंधी हाँ भाषा पाठ के अनुसार सही यु त क गई है ।
पूवा ह से मु त है ।
(हाँ अथवा नह , दोन ही ि थितय म िट पणी द तथा उदाहरण के साथ पाठ् यपु तक म से पृ ठ सं या भी िलख ।)
IV. 2
बालकि त
1. ब च क आयु तथा हाँ रचनाएँ सही म म ह तथा तर के अनुकूल ह ।
तर के अनुकूल है ।
2. ब च क िच के हाँ पाठ 6 िच कार मोर पाठ 13 जंगल के राम कहानी
अनुसार है ।
3. ब च के प रवेश से हाँ पाठ 16 प पाठ 18 हार नह होती ।
जुड़ी है ।
4. ब च को े ीय/ लोक हाँ यूं- यूं छोरी सोन के कर सुनता के डोर नामक पाठ
सािह य से प रिचत
5. ब च म पढ़ने के आनंद हाँ कु छ पाठ दीघ आकारके और उबाऊ हो गए ह ।
का पोषण करती है ।
6. ब च क हाँ पाठ 2 घी गुड़ और शहद देने वाला वृ पाठ 25 चम कार
क पनाशलीता,
रचना मकता का िवकास
136
7. ब च क भाषायी हाँ भाषा िवकास के िलए येक पाठ म पया त अ यास के
कु शलताओं का िवकास अवसर ह ।
8. ब च म अनुमान लगाने हाँ पाठ 5 रोबोट पाठ 22 महापु ष का बचपन
क मता का िवकास
9. ब च म तक करने / हाँ पाठ 10 समय सबसे अमू य धन पाठ 3 सोन के कर पाठ 11
समझ का िव तार करने महामानव
म सहायक है ।
10. ब चे िवषयव तु से हाँ पाठ 21 सुनता के डोर पाठ 17 जीवन के दोहा
जुड़ाव महसूस करते है ।
11. िवषय व तु म िदए गए हाँ सिमित क अनुशसं ा अनुसारी कािशत क गई है ।
त य एवं जानकारी सही
है ।
12. ब च के पूव अनुभव हाँ पाठ 2 घी गुड़, और शहद देने वाला वृ पाठ 12 गु डाधूर
को िवषय से जोड़ने म
13. अ यास तथा हाँ सभी पाठ के अ यास न क ा तर के अनुकूल ह ।
गितिविधयाँ सृजना मक
अिभ यि के अवसर
देते ह ।
14. िवषयव तु म िवधाओं हाँ किवता िनबंध कहानी आ मकथा च र जीवनी प एकांक
क िविवधता है । शािमल ह ।
15. क ा क दुिनया को हाँ पाठ 2 घी गुड़ शहद देने वाला वृ पाठ 13 जंगल के राम
बाहर क दुिनया से कहानी
जोड़ने के अवसर ह ।
16. भाषायी खेल के अवसर हाँ अनेक पाठ म अ यास के अवसर ह ।
देती है ।
17. बहभािषकता का हाँ िहंदी के साथ 20 % पाठ े ीय आधार पर थानीय भाषा के
संसाधन के प म योग रखे गये ह ।
िकया गया है ।
18. बच को खोज हाँ पाठ 3 म सड़क हँ पाठ 6 िच कार मोर पाठ 10 समय सबसे
अवलोकन, वग करण, अमू य धन
िव लेषण, तक के
अवसर देते ह ।
19. किवताओं म हाँ पाठ 1,9,23 इ यािद ।
लया मकता है ।
137
20. व या मक श द का हाँ सामा य प से यु त
बाह य है ।
21. किवताएँ ब च को हाव- हाँ तर एवं आयु के अनुकूल ह ।
भाव से पढ़ने के िलए
े रत करती है ।
1. िवषयव तु संवधै िनक हाँ पाठ 1 अमर शहीद का चारण
मू य का िवकास करती पाठ 8 वामी आ मान द
है जैसे एक-दूसरे के ित पाठ 18 हार नह होती
िव वास तथा आदर क पाठ 19 रा हरी
भावना, िविवधता का पाठ 24 बाबा अ बेडकर
स मान, मानव अिधकार,
धमिनदपे ता आिद ।
2. िवषयव तु म समाज के हाँ सामा यत: सभी वग शािमल है ।
सभी वग को थान िदया
गया है ।
3. िवषयव तु िभ न प से हाँ पृ क -पृ क िवधाओं का योग व अ यास का अवसर है ।
स म ब च को यान म
रखती है ।
4. पर पर सदभाव जा त हाँ पाठ 20 मिज द या पुल
करने म सहायक है ।
5. जडर के मु े के ित हाँ कह पूवा ह नह झलकता है ।
संवदे नशील है ।
6. जातीय/ े ीय पूवा ह हाँ सभी े क रचनाएँ शािमल ह ।
से मु त है ।
V सम / िवशेष िट पिणयाँ
तुत पाठ् यपु तक समेिकत प से भावी है । िवषय व तु म शािमल िति त रचनाकार क साम ी म यु त
श दावली जिटल और ब च के तर के अनुकूल नह है। िश क के िलए िवशेष यास क आव यकता है।
कु छ पाठ का आकार क ा तर के अनु प नह है।
138

Ncert English Books Review Chattisgarh

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Analysis of primary level Textbooks and

Curricular Material of Chhattisgarh

Dr. N.C. Ojha

Section A: General Information about the Textbook

The member of the Team :

Yes, all the chapters

I.2 Pedagogical Aspects

Yes, the text book uses contemporary language in rubrics.

Yes, all the chapters

Yes, the language learning activities are introduced in learner’s context.

II. Child Centeredness

II.1 The Language of the Textbook:

Yes, themes are related to the lived in experiences of learners.

Mention rhymes / songs taken from foreign sources:

Mention rhymes / songs taken from Indian sources:

II.2 Themes and Tasks / Activities

Yes, Page No. 154, 155, 150, 149

1. It is tried by making shapes with the help of pictures.

Yes, the text book promote communication skill among learners.

(a) Page No. – 112, 113, 115

Section C: Overall observations/ Any other suggestions:

Section A: General Information about the Textbook

The member of the Team :

Section B: Items for Analysis of the Textbook

Yes, all the chapters

I.2 Pedagogical Aspects

Yes, the text book uses contemporary language in rubrics.

Yes, all the chapters

II. Child Centeredness

II.1 The Language of the Textbook:

Yes, themes are related to the lived in experiences of learners.

Mention rhymes / songs taken from foreign sources:

Mention rhymes / songs taken from Indian sources:

II.2 Themes and Tasks / Activities

Yes, Page No. 166, 168, 171

Yes, 1146+9, 175, 182, 183, 184.

5. It is tried by making shapes with the help of pictures.

Yes, page no. 97, 116, 175, 184

Yes, page no. 96, 188, 163, 165, 166, 171

Yes, the text book promote communication skill among learners.

(d) Some extent page No. – 98, 100, 101, 103

Section C: Overall observations/ any other suggestions:

Section A: General Information about the Textbook

The member of the Team :

Yes, all the chapters

Yes, all the chapters

I.2 Pedagogical Aspects

Yes, the text book uses contemporary language in rubrics.

Yes, all the chapters

Yes, the language learning activities are introduced in learner’s context.

II. Child Centeredness

II.1 The Language of the Textbook:

Yes, themes are related to the lived in experiences of learners.

Mention rhymes / songs taken from foreign sources:

Mention rhymes / songs taken from Indian sources:

II.2 Themes and Tasks / Activities

Yes, Page No. 143, 144, 146, 147

Yes, page no. 142, 150, 154, 159, 168

Yes, the text book promote communication skill among learners.

Section C: Overall observations/ Any other suggestions:

Section A: General Information about the Textbook

The member of the Team :

Yes, all the chapters

Yes, all the chapters