WB TET Upper Primary key terms

An assessment approach that judges learning regularly throughout the year and covers scholastic and co-scholastic areas, rather than relying only on a single end-of-term written examination.

Assessment carried out during teaching to gather evidence about what learners understand, so the teacher can adjust instruction and give feedback while the topic is still being studied.

Assessment conducted at the end of a unit, term or year to judge how much learning has been achieved and to report or certify it, usually through tests or projects.

Vygotsky's idea that the most useful learning happens in the gap between what a child can do alone and what the child can do with guidance from a more capable person.

Temporary support a teacher or peer gives a learner, such as hints, models or step-by-step prompts, which is gradually withdrawn as the learner becomes able to work independently.

A view of learning holding that learners actively build understanding by connecting new experiences with what they already know, rather than passively receiving information from the teacher.

Four sequential stages described by Piaget: sensorimotor, preoperational, concrete operational and formal operational, each marked by characteristic ways of reasoning about the physical and social world.

Piaget's stage from roughly seven to eleven years in which children can reason logically about objects they can see and handle, but struggle with abstract or hypothetical problems.

The understanding that quantity, mass, volume or number stays the same when the appearance is rearranged, for example water poured into a taller, narrower glass.

A sequence of moral reasoning levels from obedience and self-interest, through conformity to social expectations, to reasoning based on universal ethical principles.

The process through which children learn the norms, values, language and behaviour expected in their family, community and school, gradually becoming participating members of society.

An approach in which children with disabilities, different backgrounds or varied learning needs learn together in ordinary classrooms, with the curriculum and teaching adapted to include everyone.

Variations among learners in ability, pace, interest, language, background and learning style, which require teachers to plan flexible activities instead of one uniform method.

Planned extra teaching for learners who have specific gaps or difficulties, targeting the particular skill or concept they have not mastered rather than repeating the whole lesson.

The drive behind learning: intrinsic motivation comes from interest or satisfaction in the activity itself, while extrinsic motivation comes from rewards, praise or fear of punishment.

Any consequence following a behaviour that makes that behaviour more likely to occur again, such as praise, marks or privileges; it may be positive (adding something) or negative (removing something unpleasant).

বাংলা বর্ণমালার দুই ভাগ: স্বরবর্ণগুলো স্বাধীনভাবে উচ্চারিত হয় এবং ব্যঞ্জনবর্ণগুলো উচ্চারণে স্বরের সহায়তা নেয়। এই ভাগ জানা প্রাথমিক পাঠদান ও বানান শেখানোর ভিত্তি।

দুই বা ততোধিক ব্যঞ্জনবর্ণ মিলে যে সম্মিলিত রূপ তৈরি হয়, যেমন ক্+ষ = ক্ষ। এদের উচ্চারণ ও লেখার নিয়ম জানা বাংলা পড়া ও লেখার জন্য অপরিহার্য।

স্বরবর্ণের সংক্ষিপ্ত রূপ ব্যঞ্জনের সঙ্গে যুক্ত হলে তাকে কার বলে, আর ব্যঞ্জনবর্ণের সংক্ষিপ্ত রূপ যুক্ত হলে তাকে ফলা বলে। এগুলো শব্দের উচ্চারণ ও অর্থ বদলে দেয়।

দুই শব্দের শেষ ধ্বনি ও প্রথম ধ্বনি মিলে যে পরিবর্তন ঘটে, তাকে সন্ধি বলে, যেমন বিদ্যা + আলয় = বিদ্যালয়। সন্ধি ভেদ করার দক্ষতা শব্দভাণ্ডার ও বানান শুদ্ধ করতে সাহায্য করে।

একাধিক পদের অর্থ সংক্ষেপ করে একটি পদে পরিণত করার প্রক্রিয়া, যেমন রাজার পুত্র = রাজপুত্র। সমাসের ধরন চিনলে বাক্যের অর্থ স্পষ্ট হয়।

বাক্যে ক্রিয়ার সঙ্গে অন্য পদের সম্পর্ককে কারক বলে, আর সেই সম্পর্ক প্রকাশকারী প্রত্যয়কে বিভক্তি বলে। এগুলো চিনলে বাক্যের গঠন ও অর্থ বিশ্লেষণ সহজ হয়।

শব্দের আক্ষরিক অর্থ ছাড়িয়ে বিশেষ ভাব প্রকাশ করে এমন স্থির বাক্যাংশ, যেমন অগ্নিপরীক্ষা অর্থ কঠিন পরীক্ষা। এদের অর্থ জানা ভাষার সূক্ষ্মতা বোঝায়।

লোকজীবনের অভিজ্ঞতা থেকে জন্মানো সংক্ষিপ্ত বাক্য যা সাধারণ সত্য বা উপদেশ প্রকাশ করে। প্রবাদ পাঠে ভাষা ও সংস্কৃতির সম্পর্ক বোঝা যায়।

A method of teaching reading that links letters and letter groups to the sounds they represent, so learners blend sounds to decode unfamiliar printed words.

The ability to notice and work with the individual sounds in spoken words, such as hearing that cat has three sounds and that changing the first gives bat.

Reading quickly to get the general idea or gist of a passage, for example by looking at headings and topic sentences, without attending to every word.

Reading rapidly through a text to locate a specific piece of information, such as a date, name or figure, while ignoring the surrounding material.

An approach that makes real communication the goal and the means of language lessons, using pair work, role play and meaningful tasks rather than only grammar drills and translation.

A teaching approach in which learners use the target language to complete a purposeful task, such as planning a trip or solving a puzzle, with language taught as support for the task.

The value a digit has because of its position in a numeral, so in 4,506 the 5 stands for five hundreds while the 6 stands for six ones.

A fixed sequence of steps that reliably produces an answer, such as regrouping column by column when subtracting. Understanding why the steps work matters as much as carrying them out.

Reasoning about quantities described as a number of times as many, for example that one quantity is three times another, which differs from comparing how many more one has.

Ratio compares two quantities of the same kind, while proportion states that two ratios are equal. Both are used to solve problems about scale, mixture and rates.

A systematic way of investigating questions by forming a testable hypothesis, designing a fair test, collecting and analysing data, and drawing conclusions that may be revised.

Keeping all variables except the one being tested the same, and using a comparison group, so that any observed change can reasonably be attributed to the tested factor.

Primary sources come from the period studied, such as inscriptions, coins or eyewitness accounts; secondary sources, such as textbooks, interpret and summarise evidence produced by others.

The explanation a historian builds by selecting and weighing evidence; because evidence is incomplete and perspectives differ, interpretations can be revised as new sources appear.

Imaginary lines of reference on the globe: latitude measures distance north or south of the equator, and longitude measures distance east or west of the prime meridian.

The relationship between distance on a map and the real distance it represents, shown as a statement, a representative fraction or a bar so that users can measure actual distances.