WB TET Primary cheat sheet

Piaget's stages are sensorimotor (0–2 years), preoperational (2–7), concrete operational (7–11), and formal operational (11+); primary classes I–V mostly span preoperational and concrete operational thinking.

Concrete operational children can conserve number, mass, and volume, classify, seriate, and use reversible thinking, but they usually reason best about tangible examples rather than abstract hypotheses.

Vygotsky's zone of proximal development is the gap between what a child can do alone and what the child can do with competent help; scaffolding is temporary support withdrawn as competence grows.

Kohlberg's pre-conventional level (punishment–obedience and instrumental exchange) is common in early primary years; the conventional level (good child, law and order) emerges later.

Erikson's primary-school stage is industry versus inferiority (about 6–12 years); repeated failure or ridicule can foster inferiority, while meaningful success builds competence.

Constructivist teaching starts from children's existing ideas, uses hands-on activity, discussion, and reflection, and treats errors as diagnostic information rather than moral failures.

Formative assessment is ongoing and used to adjust teaching; summative assessment judges achievement at the end of a unit or term; CCE combines both with scholastic and co-scholastic areas.

Specific learning disability patterns: dyslexia affects accurate and fluent word reading, dysgraphia affects writing and spelling, dyscalculia affects number sense and calculation; ADHD primarily affects attention, impulse control, and activity level.

Inclusive classroom decisions include presenting content in more than one mode, allowing varied response modes, seating for access, using peer support, and adapting rather than diluting learning goals.

First-language learning normally begins with listening and speaking at home; school adds reading and writing, so oral language is a foundation for literacy rather than a rival to it.

Phonics instruction teaches letter–sound correspondences and blending; whole-language instruction stresses meaningful whole texts and context; effective early literacy uses both, balanced by the learner's needs.

Multilingual classrooms treat the child's home language as a resource: explain difficult concepts in the home language, then bridge to the school language, rather than banning the home language.

Reading comprehension has literal (stated), inferential (implied), and evaluative or critical (judgment) levels; questions should sample all three rather than only recall.

Developmental errors such as overgeneralising a rule show active rule construction; correction should preserve meaning and target the pattern rather than shame the speaker.

Bengali script has 11 independent vowel letters and 39 consonant letters; Hindi's Devanagari varnamala has 11 vowels and 33 consonants, with conjunct forms treated separately in school-level counts.

Urdu is written right-to-left; Hindi and Nepali use Devanagari left-to-right; Bengali, Telugu, Odia, and the Ol Chiki script used for Santali are written left-to-right.

Language assessment should include oral comprehension, oral expression, reading fluency with comprehension, and writing for a purpose; a single dictation mark is insufficient.

A language lesson plan should state measurable objectives in listening, speaking, reading, or writing terms, use authentic text, provide guided and independent practice, and close with assessment linked to the objective.

Communicative competence covers grammatical, sociolinguistic, discourse, and strategic competence; grammar drills alone do not develop the ability to use English for real purposes.

Indefinite article choice follows sound, not spelling: an hour, an honest man, a university, a European country, a one-rupee coin.

Simple present third-person singular adds -s or -es (he runs, she watches); present continuous is be + V-ing (they are reading); past simple uses -ed or an irregular form (went, saw).

Subject–verb agreement: a singular subject takes a singular verb; 'There is' precedes a singular or uncountable noun, while 'There are' precedes a plural noun.

Prepositions of time: in + month, year, or season; on + day or date; at + clock time. Prepositions of place: in an enclosed space, on a surface, at a point.

Comparison: one-syllable adjectives usually take -er and -est (tall–taller–tallest); longer adjectives take more and most (careful–more careful–most careful); irregulars include good–better–best.

A primary reading lesson sequence is pre-reading (prediction, picture talk), while-reading (skimming, scanning, answering), and post-reading (retelling, role-play, writing).

Vocabulary teaching uses context clues, word families, prefixes and suffixes, synonyms and antonyms, and repeated meaningful exposure; copying word lists alone is weak.

Assessment should use oral interviews, reading aloud with comprehension checks, dictation, guided writing, and portfolios; mark meaning and communication before surface errors.

Place value: each place is ten times the value of the place to its right; in 4,58,732 the digit 5 stands for 50,000 in the Indian numeration system.

BODMAS order is Brackets, Of or Orders, Division, Multiplication, Addition, Subtraction; division and multiplication are done left to right, then addition and subtraction left to right.

Fraction operations: to add or subtract unlike fractions, rename to a common denominator; to multiply, multiply numerators and denominators; to divide, multiply by the reciprocal.

Decimal place values are tenths, hundredths, and thousandths; 0.7 is greater than 0.65 because same place values are compared, not the number of digits.

Rectangle perimeter P = 2(l + b) and area A = l × b; square perimeter P = 4s and area A = s²; area is in square units and perimeter in linear units.

Conversions: 1 km = 1000 m; 1 m = 100 cm; 1 kg = 1000 g; 1 L = 1000 mL; 1 hour = 60 minutes; 1 minute = 60 seconds.

Average = sum of observations ÷ number of observations; the unitary method first finds the value of one unit, then multiplies for the required number of units.

Divisibility: by 2 if the last digit is even; by 3 if the digit sum is divisible by 3; by 5 if the last digit is 0 or 5; by 9 if the digit sum is divisible by 9; by 10 if the last digit is 0.

A prime number has exactly two factors, 1 and itself; 1 is neither prime nor composite; 2 is the only even prime.

EVS at primary level integrates science, social studies, and environmental education around themes such as family, food, water, shelter, plants, animals, travel, and community.

Living things generally show growth, respiration, nutrition, excretion, response to stimuli, and reproduction; non-living things do not show all these life processes.

Plant parts: roots absorb water and anchor the plant; the stem supports and transports; leaves make food by photosynthesis; flowers are reproductive; fruits protect seeds.

A food chain shows energy transfer: producer → herbivore → carnivore; arrows point from the eaten organism to the eater; decomposers break down dead matter.

Water cycles through evaporation, condensation, precipitation, and collection; boiling at 100 °C at sea level kills many germs, but filtration removes suspended impurities, not all microbes.

Air is a mixture of about 78% nitrogen, 21% oxygen, and small amounts of carbon dioxide, water vapour, and noble gases; oxygen supports burning and respiration.

Hygiene and health: handwashing with soap before eating and after toilet use reduces diarrhoeal disease; safe drinking water, covered food, and vector control prevent communicable diseases.

Map skills at primary level: use a key for symbols, locate directions with north at the top, and distinguish physical features such as rivers and hills from human features such as roads and schools.

The 3Rs are reduce, reuse, and recycle; pollution types include air, water, soil, and noise, each with observable sources and simple preventive actions.