My Name
Recognise the learner's own name in print.
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Functional English curriculum · Level 1 available
Read the words thatmatter in everyday life.
Able Marga's printable Functional English curriculum builds meaning-first reading through familiar words, pictures and real-life print. Level 1 begins with the learner's own name, then introduces everyday objects, action words, safety signs, symbols, family names, colours and food.
Not sure where to begin? Use the free Placement Guide →
Available now11 units · ₹999
11 structured units270+ worksheets across 40 weeks
Meaning firstRecognise useful whole words in context
Flexible responsesPoint, look, touch, place, sign or speak
Real-world practiceHome, signs, packets, books and meals
Functional English Level 1
Eleven units that teach learners to read their world.
The sequence begins with the most personal word—the learner's own name—and expands into useful print found at home, in public places, on devices, on food packets and in books.
First wordsUnits 01–02
My First Words
Read familiar household words such as cup, bag, pen and book.
Sight wordsUnits 03–04
Sight Words
STOP, GO, YES, NO, HOT, COLD, IN, OUT, ON and OFF.
Everyday Action Words
EAT, DRINK, WASH, WIPE, OPEN, CLOSE, SING and DANCE.
Words around meUnits 05–08
Signs I Obey
PUSH, PULL, EXIT, TOILET, LIFT, METRO, DANGER, NO ENTRY and STOP.
Symbols I Use
VEG, NON-VEG, VOLUME, MUTE, PLAY, PAUSE, POISON, FRAGILE and FLAMMABLE.
Colour Words
Read RED, BLUE, GREEN, YELLOW, BLACK and WHITE in colour.
Family Names
MUMMY, PAPA, DIDI, BHAIYA, DADI, DADA, NANI and NANA.
Real-life readingUnits 09–10
Picture Reading
Read and understand four simple picture stories across the year.
Food Around Me
MILK, BREAD, BUTTER, ROTI, RICE, DAL, SABZI, CURD, SUGAR, SALT and OIL.
ReviewUnit 11
Real Life Review
Bring all ten teaching units together and celebrate with a year-end certificate.
A word becomes powerful when the learner can use it outside the page.
Meaning-first reading
Teach the words the learner actually meets.
Level 1 treats each useful word as a meaningful visual form. A picture or real object supports understanding first; repeated practice then helps the learner recognise the printed word at home and in the community.
Connect the word to a familiar person, object, action, sign or symbol.
Point to, touch or place the correct word card beside its picture.
Reduce visual support gradually as the printed word becomes familiar.
Spot the same word on a door, device, packet, book or family label.
Reading for safety, choice and participation.
See the complete teaching method →A consistent four-week rhythm
What happens inside every unit.
The page style remains predictable while the vocabulary changes. Learners meet the words gently, practise with support, find them in daily life and then show what they recognise.
Every teaching unit starts with a pre-test and ends with a post-test, so progress is visible without turning practice into pressure.
Meet the words
Introduce a small set of useful words with full picture support and no pressure.
Practise together
Repeat the same words through clear choices while prompts gradually reduce.
Find them in the real world
Spot the words at home, on signs, on food packets, on devices and during outings.
Show what you know
Mix the words, try them with less support and complete the mastery check.
Recognition can be shown in many valid ways.LookPointTouchMatchPlace a cardSignSay the wordUse AAC
Independent speech, reading or writing is not required to begin Level 1.
Preview a free sample →Functional English FAQ
Helpful answers before you begin.
Level 1 is designed for guided, meaning-first reading. The learner can begin by recognising and responding to useful words without being expected to speak or write.
How can I teach reading to a non-speaking learner?
Begin with a meaningful word and a clear visual connection, such as the learner's own name or the word CUP beside a cup. Ask them to look, point, touch or place a word card. Speech is not required to demonstrate recognition.
Does Functional English Level 1 teach phonics?
No. Level 1 focuses on meaning-first whole-word recognition. Learners meet useful printed words as visual forms supported by pictures and real-life context. Letters and phonics are introduced in later learning, after a practical word foundation has developed.
What is receptive language?
Receptive language is the ability to understand words, signs and instructions. A learner may understand and select the word TOILET, for example, even if they do not say it aloud. Level 1 strengthens this understanding through recognition and choice.
Does the learner need to write?
No independent writing is required to begin. The learner can look, point, touch, match or place a card. Optional name tracing may be adapted to finger tracing or completed with adult support.
Why does the curriculum start with the learner's name?
A personal name is familiar, meaningful and visible on belongings such as a bottle, notebook, bag or ID card. Recognising it gives the learner an immediate example of reading that matters in daily life.
Which real-life words are included?
Level 1 includes everyday objects, STOP, GO, YES, NO, action words, safety signs such as PUSH, EXIT, TOILET and DANGER, symbols such as VEG, PLAY and PAUSE, colour words, family names and common Indian food words.
What age is Functional English Level 1 for?
Able Marga is designed for children with special needs aged 2 and up, but placement follows current understanding and reading ability rather than age or class. Use the Placement Guide to choose a starting point.
Can I preview the curriculum before buying?
Yes. Visit the free samples page to see the visual format, teaching guidance and word activities before choosing the complete Level 1 set.
Begin with words that matter
Help the learner read more of their own world.
Choose the complete Functional English Level 1 curriculum or preview a real sample first. Start with one meaningful word, practise it gently and look for it in everyday life.