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About the Book The early years shape a child’s cognitive, social, and emotional growth. The DAWN Curriculum, aligned with NEP 2020 and NCF-FS 2022, integrates the Panchakosha framework to nurture well-rounded development—physical, emotional, intellectual, social, and moral. This manual ensures progressive, engaging, and hands-on learning through a structured teaching model, and provides special days dedicated for reinforcement and enrichment activities. Equipped with helpful alerts, pro-tips, and best practices, this manual makes teaching seamless, interactive, and impactful. With play-based activities and multisensory techniques, teachers can confidently create a stimulating, joyful, and inclusive classroom.

DAWN

Level A

Bright Beginnings, Brighter Futures

Teacher Manual

Part-2

Key Features • 180-Day Teaching Plan: Well-paced progression with built-in revision days.

• 4+1 Teaching Model: Structured learning with a dedicated reinforcement day.

• Panchakosha Framework: A holistic approach to early childhood development.

• DIY & Hands-on Learning: STEM, Art & Craft, storytelling, and interactive activities.

• Dynamic Circle Time: Engaging discussions, mindfulness, and movement-based activities. • Multisensory & Play-Based Approach: Enhancing retention through interactive learning. • Error Alerts & Pro-Tips: Practical guidance for smooth and effective teaching.

About Uolo Uolo partners with K-12 schools to provide technology-enabled learning programs. We believe that pedagogy and technology must come together to deliver scalable learning experiences that generate measurable outcomes. Uolo is trusted by over 15,000+ schools across India, Southeast Asia and the Middle East.

hello@uolo.com

ISBN 978-81-985187-2-9

Singapore

TM_LA_Nursery_Cover_Part-2.indd All Pages

Gurugram

Bengaluru

NEP 2020 based

NCF 2022 compliant

23/04/25 6:02 PM

Teacher Manual

DAWN Level A

Acknowledgements Academic Authors: Sneha Sharma, Anuj Gupta, Sayani Sarkar, Chandni Bhargava Creative Director: Bhavna Tripathi Book Production: Vishesh Agarwal, Amisha Gupta VP, Learning: Abhishek Bhatnagar

All products and brand names used in this book are trademarks, registered trademarks or trade names of their respective owners. © Uolo EdTech Private Limited First impression 2025 This book is sold subject to the condition that it shall not by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior written consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser and without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of both the copyright owner and the above-mentioned publisher of this book. Book Title: Dawn Teacher Manual Level A Part-II ISBN: 978-81-985187-2-9 Published by Uolo EdTech Private Limited Corporate Office Address: 85, Sector 44, Gurugram, Haryana 122003 CIN: U74999DL2017PTC322986 Illustrations and images: www.shutterstock.com, www.stock.adobe.com and www.freepik.com All suggested use of the internet should be under adult supervision.

FOREWORD

he early years of education serve as the cornerstone for a child’s cognitive, social, and emotional development. This crucial stage is not solely about literacy and numeracy but about enabling holistic growth, ensuring that children develop into confident, inquisitive, and well-rounded individuals. The DAWN curriculum has been meticulously designed to be in alignment with the National Education Policy (NEP) 2020 and the National Curriculum Framework for Foundational Stage (NCF-FS) 2022, thereby integrating the Panchakosha framework—a five-dimensional approach that nurtures physical, emotional, intellectual, social, and moral development in young learners—within the scope of this curriculum. The curriculum follows a structured 180-day teaching plan, ensuring a well-paced and progressive learning journey. The 4+1 Teaching Model offers a balanced approach, with four days dedicated to new learning and the fifth day—the Catch-up Carnival—focused on revision and personalised support. This model ensures that every child consolidates learning effectively while receiving additional reinforcement where needed.

A Curriculum Rooted in the Panchakosha Framework The DAWN curriculum is not merely a sequence of lessons; it is an experiential and thoughtfully designed learning journey that strengthens all five dimensions of the Panchakosha framework:

1. Physical Development – Through movement-based activities, action rhymes, gross and fine motor skill exercises, yoga, and simple meditation practices, children enhance coordination, balance, and self-regulation. 2. Social and Emotional Growth – Circle Time discussions, role-play, games, storytelling, and collaborative activities encourage empathy, cooperation, self-expression, and social awareness. 3. Intellectual Growth – The structured and age-appropriate progression of literacy and numeracy concepts, moving from concrete to abstract understanding, strengthens problem-solving skills, logical thinking, and foundational cognitive abilities. 4. Spiritual and Moral Development – Stories, rhymes, discussions, and guided reflections help children understand fundamental values such as kindness, honesty, patience, and respect for both people and the environment. Guided yoga and meditation help children stay calm, focus better, and feel happy. 5. Sensory and Experiential Learning – The DIY section provides opportunities for art and craft, STEM-based explorations, rhymes, stories, and interactive games, ensuring hands-on engagement, creativity, and imaginative thinking. The curriculum has been carefully structured for ease of implementation, ensuring that lessons are engaging, developmentally appropriate, and seamlessly executable with minimal resources. Pro tips, error alerts, and best-practice strategies equip teachers with the tools needed to deliver lessons effectively while maintaining a structured and stimulating learning environment.

Empowering Teachers for Meaningful Learning This manual is not just a teaching guide but a comprehensive support system designed to make classroom instruction efficient, engaging, and impactful. Each lesson follows a well-defined sequence, ensuring a smooth flow of activities that build upon prior knowledge, making learning meaningful and enjoyable. By following this manual, teachers can confidently create a nurturing, inclusive, and stimulating learning environment, ensuring that every child progresses at their own pace while developing a strong foundation for future learning and personal growth. Through this collaborative journey, let us empower young learners to explore, discover, and thrive—one meaningful lesson at a time. iii

key Features 1. Lesson Plan Structure: A Thoughtfully Designed Approach for Effective Learning • Structured 180-Day Plan – The curriculum is designed with 150 teaching days dedicated to introducing and developing new concepts, and 30 revision days to reinforce learning and strengthen the understanding of one concept before moving forward to the next. • 4+1 Teaching Model – A systematic and balanced approach where the first four days in a week focus on new learning, ensuring concept clarity and skill-building, while the fifth day is dedicated to revision and reinforcement. This structured progression helps children absorb, apply, and retain knowledge effectively. • Catch-up Carnival: A Dedicated Revision and Support Day – The 5th day of every week is designed to consolidate learning and provide targeted support through: Revisiting and Strengthening Weekly Learning – A structured review session that ensures children have the opportunity to recap and reinforce concepts introduced during the week. Providing Additional Support for Struggling Learners – Carefully designed guidance, scaffolding techniques, and engaging revision strategies to help children who need extra time and practice to grasp key ideas.

2. Holistic Learning: The Panchakosha Framework in Action • Strong Emphasis on Core Subjects – The curriculum provides comprehensive coverage of General Awareness, Literacy, and Numeracy. Every lesson is carefully designed to enhance cognitive skills, logical reasoning, and problem-solving abilities, ensuring children develop a strong academic foundation. • Dynamic Circle Time Engagement – Thoughtfully structured Circle Time activities to kickstart the day on a positive note, and promote physical agility, emotional intelligence, social skills, moral values and spiritual awareness. Teachers are provided with a variety of interactive discussions, songs and rhymes, stories and role play scenarios, guided meditation, yoga practices, and mindfulness exercises to help children kickstart their day on a positive note. • Hands-on Learning through the DIY Section – A dedicated enrichment segment at the end of each day, the DIY section offers STEM explorations, Art & Craft activities, storytelling sessions, song and dance, fun activities and interactive games. These experiential activities not only encourage creativity, motor development and sensory learning, but also add a flavour of joy in day-to-day learning.

3. Engaging Learning Approach: A Structured and Interactive Experience CLASS TIMETABLE

• Seamless Daily Flow – Each day follows a well-structured sequence, ensuring a smooth transition between activities and concepts. This thoughtful flow allows children to grasp new ideas naturally while reinforcing prior learning in a logical and engaging manner. iv

• Step-by-Step Lesson Guidance – Clear, concise, and easy-to-follow lesson plans provide teachers with structured guidance, ensuring confident, organised, and effective lesson delivery. • Multisensory Learning Approach – Lessons are designed to stimulate multiple senses, incorporating visual, auditory, and kinesthetic activities. This approach enhances retention, strengthens comprehension, and makes learning more dynamic and interactive. • Progressive & Play-Based Activities – Carefully curated play-based learning experiences align with children's developmental needs, ensuring a smooth transition from concrete exploration to pictorial representation and symbolic understanding. This gradual progression builds confidence and deepens understanding.

4. Teacher Support & Best Practices: Equipping Educators for Success • Pro Tips for Teachers – Expert-backed teaching strategies and classroom management tips help educators enhance student engagement, encourage participation, and maximise learning outcomes. • Error Alerts for Caution – Carefully curated guidelines on common teaching pitfalls ensure that lessons are delivered smoothly and effectively, helping teachers avoid misconceptions and common errors or mistakes. • Creative Homework Ideas – Engaging, hands-on, and age-appropriate homework activities encourage playful learning beyond the classroom, reinforcing key concepts in a fun and meaningful way.

Classroom Management Tips 1. Use Fun Attention Getters – Clap patterns, call-and-response chants, or simple signals like “1-2-3, eyes on me!” keep kids engaged. 2. Use a Soft Signal for Attention – Instead of raising your voice, use a bell, a clapping pattern, or a simple phrase like "Hands on your head!" 3. Print-rich Environment – Use pictures and words to label materials in the classroom for creating a print-rich environment. 4. Create Clear Rules – Keep the rules simple and display them with pictures so kids can easily remember. 5. Use Positive Reinforcement – Notice good behavior and give compliments or badges often to encourage more of it. Praise good behaviour by saying "I love how quietly you are sitting!" instead of pointing out who isn’t. 6. Use Visual Schedules – A daily routine chart helps kids know what to expect and feel secure. 7. Make Transitions Exciting – Use songs or movement games to smoothly switch between activities. 8. Use Colour Cues for Noise Levels – Display a red sign for silent work, yellow for low talking, and green for discussion time. 9. Keep Instructions Short & Sweet – Young learners need clear, simple directions. Too many words can confuse them. 10. Use Movement Breaks – Brain breaks, stretching, or dancing help keep little bodies and minds active. 11. Have a Magic Word – A special word (like “popcorn”) can signal kids to listen or freeze. 12. Keep Supplies Organized – Label bins and shelves with pictures so kids can easily find and put away materials. 13. Use a Talking Object – Pass around a soft toy or ball; only the person holding it can talk. 14. Use Ice-cream Sticks – Write each student's name on an ice-cream stick, randomly pick one, and invite that child to answer. 15. Set Up a Turn-taking Chart – Write names in order so kids know when their turn is coming. 16. Mix Up Seating Arrangements – Change partner or group work setups to keep children engaged and encourage teamwork. 17. Have a "Mystery Motivator" – Randomly surprise children with a small reward for good behaviour (e.g., extra playtime). 18. End the Day on a Happy Note – Have a short "What did you learn today?" or "One thing that made you smile!" discussion before leaving.

contents Week – 9

Day-41 �� 1 Day-42 �� 4 Day-43 �� 7 Day-44 ��10 Catch-up Carnival ��13

Week – 10

Day-46 ��14 Day-47 ��17 Day-48 ��20 Day-49 ��23 Catch-up Carnival ��26

Week – 11

Day-51 ��27 Day-52 ��30 Day-53 ��33 Day-54 ��36 Catch-up Carnival ��39

Week – 12

Day-56 ��40 Day-57 ��43 Day-58 ��46 Day-59 ��49 Catch-up Carnival ��52

Week – 13

Day-61 ��53 Day-62 ��56 Day-63 ��59 Day-64 ��62 Catch-up Carnival ��65

vii

Week – 14

Day-66 ��66 Day-67 ��69 Day-68 ��72 Day-69 ��75 Catch-up Carnival ��78

Week – 15

Day-71 ��79 Day-72 ��82 Day-73 ��85 Day-74 ��88 Catch-up Carnival ��91

Week – 16

Day-76 ��92 Day-77 ��95 Day-78 ��98 Day-79 �� 101 Catch-up Carnival �� 104

Week – 17

Day-81 �� 105 Day-82 �� 108 Day-83 �� 111 Day-84 �� 114 Catch-up Carnival �� 117

Week – 18

Day-86 �� 118 Day-87 �� 121 Day-88 �� 124 Day-89 �� 127 Catch-up Carnival �� 130

viii

WEEK

DAY 41

Domain

Topic of the Day

Book & Page

Circle Time

Story on Polite Expressions

General Awareness

Rhyme: My School

General Awareness, page 23

Foundational Literacy

Sound /e/ of Letter E

Literacy Skillbook, page 16

Foundational Numeracy Quantity 4 DIY

Full and Empty

STEM Exploration, pages 10–11

CIRCLE TIME LO: Children will listen to a story on polite expressions and discuss it. 1. N arrating the Story: Sit in a circle, if possible. Narrate Tommy the Turtle using expressions and voice modulation. Repeat the story 2–3 times in the home language or mixed language. 2. D iscussing the Story: Talk about the story, focusing on polite words. Ask: • What are the names of the turtle and the rabbit? • What did Tommy say when he bumped into Penny? • What did Tommy say while offering snacks? • What did Penny say after taking some snacks? • What did Tommy say after Penny said ‘Thank you’? • What did Tommy say when he needed to pass by?

Tommy the Turtle Tommy the Turtle loved playing with his friends. One day, he bumped into Penny the Rabbit. So, he quickly said, “I am sorry!” Penny smiled and replied, “It is okay!” Later, Tommy offered Penny his snack, “Please have some.” Penny happily took it and said, “Thank you!” Tommy smiled and replied, “You are welcome!” During a game, Tommy needed to pass by. So, he politely said, “Excuse me!” His friends moved aside, happy with his kind words. At the end of the day, Tommy felt proud of using his magic words and being a good friend!

GENERAL AWARENESS LO: Children will discuss what they do in school and recite the rhyme My School. Resources: General Awareness, page 23

Introduction 1. Discussion Time: Begin by asking: What are some things that you do in school? Encourage responses and list activities such as draw pictures, listen to stories, play with friends, etc.

Practice

My School This is my school. I learn new things in it. I have many friends. I love going to school.

2. Picture Discussion: Ask the children to open page 23 of their textbook. Point to each picture and ask: What are the children doing here? Allow them to respond, then discuss each activity. Example: The children are playing with blocks.

We laugh and play, We jump all day. We draw. We sing. It is such a lovely thing. With friends, we share, In the field, we run. I love my school, It is so much fun.

3. My School: Recite the rhyme My School from page 23 using expressions and voice modulations. Encourage the children to repeat after you. Repeat 5–6 times for reinforcement.

Objectives

• Awareness of the immediate environment • Rhythmic appreciation

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FOUNDATIONAL LITERACY LO: Children will identify and say the sound /e/ of letter Ee.

Resources: Literacy Skillbook, page 16; objects or pictures starting with /e/ sound (toy engine, egg, toy, elephant, etc.)

Introduction 1. Warm-Up: Show each object or picture one by one and say its name aloud, emphasising the /e/ sound. For example: /e/ /e/ egg. Repeat each word 3–4 times and ask the children to say it after you. Letter E

Practice

l phant gg

2. Looking at the Pictures: Ask the children to open page 16 of the Literacy Skillbook. Point to each picture, say its name clearly, and highlight the /e/ sound. For example: /e/ /e/ elephant. Encourage them to repeat after you as many times as required. 3. Reinforcing the /e/ Sound: Read the text on page 16 aloud a few times, stressing on the /e/ sound. Repeat the text together with the children to help them recognise and remember it.

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Eggs in a nest, soft and round, An elephant stomps to shake the ground. E says / /-/ /-/ / Objectives

• Letter recognition • Association of the pictures with the letter sound

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FOUNDATIONAL NUMERACY LO: Children will identify the concept of number 4 with the help of real objects. Resources: Any countable objects like blocks, pencils, marbles, etc.

Introduction 1. Counting 4 Objects: Place four items on the table and count them aloud while pointing to each one. For example: 1, 2, 3, 4—4 pencils. Repeat 4–5 times for reinforcement. 2. F inger Counting: Show 4 objects and ask the children to count them. Then, ask them to show 4 fingers. Check if they are showing the correct number.

Practice 3. Counting and Picking 4: Place various objects (blocks, marbles, crayons, etc.) in a tray. Call children forward one by one to count and pick exactly 4 objects. Ensure everyone gets a turn.

Error Alert! Do not introduce writing the number 4 in this session. Focus only on practicing counting 4 things.

DIY LO: Children will understand the concepts of full and empty.

Resources: STEM Exploration, pages 10–11; a transparent jar, something to fill the jar (cotton balls, marbles, beads, etc.) 1. E xplaining Empty: Show children the empty jar and ask: What do you see? Take a few responses and then ask: Will anything fall out of it if I turn it upside down? Allow children to share their thoughts. Then say: The jar is empty, so nothing will fall out. 2. E xplaining Full: Show the same empty jar and start filling it with objects one by one. Then ask: What will happen if I turn it upside down now? Take a few responses and then say: This jar is full, so the objects will fall out when I turn it upside down.

Full and Empty

In this fun activity, we are going to learn about a full and an empty container.

Let’s Collect

One by one, start putting the cotton balls in it till they reach the top. Is your container empty or full? EMPTY

A small plastic jar, or a bowl, with a lid ) Cotton balls of different colours )

Let’s Do 1.

Take the plastic container and turn it upside down. Does anything fall from it? YES

FULL

Think and tell your teacher what will happen if you turn it upside down. Will the cotton balls fall out of the jar?

NO YES Is the container empty or full? 3. B rainstorming: Show the full jar and ask: FULL EMPTY What can we do to stop the objects from falling when we turn the jar upside down? Let children share their ideas. Then, demonstrate and explain: By closing the lid, the objects will stay inside even when the jar is turned upside down. 10

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WEEK

DAY 42

Domain

Topic of the Day

Book & Page

Circle Time

Game of Polite Expressions

General Awareness

My School

General Awareness, pages 23–24

Foundational Literacy

Letter Ee

Literacy Skillbook, page 16

Foundational Numeracy Meet Number 4

Numeracy Skillbook, pages 18–19

DIY

STEM Exploration, pages 10–12

Full and Empty

CIRCLE TIME LO: Children will play a fun game to recall polite expressions. Resources: Music; a soft toy

1. R ecap: Retell the story Tommy the Turtle from the previous session. Ask a few questions about the story, focusing on polite expressions, and discuss polite expressions with the children after that. Encourage them to think of other situations where polite expressions can be used. 2. D iscussing the Story: Play music and have the children pass around a soft toy. When the music stops, the child holding the toy must respond to a situation with the correct polite expression. For example: • When you want something, you say: Please!

• When someone helps you, you say: Thank you!

• If someone says ‘Thank you,’ you say: You are welcome!

• When you accidentally bump into someone, you say: Sorry! • If you need to pass, you say: Excuse me!

Continue playing until all the children have had a turn. Encourage them to use these expressions in daily life.

GENERAL AWARENESS My School

LO: Children will identify and describe different activities they do in school.

This is my school. I learn new things in it. I have many friends. I love going to school.

Resources: General Awareness, pages 23–24

Introduction 1. My School: Recite the rhyme My School from page 23 of the General Awareness book with actions and expressions. Repeat it 4–5 times, encouraging the children to join in.

We laugh and play, We jump all day. We draw. We sing. It is such a lovely thing. With friends, we share, In the field, we run. I love my school, It is so much fun.

Objectives

• Awareness of the immediate environment • Rhythmic appreciation

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2. Clap and Jump: Act out various activities, mixing those done in school and those not done in school. Say: If it is an activity we do in school, clap your hands. If it is an activity we do not do in school, jump.

Practice 3. Picture Talk: Ask the children to open page 24 of the General Awareness book. Point to each picture and ask: What is the child doing? Is this something you do at school? Discuss the answers.

Circle the activities you do in school.

4. Activities Done in School: Instruct the children to look at the pictures on page 24 of the book carefully and circle the activities they do in school. Monitor and assist as needed.

Pro Tip

You can also ask the children to talk about the activity that they love doing the most in school.

Objectives

• Observation

• Recollection

• Speaking

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FOUNDATIONAL LITERACY LO: Children will associate the sound and the symbol of letter Ee. Resources: Literacy Skillbook, page 16

Introduction 1. Recap /e/ Sound: Point to the pictures on page 16 of the Skillbook and say their names, emphasizing the /e/ sound at the beginning (e.g., /e/ /e/ elephant). Ask the children to repeat after you. Then, read aloud the text on page 16, focusing on the /e/ sound.

Practice

Letter E

2. Blackboard Practice: Write E and e on the board. Point to them and say: E says /e/ /e/ /e/. e says /e/ /e/ /e/. Ask the children to repeat after you.

l phant gg

3. Blackboard Tracing: Invite children to trace E and e on the board using their fingers or a piece of chalk while saying: E says /e/ /e/ /e/. e says /e/ /e/ /e/.

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Eggs in a nest, soft and round, An elephant stomps to shake the ground. E says / /-/ /-/ /

Take a storybook or a newspaper, try to find E or e and circle them.

Objectives

• Letter recognition • Association of the pictures with the letter sound

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FOUNDATIONAL NUMERACY LO: Children will count 4 things and trace the symbol 4. Resources: Numeracy Skillbook, pages 18–19; any countable objects to count 4

Introduction 1. Counting 4: Recap number 4 by counting any four objects and showing them to the children. Ask them to take out their crayon set and keep only four crayons on their table. Check if they have the correct number. 2. B lackboard Practice: Write the number 4 on the board while saying: This is number 4.

3. A ir Tracing: Demonstrate tracing number 4 in the air with your index finger. Repeat this 4–5 times with the children.

Practice

Meet Number 4

4. Meeting Number 4: Ask children to open page 18. Read aloud the rhyme given on the page. Then, guide them to count the four puppies, show four fingers, and trace the number 4 with crayons.

Count and say the number.

Wagging tails all day.

Trace and count the leaves.

RAINBOW Tracing

5. Counting 4 Things: Ask children to open page 19 and count the number of cars and leaves. Then, guide them to trace the dotted lines on the leaves using a crayon.

Do and Learn

4 puppies chase and play,

Show four fingers and say,‘4 fingers’.

four Objectives

Objectives  Identification of number

 Rainbow tracing

 Counting

 Fine motor skills

 Art integration

 Counting

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DIY LO: Children will identify full and empty through hands-on activities.

Resources: STEM Exploration, pages 10–12; a jar; paper cups; some cotton balls or pompoms 1. R ecap: Show an empty jar to the children and ask: What do you see? Then, fill it with cotton balls and say: Now, the jar is full. 2. F illing and Emptying a Cup: Give each child a paper cup. Keep some small objects on your table, like pebbles or erasers. Call them to your table one by one and say: Fill the cup. Now empty the cup. Guide them while they do the activity. 3. F ull or Empty: Ask children to open pages 10 and 11 of the STEM Exploration book. Read the questions aloud and guide them in marking the correct answers. Demonstrate each step before they answer the question.

Full and Empty

In this fun activity, we are going to learn about a full and an empty container.

Let’s Collect )

)

A small plastic jar, or a bowl, with a lid Cotton balls of different colours

Let’s Do 1.

Take the plastic container and turn it upside down. Does anything fall from it? YES

Is the container empty or full? EMPTY

FULL

LA6_Nursery_STEM_Main.indd 10

Error Alert! Make sure that while doing the hands-on activity, you use objects that are safe for the children to hold. Ensure that the children do not put anything in their mouths. 6

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WEEK

DAY 43

Domain

Topic of the Day

Book & Page

Circle Time

Common Classroom Instructions

General Awareness

Things in the Classroom

General Awareness, page 25

Foundational Literacy

Letters Ee

Literacy Skillbook, page 17

Foundational Numeracy Number 4

Numeracy Workbook, page 17

DIY

Rhymes and Stories, page 13

Rhyme: Teddy Bear, Teddy Bear

CIRCLE TIME LO: Children will follow some common classroom instructions. 1. W arm-Up: Ask the children to sit in their places. Say: Today, we will listen to some instructions and follow them! 2. I ntroducing Classroom Instructions: Give instructions one by one and demonstrate the actions. Encourage the children to follow you. Repeat each instruction 4–5 times for better understanding.

Classroom Instructions • Clap. • Stand up. • Sit down. • Raise your hand. • Take out your lunch box. • Pack your bags. • Open the door. • Put your head down.

GENERAL AWARENESS LO: Children will identify and name some common objects in the classroom. Resources: General Awareness, page 25

Introduction

Circle the things you see in your classroom.

1. I Spy with My Eyes: Name a few classroom objects and ask the children to point at them. 2. Fun Action Game: Call out different items one by one in a random order. Example: books, bed, pencils, TV, nest, swings and so on. If the item is found in the classroom, children say YES! If not, they say NO. Keep the game fun and fast-paced. Objectives

• Awareness of the immediate environment • Recognise and identify common objects

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Practice 3. Classroom Objects: Guide the children to open page 25 of the General Awareness book. Ask them to look at the pictures carefully and circle the objects they see in the classroom.

Explore different things at home, try to find out things that we find both in classroom and at home.

FOUNDATIONAL LITERACY LO: Children will trace the letters Ee and identify objects starting with /e/ sound.

Resources: Literacy Skillbook, page 17; some items or flashcards of items starting with the sounds /a/, /b/, /c/, /d/ and /e/

Introduction 1. Finding Objects with /e/ Sound: Mix all the items and place them neatly in a row. Call the children one by one to pick an item that starts with the /e/ sound. Ask them to say the name of the item aloud. 2. Introducing Symbol Ee: Write capital letter E on the blackboard and show it to the children. Now, ask the children to trace the letter E in the air with their fingers while saying: E says /e/ /e/ /e/. Repeat the same with lowercase e. Encourage the children to air-draw lowercase e while repeating its sound.

3. Tracing Letter E: Guide the children to open page 17 of the Skillbook. Ask them to trace the letters E and e first with their fingers, then with different coloured crayons.

Trace the letter E with different colours.

RAINBOW Tracing

Practice

2 1

Find the hidden ggs in the picture and circle them. Say / /-/ /- gg.

4. Finding /e/ /e/ Eggs: Point to the picture on page 17 and ask: What do you see in the picture? Take a few responses. Guide the children to find and circle the eggs while saying: /e/ /e/ eggs. Objectives

• Letter recognition • Association of the picture with the letter sound • Fine motor skills

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FOUNDATIONAL NUMERACY LO: Children will count number of objects and identify the correct numeral symbol for the number four. Resources: Numeracy Workbook, page 17; some countable objects; number flashcards of 1–4 (from Skillbook)

Introduction

Number 4

1. Count and Say: Give each child a number flashcard. Place a set of 1, 2, 3, or 4 objects on the table and ask them to count and hold up the correct flashcard. Repeat for all numbers from one to four.

Count the objects and circle the correct number.

Colour only 4 coaches of the train.

Practice 2. Number 4: Ask the children to open page 17 of the Workbook. Guide them to count the number of objects in each set and circle the correct number. Finally, ask them to count and colour four train coaches.

Objectives

• Counting • Association

• Fine motor skills

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DIY LO: Children will enact simple actions and recite the rhyme Teddy Bear, Teddy bear. Resources: Rhymes and Stories, page 13

1. F ollow the Actions: Gather the children in a circle, if possible. Give simple action instructions such as turn-around, touch the ground, touch your toes, etc., and ask them to follow. 2. Rhyme Time: Sing the rhyme Teddy Bear, Teddy Bear with actions and encourage the children to follow along. Repeat it 4–5 times.

Teddy Bear, Teddy Bear Teddy bear, teddy bear, turn around! Teddy bear, teddy bear, touch the ground! Teddy bear, teddy bear, jump up high! Teddy bear, teddy bear, touch the sky! Teddy bear, teddy bear, bend down low! Teddy bear, teddy bear, touch your toes! Teddy bear, teddy bear, turn out the light! Teddy bear, teddy bear, say good night!

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WEEK

DAY 44

Domain

Topic of the Day

Circle Time

Simon Says: Common Classroom Instructions

General Awareness

Decorating the Classroom

Foundational Literacy

More on Letter Ee

Book & Page

Literacy Workbook, page 11

Foundational Numeracy Number Four: Extra Practice DIY

Rhyme: Teddy Bear, Teddy Bear

Rhymes and Stories, page 13

CIRCLE TIME LO: Children will follow the common classroom instructions in the form of a game. 1. Recap: Review common classroom instructions with the children. Say each instruction clearly, demonstrate the action, and ask the children to follow. Repeat each instruction 3–4 times. 2. Simon Says: Play Simon Says to strengthen listening skills. Give classroom-related instructions like Simon says: Stand up. / Simon says: Pack your bags. Ensure all key classroom commands are included in the game. Remind children that if an instruction is given without Simon says, they should not follow it.

Classroom Instructions • Clap. • Stand up. • Sit down. • Raise your hand. • Take out your lunch box. • Pack your bags. • Open the door. • Put your head down.

GENERAL AWARENESS LO: Children will colour paper cut outs to decorate the classroom.

Resources: White paper cutouts (flowers, clouds, butterflies and leaves); Sellotape, strings; crayons

Introduction 1. Setting the Context: Begin a discussion by asking: How can we make our classroom look beautiful? Take a few responses and explain that today, they will create decorative items to make the classroom colourful and welcoming.

Practice 2. Making Decorative Items: Divide the children into groups and give each group different cutouts (flowers, clouds, butterflies, or leaves). Let them colour creatively. 10

3. Decorating the Classroom: Create a display board in a corner or tie a string across the classroom. Call children one by one and help them hang or stick their artwork using string or Sellotape.

Error Alert! Ensure no sharp or small objects are used. All materials must be safe for children.

FOUNDATIONAL LITERACY LO: Children will identify objects starting with the /e/ sound, identify the symbols of Ee, and trace the letters Ee. Resources: Literacy Workbook, page 11; chalks

Introduction 1. Listen and Clap: Say the words one by one in a random order, example: apple, egg, bag, empty, cat, engine, etc. Ask the children to clap only when they hear a word that begins with the /e/ sound. 2. Tracing Letters Ee: Write capital E and small e on the board. Call children one by one to trace E and e with chalk. Ensure everyone gets a turn. Letter Ee

1. Say aloud the names of the pictures. Match the letter Ee with the pictures that begin with /e/.

Practice 3. Letter Ee: Guide the children to open page 11 of the Workbook. Help them identify and match the pictures that begin with the letters Ee. 4. /e/ for Empty: Show the full jars and empty jars on page 11. Say: /e/ /e/ empty as you point to the empty jars. Then, guide the children to circle the empty jars.

Ee 2. Circle all the empty jars.

Objectives

• Letter Recognition • Association of the pictures with the letter sound • Hand-eye coordination

• Fine motor skills

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FOUNDATIONAL NUMERACY LO: Children will revise the concept of number four. Resources: Some objects for counting; a big cut out of 4 on a white paper; bowls of different water colours

Introduction 1. Recap: Place four objects on a table. Call a few children forward and guide them to count the objects aloud. For example: 1, 2, 3, 4–4 pencils. 2. Action Game: Give simple instructions and ask the children to perform the actions. For example: Clap 4 times, jump 4 times, tap your feet 4 times, etc.

Practice 3. Decorating Number 4: Place the large number 4 cutout on a table. Call children one by one and ask them to dip their thumb in a colour of their choice. Guide them to make 4 neat thumbprints on the cutout. Ask them to count aloud as they make the thumbprints.

Error Alert! Ensure that the cut out of number 4 is big enough, so that all the children in class can make 4 thumbprints neatly.

Pro Tip

You can hang or stick the final cutout in a corner of the classroom.

DIY LO: Children will recite the poem Teddy Bear, Teddy Bear and play an action game. Resources: Rhymes and Stories, page 13

1. Rhyme Time: Recite the rhyme with actions and expressions. Repeat it 4–5 times with the children, encouraging them to follow along. 2. Action Game: If space allows, have the children stand in a circle. One child at a time will say an action (e.g. clap your hands), and the rest will perform it while chanting: Teddy Bear, Teddy Bear, clap your hands. Give a demonstration and guide them as needed.

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WEEK

DAY 45

CATCH - UP CARNIVAL Domain

General Awareness

Learning Outcome

Children will talk about and share activities they do in school.

Suggested Method

Call the children one by one. Ask them to share any two activities that they like to do in school. Clap for each child and give them a smiley sticker.

Support for Struggling Learners

Domain

Gather struggling learners in a circle, if possible. Recite or play the audio of the rhyme My School from page 23 of the General Awareness book. Encourage the children to listen carefully and repeat after you. Then, show the pictures on page 23 and discuss them together. Ask guiding questions to help them describe what they see. Finally, encourage each child to share one activity they enjoy doing at school. Foundational Literacy

Learning Outcome

Children can identify the sound /e/ and symbol of letter E.

Resources

Flashcards or objects starting with /a/, /b/, /c/, /d/ and /e/ sound; chalks

Suggested Method

Call the children one by one. Ask them to pick any one object starting with /e/ sound and name them. Guide them to say, for example: /e/ /e/ egg. Then, ask them to trace the letters Ee on the board using a chalk.

Support for Struggling Learners

Gather the struggling learners. Show and name the pictures from page 16 of the Skillbook, emphasizing the /e/ sound, and ask the children to repeat after you. Then, write the letter E on the board and say: E says /e/ /e/ /e/. Encourage the children to repeat after you. Guide them to trace the letter E in the air with their index fingers. Then, ask them to trace the letter on the board with chalk. Repeat the same for small e.

Domain

Foundational Numeracy

Learning Outcome

Children will count four things and trace the symbol of the number 4.

Resources

Some countable objects

Suggested Method

Write numbers 1 to 4 on the board in a random order and keep the objects neatly on a table. Call children one by one and ask them to count and pick four objects. Let them also identify the numeral 4 on the board.

Support for Struggling Learners

Gather struggling learners in a small group. Give each child flashcards with numbers 1–4. Write 4 on the board and say: This is number 4. Ask them to find and hold up the flashcard with number 4. Then, help them count and show 4 fingers. Call each child one by one to count 4 objects with support.

WEEK

DAY 46

Domain

Topic of the Day

Book & Page

Circle Time

Common Safety Tips

General Awareness

Places Around Us

General Awareness, pages 26-27

Foundational Literacy

Letters Ff—/f/ Sound

Literacy Skillbook, page 18

Foundational Numeracy Concept of the Number 5 DIY

Colouring the Pineapple

Art and Craft, page 7

CIRCLE TIME LO: Children will discuss basic safety tips for everyday situations. 1. Warm-Up: Gather the children in a circle. Say: Today, we are going to talk about how to stay safe! 2. Discussion Time: Introduce each safety tip one by one. Keep it interactive by asking simple questions. For example, ask: What do we do when we cross the road? Wait for responses and guide them to answer: We hold an adult’s hand and look both ways before crossing. Repeat for the other safety tips, allowing children to share their ideas. 3. S afety Role-Play: First, take any of the tips and present it to the children as a short play. Then, invite the children, as individuals or as pairs, and give them these safety tips as situations. Ask them to show these tips as a short role-play.

Pro Tip

Feel free to add more safety tips on your own, as needed.

Safety Tips • When we walk on the road, we hold an adult’s hand to stay safe. • We never play with sharp objects like scissors or knives. • When we see something hot, we do not touch it! • We never talk to strangers.

GENERAL AWARENESS LO: Children will identify some common places around us. Resources: General Awareness, pages 26–27

Introduction 1. Discussion Time: Ask children to think about their journey from home to school. Say: What do you see on the way? Encourage responses like trees, shops, buses, or people walking. Prompt further by asking: Do you pass through a park or a market? What else do you see on your way? Acknowledge their answers and say: Yes! We see many things and places around us every day. Places Around Us

Practice 2. Places Around Us: Ask children to open pages 26–27 of the General Awareness book. Have them look at the picture and describe what they see. Then, point to each place in the picture and name it clearly, encouraging children to repeat after you. Discuss the importance of each of these places.

PARK

POLICE

Take me from my home to school by colouring the path. Say the names of the places you see on the way.

STATION

HOSP

ITAL

CITY MALL TOY SHOP

TICKET

OL PU

PETR

SCHOOL

TELL US

Name any four places you see on your way from home to school.

Objectives

• Observation

• Recognition

• Speaking

• Identification

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With an adult, explore any one place around your home. Share what you see in class the next day.

FOUNDATIONAL LITERACY LO: Children will identify and name objects starting with /f/ sound of the letters Ff.

Resources: Literacy Skillbook, page 18; objects or pictures starting with the /f/ sound (toy fish, fan, flower, fork, flag)

Introduction 1. Warm-Up: Display the objects/pictures on a table. Pick up each item, say its name clearly, and have children repeat after you. Emphasize the /f/ sound, for example say: /f/ /f/ flag. Repeat each word 3–4 times to reinforce the sound.

Letter F f lower f ish

Practice 2. Looking at the Pictures: Help children to open page 18 of the Skillbook. Point to each picture, say its name, and highlight the /f/ sound. Encourage children to repeat the words clearly. 3. Reinforcing the /f/ Sound: Read the text on page 18 aloud multiple times, stressing the /f/ sound. Have children listen carefully and repeat after you.

fairy

fan

Fini fish looks at me, Goes flip-flop in the sea! F says /f/-/f/-/f/ Objectives

• Letter recognition • Association of the pictures with the letter sound

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Error Alert! Focus only on the /f/ sound. Do not introduce writing the letters in this session.

FOUNDATIONAL NUMERACY LO: Children will understand the concept of quantity ‘five’. Resources: Objects like crayons, straws, chalks, etc.

Introduction 1. C ounting 1–5: Hold up five fingers and say: Let us count together! Count aloud from 1 to 5, showing each finger. Encourage children to do the same. 2. Quantity Five: Show 5 objects and guide them to count: 1, 2, 3, 4, 5–5 chalks! Repeat 3–4 times with different objects for reinforcement.

Practice 3. Counting with Actions: Say: Let us jump like a frog 5 times! Ask children to jump, at their seats, counting to 5. Repeat with different actions like clapping, stomping, and tapping knees, always stopping at 5.

DIY LO: Children will trace the dotted outline of a pineapple and colour it. Resources: Art and Craft, page 7; yellow crayons (1 per child)

1. Warm-Up Discussion: Ask: Who has eaten a pineapple before? How does it taste? Do you like it? Let children share their responses.

Theme: Fruits

Trace the dots. Colour the fruits.

Pineapple

Cherries

2. A Pineapple: Ask children to open page 7 of the Art and Craft book. Guide them to trace the dotted outline of the pineapple using crayons. Then, encourage them to colour it yellow. Assist children who need help. 7 Nursery Art & craft V4 21-08-24 N.indd 7

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WEEK

DAY 47

Domain

Topic of the Day

Book & Page

Circle Time

Show and Tell

General Awareness

Places Around Us

General Awareness, pages 26-27

Foundational Literacy

Letters Ff—Sound and Symbol

Literacy Skillbook, page 18

Foundational Numeracy Understanding and Writing ‘5’

Numeracy Skillbook, pages 20-21

DIY

Art and Craft, page 7

Cherries

CIRCLE TIME LO: Children will talk about any classroom objects.

Resources: Classroom toys or items (books, pencil, bag, etc.) 1. Warm-Up: Gather the children in a circle, if possible. Say: Today, we are going to play a game called Show and Tell! Pick any object in the classroom and say one thing about it. 2. Modelling: Hold up an item, such as a crayon, and say: This is a crayon. I colour with it. Let the children observe how you describe the object. 3. Show and Tell: Call children one by one to choose a classroom object. Help them to say one thing about it.

GENERAL AWARENESS LO: Children will learn to identify and talk about common places around them. Resources: General Awareness, pages 26–27; crayons

Introduction 1. Discussion Time: Ask the children to share the names of the places they see around their homes, such as parks, shops, or markets. Encourage them to talk freely about these places in their home language or in a mixed language.

Practice 2. Picture Talk: Ask children to open pages 26–27 of the General Awareness book. Point to different places in the pictures and say: This is a hospital. We go there when we are sick. / This is a mall. We buy things from here. Repeat for each place 2–3 times and have the children repeat after you. 3. T he Path to School: Guide the children to find the girl waiting near the school bus on page 26. Say: She wants to go to school. Let us help her! Ask them to colour the path she takes and name the places she sees on her way.

Places Around Us

PARK

POLICE

Take me from my home to school by colouring the path. Say the names of the places you see on the way.

STATION

HOSP

ITAL

CITY MALL TOY SHOP

TICKET

OL PU

PETR

SCHOOL

TELL US

Name any four places you see on your way from home to school.

Objectives

• Observation

• Recognition

• Speaking

• Identification

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FOUNDATIONAL LITERACY LO: Children will associate the sound and symbol of letter F. Resources: Literacy Skillbook, page 18

Introduction 1. Recap: Point to the pictures on page 18 and say their names aloud, emphasising the /f/ sound at the beginning. Say: /f/ /f/ fish. Ask the children to repeat after you. Read aloud the text given on page 18, emphasizing on the /f/ sound.

Letter F f lower f ish

Practice 2. Blackboard Practice: Write letters F and f on the board. Point to them and say: F says /f/ /f/ /f/. Ask the children to repeat loudly. Do the same for f. 3. Blackboard Tracing: Invite children to trace F and f on the board with chalk while saying F says /f/ /f/ /f/ OR f says /f/ /f/ /f/. You may make them trace in air, with their index fingers, first.

FOUNDATIONAL NUMERACY LO: Children will recognise and write the number 5. Resources: Numeracy Skillbook, pages 20–21; some classroom objects in sets of 5; water colours

Introduction 1. Recap: Count a few objects together, for example, 1, 2, 3, 4, 5–5 chalks. Repeat 3–4 times for reinforcement with different objects.

fairy

fan

Fini fish looks at me, Goes flip-flop in the sea! F says /f/-/f/-/f/ Objectives

• Letter recognition • Association of the pictures with the letter sound

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2. Introducing the Numeral 5: Write 5 on the board. Invite a few children to trace number 5 on the board. Ask them to write 5 in the air too using their finger. Assist as needed.

Practice 3. Counting and Tracing Number 5: Ask children to open page 20 of the Skillbook. Show them 5 ducks and read the rhyme. Then, show 5 fingers and say: How many fingers are these? Five! Ask children to do the same. Finally, have them trace number 5 with a crayon.

Do and Learn

5 ducklings swim and dive, In the pond, they happily jive.

Count and say the number.

Thumb-print on the 5 bees.

RAINBOW Tracing

4. Thumbprint 5 Bees: Ask children to turn to page 21. Help them count the 5 crayons and the 5 bees. Help them to dip their thumbs in paint and make thumbprints on the bees.

Meet Number 5

1 3

Show five fingers and say, ‘5 fingers’.

five Objectives

Objectives  Identification of number

 Rainbow tracing

 Counting

 Fine motor skills

 Art integration

 Counting

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Dip your hand in paint and make a handprint on paper. Count the five fingers aloud.

DIY LO: Children will trace the dotted outline of cherries and colour them.

Resources: Art and Craft, page 7; red crayons (1 per child); a picture of cherries 1. W arm-Up Discussion: Show the picture of cherries and say: These are cherries! They are red and have a small stem on top. Who has eaten cherries before? Let children respond. Say: Today, we will trace and colour cherries! 2. Cherries: Ask children to open page 7 of the Art and Craft book. Guide them to trace the dotted outline using crayons. Then, encourage them to colour the cherries red. Assist those who need help.

Theme: Fruits

Trace the dots. Colour the fruits.

Pineapple

Cherries

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WEEK

DAY 48

Domain

Topic of the Day

Circle Time

Rhyme: Five Little Monkeys

General Awareness

Role Play: At the Market

Foundational Literacy

Letters Ff—Writing Practice

Book & Page

Literacy Skillbook, page 19

Foundational Numeracy Number 5

Numeracy Workbook, page 18

DIY

Art and Craft, page 8

A Mango Face

CIRCLE TIME LO: Children will learn and sing the song Five Little Monkeys. 1. Warm-Up: Gather the children in a circle, if possible. Ask them to do simple actions like jumping, wiggling their fingers, and nodding their heads. 2. Singing Time: Sing Five Little Monkeys with gestures and actions, encouraging the children to follow along. Repeat the song, reducing the number of monkeys each time until none are left. Repeat the entire song 2–3 times for the children to remember. If time permits, you may also sing this rhyme in reverse, starting from one monkey and going up to five.

Five Little Monkeys F ive little monkeys jumping on the bed, One fell off and bumped his head. ama called the doctor and the M doctor said. No more monkeys jumping on the bed!

GENERAL AWARENESS LO: Children will share what they see in a market and participate in a role-play activity. Resources: Toy or real fruits and vegetables; shopping baskets

Introduction 1. Discussion Time: Ask: Have you been to a market? If yes, encourage children to describe what they have saw (fruits, vegetables, toys, clothes, etc.).

Practice 2. A ctivity Setup: Say: Today, we are going to play a game where we pretend to be in a market and buy and sell things! Show the toy fruits, vegetables, and baskets. Set up the class and ask children to imagine it as a market. Say: This is our marketplace. 20

3. Role Play: Invite two children at a time—one as the shopkeeper and the other as the customer. Say: The shopkeeper will sell the fruits and vegetables, and the customer will buy them with imaginary money. Ensure everyone gets a turn.

Pro Tip Encourage children to add more dialogues on their own. Allow them to use their home language or a mixed language.

FOUNDATIONAL LITERACY LO: Children will trace the letters Ff and identify objects starting with /f/ sound. Resources: Literacy Skillbook, page 19; sticker sheet (from Skillbook)

Introduction

2. Writing Letters Ff: Write F and f on the board and invite a few children to trace them on the board.

Practice

Trace the letter Ff with different colours.

Ff 2

RAINBOW Tracing

1. Recap: Ask a few children to name things that start with the /f/ sound. For example: /f/ /f/ frog. Say: Letter F makes the /f/ sound.

Paste a few fish in the pond. Say /f/-/f/-fish. (Use the sticker sheet)

3. Writing Practice: Ask children to open page 19 of their Skillbook. Guide them to trace Ff using their fingers first and then with crayons.

Objectives

• Letter recognition • Association of the picture with the letter sound • Fine motor skills

4. Peel and Paste: Open the sticker sheet and point to the fish. Ask: What is this? Say: /f/ /f/ fish. Then, ask them to peel and paste the fish in the pond on page 19.

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Look around your home and find three objects that start with the /f/ sound. Try saying their names aloud. For example: /f/ /f/ fan.

FOUNDATIONAL NUMERACY LO: Children will practise the concept of ‘five’. Resources: Numeracy Workbook, page 18; some countable objects (crayons, blocks etc.); number flashcards of 1–5 (from Skillbook)

Introduction Number 5

1. Recap: Invite a few children to pick and count any five objects to show to the class. Then, count a few objects together (e.g., five chalks, five erasers, five crayons), saying: 1, 2, 3, 4, 5—five chalks. Repeat this 3–4 times for reinforcement.

Read and match the same numbers.

2. Finding and Matching Numbers: Write numbers 1–5 on the board in a random order. Hand out individual number flashcards to children. Ask children to identify their number and show the correct flashcard when you point at that number on the board.

Circle only 5 coaches of the train.

Objectives

• Counting • Association • Recognition • Fine motor skills

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Practice 3. Number 5: Ask children to turn to page 18 of the Workbook. Instruct them to identify and match the numbers. Then, guide them to count and circle only five coaches of the train.

DIY LO: Children will trace the dotted lines and colour a mango fruit to make a mango face. Resources: Art and Craft, page 8; yellow crayons (1per child)

1. I dentifying a Mango: Show the outline picture of a mango from page 8 of the Art and Craft book and ask: What fruit is this? Take a few responses and say: This is a mango. Then, draw some mangoes and apples on the board in a random order and invite a few children to identify the mangoes. 2. A Mango Face: Ask children to open page 8 of the Art and Craft book. Guide them to trace the dotted outline to complete the mango face. Finally, ask them to colour the mango using yellow crayons.

Theme: Fruits

A Trace the dots to draw an eye, a nose and a mouth. Then, colour the mango yellow.

Note for Teachers Ask the students to name your favourite fruit.

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WEEK

DAY 49

Domain

Topic of the Day

Circle Time

Rhyme: I Hear Thunder

General Awareness

Role Play: At the Hospital

Foundational Literacy

Letters Ff—Extra Practice

Book & Page

Literacy Workbook, page 12

Foundational Numeracy Number 5—More Practice DIY

Yoga and Meditation

CIRCLE TIME LO: Children will sing and dance to a simple song. Resource: Rhymes and Stories, page 40 1. Warm-Up: Gather the children in a circle, if possible. Say: Today, we are going to sing and dance to a song about rain and thunder! Encourage them to show actions for raindrops and thunder. 2. Singing Time: Sing I Hear Thunder from page 40 of the Rhymes and Stories book. Help children to open to that page and sing along with you, while looking at the picture. Repeat 5–6 times to help them remember the song and movements.

I Hear Thunder I hear thunder, I hear thunder O don’t you? O don’t you? Pitter patter raindrops, Pitter patter raindrops, I’m wet through, so are you!

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GENERAL AWARENESS LO: Children will play the roles of a doctor, nurse, and patient in a simple role-play activity. Resources: Toy doctor kit (or imaginary props)

Introduction 1. Let’s Talk About a Hospital: Ask: Have you been to a hospital? Why do people go there? Encourage responses like when they are sick, to see a doctor, or to get medicine. Show a picture of a hospital and say: A hospital is where doctors and nurses help sick people get better! Introduce the roles. Say: Doctors check patients, nurses take care of them, and patients rest to get well. 2. Action Time: Ask children to pretend they are feeling unwell. Say: • H old your tummy if you have a stomach ache. • Touch your head if you have a fever.

This helps them relate to the hospital setting.

Practice 3. Role Play Activity: Set up a simple hospital corner with a chair as the doctor’s office and another chair for the patient. If doctor kits or props are unavailable, let children use their imagination—hands as stethoscopes, paper strips as bandages, and acting out symptoms like coughing or sneezing. Assign roles: doctor, nurse, patient, and helper. Rotate roles so everyone gets a turn. Encourage a simple dialogue, such as: Doctor: How do you feel? Patient: I have a cough. Doctor: Let me check (Pretend to check the patient.) Nurse: Here is your medicine. Patient: Thank you! Repeat the activity until each child gets a turn. Remind children to say Thank you, doctor!

Pro Tip

Allow the children to present the skit in their home language or in a mixed language.

FOUNDATIONAL LITERACY LO: Children will identify the letters Ff and name things that start with the /f/ sound. Resources: Literacy Workbook, page 12; crayons; 3 ice-cream sticks (per child)

Introduction

Letter Ff

1. I dentifying /f/ Sound: Say some words in random order. Ask children to clap only if the word starts with the /f/ sound. For example: apple, fork, bag, flower, doll, fruits.

1. Match the letter Ff with the pictures that begin with /f/.

2. Making Letter F: Give each child three ice cream sticks. Ask them to arrange the sticks on their table to form the letter F. Monitor and guide them as needed.

Practice

2. Colour all the flowers that have Ff.

Ee Ff

Ff Aa

Objectives

• Letter Recognition • Association of the pictures with the letter sound • Fine motor skills • Hand-eye coordination

3. Letters Ff: Ask children to open page 12 of their Workbook. Help them identify objects that start with the /f/ sound and match them with the letter F and f. Then, guide them to find and colour the flowers that have the letter Ff written in them. LA2_Nursery_English_WB_Main.indd 12

Try to find 5 things that starts with /f/ sound in your house. Share their names the next day.

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FOUNDATIONAL NUMERACY LO: Children will practise the number 5 more by creating five flowers using their fingerprints. Resources: 3–4 different water colours; A4 papers

Introduction 1. Counting 5 Pages: Ask the children to count five pages in their textbook. Then, ask them to raise their hands and show the numbers 1 to 5 with their fingers as you say the numbers aloud.

Practice 2. 5 Flowers: Give each child A4 paper and paints. Say: Dip your finger in the paint and press it on the paper to make a flower. Demonstrate first, then guide them to make 5 flowers in the same way. Once done, ask them to count aloud: 1, 2, 3, 4, 5—five flowers.

Error Alert! If prints are too faint, remind children to dip their fingers fully into the paint for clear, bright flowers. Make sure all children wash their hands afterwards.

DIY LO: Children will practice a yoga pose and breathing exercise to relax. Resources: Soft music

1. Warm-Up Activity: Let children jump on the spot, shake, and wiggle their bodies. Say Freeze! and have them stop like a statue. Repeat a few times to help them focus on their movements. 2. Butterfly Pose: Demonstrate the butterfly pose: • S it with feet together and knees out. • Flap legs gently like butterfly wings.

Guide the children through the pose slowly, encouraging them to copy you.

3. Relaxation and Meditation: Ask children to sit quietly. Say: Close your eyes and take a deep breath. Lead them in a simple breathing exercise: Breathe in like you are smelling a flower, and breathe out like you are blowing out a candle. Play soft, calming music, if available.

WEEK

DAY 50

CATCH - UP CARNIVAL Domain

General Awareness

Learning Outcome

Children will identify and name the common places around them.

Resources

General Awareness, pages 26–27

Suggested Method

Call the children one by one and ask them a question. Ask them to guess the name of the place. For example: We go to this place when we fall sick. (hospital) / We go to this place to play and sit on swings. (park).

Support for Struggling Learners Domain

Foundational Literacy

Learning Outcome

Children can identify the /f/ sound and trace the letters F and f.

Resources

Pictures or objects starting with /f/ sound and other sounds

Suggested Method

Call the children one by one and ask them to find an object or picture that starts with the /f/ sound and name it. Finally, guide them to trace the letters F and f on the board. Repeat until all the children have had a chance.

Support for Struggling Learners

Write F and f on the board and guide them to say, F says /f/ /f/ /f/; f says /f/ /f/ /f/. Then show them some objects or pictures starting with the /f/ sound and guide them to say their names aloud, for example: /f/ /f/ fan. Finally, write F and f on the board and explain their formation. Guide the children to trace the letters F and f on the board.

Domain

Foundational Numeracy

Learning Outcome

Children will count 5 objects and identify the number 5.

Resources

Some object: pencils, erasers, blocks, etc; Number flashcards of 1–5 (from Skillbook)

Suggested Method

Call the children one by one. Ask them to count the objects and group them in sets of 5. For example: 5 blocks, 5 pencils, 5 books, etc. Then, ask them to identify the flashcard showing number 5. Clap loudly for each child. Repeat until all the children have had a chance.

Support for Struggling Learners

Gather the children in a circle and show them the pictures of places from pages 26–27 of General Awareness book. Point to a place (e.g., hospital) and discuss it in detail. For example, say: This is a hospital. We go here when we are sick. Repeat the same with all the other places.

Gather the learners in a circle. Count and show them 5 objects first. For example, say: 1, 2, 3, 4, 5—5 books. Then call children one by one and guide them to count 5 objects. Finally, write 5 on the board and guide them to trace 5 in the air with their index fingers.

WEEK

DAY 51

Domain

Topic of the Day

Circle Time

Dumb Charades

General Awareness

Knowing People Around Us

Foundational Literacy

Once More

Book & Page

Literacy Workbook, page 13

Foundational Numeracy Rhyme: One Little Monkey

Numeracy Skillbook, pages 22–23

DIY

STEM Exploration, pages 13-14

In and Out

CIRCLE TIME LO: Children will identify and name common objects, animals, and actions through gestures in a fun and engaging way. 1. Warm-Up: Say: Today, we will play a fun game using actions! I will act something out, and you will guess what it is. Act out a simple action (e.g., eating a fruit) and encourage children to guess. Give hints if needed. 2. Dumb Charades: Call one child at a time and quietly whisper the action or object to be acted out. The child will act silently while others guess. Clap for every child and encourage everyone to join in.

Pro Tip

Use easy and familiar actions. For example: drinking water, reading, sleeping, flying like a bird, having a stomachache, eating food, drawing etc.

GENERAL AWARENESS LO: Children will identify different people who help us and recite a rhyme about them. Resources: A soft toy

Introduction 1. Rhyme Time: Recite the rhyme People Around Us with actions and voice modulation. Ask the children to sing along with you. Repeat a few times.

Practice 2. Guess and Tell: Say: I will give you some hints, and you have to guess who the person is. Play music and pass the soft toy around. When the music stops, the child holding the toy must guess. Use prompts like: • I clean the roads and keep them clean. Who am I? • I give you medicine when you are sick. Who am I? • I keep the city safe. Who am I? • I mend your shoes. Who am I? • I cut and style your hair. Who am I? • I stitch pretty clothes for you. Who am I? uide the children to guess the correct person G if needed.

People Around Us • D octor helps us when we’re sick, Gives us medicine, works so quick! • Sweeper keeps the place so clean, Makes the roads nice and green. • Police keep us safe each day, Helping us in every way. • Tailor stitches clothes we wear, Makes them fit us with great care. • Cobbler fixes shoes so right, Makes them strong and nice and bright. • Barber cuts our hair so neat, Keeps us looking smart and sweet!

FOUNDATIONAL LITERACY LO: Children will identify and match the pictures with the correct starting letters.

Resources: Literacy Workbook, page 13; sticker sheets (from Workbook): letter flashcards (A–F) (from Skillbook); objects/pictures starting with letters A–F

Introduction 1. Recap the Sounds: Ask: What sound does the letter A make? Take a few responses and conclude: Letter A makes the sound /a/. /a/ /a/ apple. Repeat the activity for letters B–F. Once More 2. Guess the Letter: Give letter flashcards to the children. Show an object and ask them to name it. Then, ask them to hold up the flashcard with the letter that matches the object’s beginning sound.

Practice 3. Once More: Ask the children to open page 13 of the Workbook. First, guide them to match the pictures with the correct letters. Then, help them paste the correct letter sticker below each picture.

1. Match the pictures with the correct letters.

E D F C 2. Say the name of each picture. Then, paste the correct letter stickers (use the sticker sheet).

Objectives

• Letter Recognition • Association of the pictures with the letter sound • Fine motor skills • Hand-eye coordination

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FOUNDATIONAL NUMERACY LO: Children will recite a number rhyme and count up to 5 objects.

Resources: Numeracy Skillbook, pages 22–23; 5 countable objects (books, crayons, pencils etc.); number flashcards of 1–5 (from Skillbook)

Introduction 1. Revising 1–5: Give the number flashcards to the children. Recap counting 1–5 using common classroom objects. Show 1 pencil and ask: How many pencils are there? Take a few responses and conclude: There is 1 pencil. Ask them to hold up the flashcard with 1 written on it. Repeat with 2, 3, 4 and 5. 28

Practice 2. Counting Pictures: Guide the children to open page 22 of the Skillbook. Ask them to look at the pictures and count the animals. For example, ask: How many monkeys are there? / How many cats are there? Encourage each child to count and give Numbers 1 to 5 responses. One Little Monkey 3. One Little Monkey: Recite the rhyme One Little Monkey with actions and expressions. Show the numbers using fingers while reciting. Repeat 3–4 times with the children.

(Sing and Dance)

Count the birds and match them with the correct number.

One little monkey Swinging on a tree, Two little birds Flying free. Three little rabbits Hopping around, Four little kittens Sleeping sound. Buzz-buzz-buzz Go five little bees, On the flowers Around the trees.

1 2 3

4. Numbers 1 to 5: Ask the children to open page 23 of the Skillbook. Guide them to count the birds and match them with the correct numbers.

4 5 Objectives

Objectives

 Oral maths vocabulary development

 Numerical skills  Association  Identification  Matching

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Count and bring any 5 objects like crayons, stickers, erasers, balls, etc. Show them in the next session.

DIY LO: Children will identify the concept of in and out.

Resources: STEM Exploration, pages 13–14; some classroom objects like a bowl, crayons, pencil or chalk; student bags or pencil boxes 1. Explaining ‘In’ and ‘Out’: Take a bowl and put a crayon inside. Ask: Where is the crayon? Take a few responses and conclude: The crayon is in the bowl. Then place the crayon outside the bowl and ask: Where is the crayon now? Take a few responses and say: The crayon is outside the bowl. Repeat 4–5 times with different objects to help children understand the concept. 2. In and Out: Tell the children that it’s time to play a fun game! When you say ‘in,’ encourage the children to place an object inside their bag or pencil box. When you say ‘out,’ ask them to take the object out of their bag or pencil box. Repeat the game several times, mixing up the commands to keep it exciting and engaging!

In and Out In this fun activity, we are going to learn the concept of in and out.

Let’s Collect )

A small bowl

)

20 crayons

Let’s Do 1.

Pick up some crayons in one hand and put them in the bowl. How many crayons are in the bowl? How many crayons are outside the bowl? 13

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WEEK

DAY 52

Domain

Topic of the Day

Book & Page

Circle Time

Yoga

General Awareness

Our Helpers

General Awareness, page 28

Foundational Literacy

Sound and Symbol of Letter Gg

Literacy Skillbook, page 20

Foundational Numeracy Numbers 1–5

Numeracy Skillbook, pages 22, 24, 25

DIY

STEM Exploration, pages 13-14

In and Out

CIRCLE TIME LO: Children will perform simple warm up exercises and a yoga pose. Resources: Soft music (if available)

1. Warm-Up: Say: Let us get our bodies ready for yoga. Instruct the children: • Stand tall and stretch your arms up high. • Bend down and touch your toes. • Wiggle your hands like little spiders. 2. Yoga Pose – Downward Facing Dog: Ask any four children to come forward. Guide them to do the following: • Get down on your hands and knees, like a crawling baby. • Press your hands firmly to the ground. • Lift your waist up towards the sky, making a big triangle shape. • Keep your feet and hands on the floor. • Peek through your legs and take a deep breath in and out. • Hold for a few seconds, then slowly come back down. • Select the next set of 4 children and repeat the exercise with them.

Pro Tip

If there is no space, ask the children to bend down and touch their toes.

GENERAL AWARENESS LO: Children will identify the people who help us and tick the ones they have seen. Resources: General Awareness, page 28

Introduction 1. Rhyme Time: Recite the rhyme People Around Us, from the previous session, with actions. Repeat 2–3 times. 30

Practice

Our Helpers Here are some people who help us. Tick () the people you have seen.

2. Picture Talk: Ask the children to open to page 28 of their General Awareness book. Show the pictures one by one and discuss what each person does. For example, say: This is a doctor. A doctor treats us and gives us medicines when we are sick. Repeat for the other pictures.

3. Our Helpers: Ask the children to look at the pictures on page 28 carefully and put a tick beside the people they have seen.

FOUNDATIONAL LITERACY

sweeper

doctor

cobbler police officer

tailor

barber

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LO: Children will say the /g/ sound and recognize the symbol of letter Gg.

Resources: Literacy Skillbook, page 20; objects, or their pictures, starting with the /g/ sound (e.g. gift box, grapes, guava, etc.)

Introduction 1. Introducing the /g/ Sound: Show the objects or their pictures one by one and clearly say their names. Ask the children to repeat the words loudly and clearly after you. Focus their attention on the beginning sound /g/. Say: /g/ /g/ glass. Repeat each word 3–4 times with children.

Practice

Letter g

2. Letter Gg: Ask children to open to page 20 of the Skillbook. Point to each picture and help them recognize it. Emphasize the /g/ sound in each word. Say: /g/ /g/ goat. Repeat each word 3–4 times. Then, read the lines given on page 20, emphasizing on the words with /g/ sound. 3. Blackboard Practice: Write letters G and g on the board and say: G says /g/ /g/ /g/. g says /g/ /g/ /g/. Then, invite a few children to come forward and trace the letters G and g on the board. Encourage them to say ‘G says /g/ /g/ /g/’ and ‘g says /g/ /g/ /g/’ while tracing.

g oat

guava

grapes gift

ini goat, with a grin so wide, Munches on grapes right by my side. says /g/-/g/-/g/ Objectives

• Letter recognition • Association of the pictures with the letter sound

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Draw small circles to make a bunch of grapes. Colour them green and say: /g/ /g/ grapes. Bring your drawing to school the next day.

FOUNDATIONAL NUMERACY LO: Children will recite a rhyme on numbers 1–5 and count objects up to 5. Resources: Numeracy Skillbook, pages 22, 24, 25; number flashcards of 1–5 and sticker sheets (from the Skillbook)

Introduction 1. Rhyme Time: Recite the rhyme One Little Monkey with actions and ask the children to follow. Repeat 2–3 times. 31

2. Counting 1–5: Show a number of fingers and ask the children to say that number aloud. For example, if you show 3 fingers, they need to say ‘three’ aloud.

One Little Monkey (Sing and Dance) One little monkey Swinging on a tree, Two little birds Flying free. Three little rabbits Hopping around, Four little kittens Sleeping sound. Buzz-buzz-buzz Go five little bees, On the flowers Around the trees.

3. Numbers Symbols: Give the flashcards to the children. Write number 1 on the board and ask children to hold up the number 1 flashcard. Then, ask them to count and say the correct number of animal shown on its reverse. For example, 1 elephant. Repeat for the other numbers till 5.

Practice

Objectives  Oral maths vocabulary development

4. Counting Fingers: Ask the children to open page 24 of the Skillbook. Guide them to count the number of fingers and circle the correct number.

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5. Counting Objects: Guide the children to count the number of objects on page 25 and stick the correct number sticker beside each.

5 Objectives

Objectives

 Numerical skills  Association  Identification  Matching

DIY

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Count the objects and paste the correct number sticker. (Use the sticker sheet)

Count the fingers and circle the correct number.

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LO: Children will identify the concept of in and out, and perform activities to reinforce the concept. Resources: STEM Exploration, pages 13–14; bowls (1 per group); crayons 1. Recap: Revise the concept of in and out by asking children to keep a notebook inside their bag when you say in, and take a notebook out of their bags when you say out. Repeat this exercise a few times.

In and Out

In this fun activity, we are going to learn the concept of in and out.

Let’s Collect

) A small bowl

) 20 crayons

Pick up all the crayons that are outside and put them in the bowl. How many crayons are in the bowl? How many crayons are outside the bowl? 3.

Let’s Do 1.

Pick up all the crayons from the bowl and keep them outside it. Are there any crayons in the bowl? YES

Pick up some crayons in one hand and put them in the bowl. How many crayons are in the bowl?

Now We Know 2. In and Out: Follow the instructions Putting things in a container or taking them out of a container makes it half-full, full or empty. from points 1–3 on pages 13 and 14. For the teacher How many crayons are outside the bowl? Make the children sit in small groups. Give each child the crayons and bowl. Say: Put all the crayons inside the bowl when I say ‘in’ and keep them outside when I say ‘out’. Guide the children to perform the activities and tick the correct answers as they complete each one. )

Assist the children to do the activity. Demonstrate it in class and let the children observe and do it with you. Repeat it to strengthen their counting skills.

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At home, help your parents to keep things like clothes or small utensils in almirahs, buckets, or cupboards.

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WEEK

DAY 53

Domain

Topic of the Day

Book & Page

Circle Time

Riddles

General Awareness

Our Helpers

General Awareness, page 29

Foundational Literacy

Writing Practice of Letter Gg

Literacy Skillbook, pages 20–21

Foundational Numeracy Numbers 1 to 5

Numeracy Workbook, page 19

DIY

Rhymes and Stories, pages 14–18

Story: People Who Help Us

CIRCLE TIME LO: Children will listen to simple riddles and identify common objects. Resources: A soft toy; a fun music

1. Warm-Up: Gather the children in a circle and say: Today, we will play a fun guessing game with riddles. I will give you clues, and you have to guess what it is. 2. Riddle Time: Pass around the soft toy and play music. When the music stops, the child holding the soft toy gets to solve the riddle. Assist those who need help. Clap for everyone.

Riddles: • I am round and I bounce. You can kick me. What am I? (Ball) • I shine in the sky during the day. What am I? (Sun) • I am red and round. You can eat me. What am I? (Apple) • I have green leaves and a brown trunk. Birds sit on me. What am I? (Tree) • I say ‘meow’ and love to drink milk. What am I? (Cat) • I have four wheels and go vroom! What am I? (Car)

Pro Tip

Keep the riddles short, simple, and based on familiar objects or animals.

GENERAL AWARENESS LO: Children will identify the things used by the people who help us. Resources: General Awareness, page 29

Introduction 1. Recap: Ask the children to name the helpers they learnt about in the previous session and explain how they help us. You may ask these question to help children remember the different kinds of helpers that they had learnt about. 33

• Who treats us and gives us medicines when we are ill? • Who mends our shoes? • Who stitches clothes for us? 2. More Daily Helpers: Introduce a few more helpers. Say: Can you name more people who help us? Take a few responses and then explain: • Teacher: Helps us learn new things. • Firefighter: Puts out fires and helps in emergencies. • Shopkeeper: Sells us things we need. • Driver: Drives the bus. • Farmer: Grows food. Repeat about each helper 3–4 times.

Practice 3. Dumb Charades: Call the children one by one and softly tell them the name of a helper. Guide them to act like that helper while others guess. Make sure every child gets a turn.

What do these helpers use? Trace the path.

4. Our Helpers: Ask the children to open page 29 of the General Awareness book. First, help them identify the different helpers shown on the left side. Then, tell them what each of these helpers generally use (as a tool) to do their work. Give simple examples, like shoe & brush for cobblers, stethoscope for doctors. Finally, guide them to trace the dotted lines with their fingers first, and then with a crayon, to match the helpers with their tools.

LET’S DO

Name any three people who help you every day in school. Go and say to them, “Thank you for helping me!”

Objectives

• Awareness of community helpers and their roles • Fine motor skills

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FOUNDATIONAL LITERACY LO: Children will identify the /g/ sound, the symbol Gg, and practise writing the letters. Resources: Literacy Skillbook, pages 20–21

Introduction 1. Recap: Ask the children to open page 20 of the Skillbook. Point to the pictures and read their names aloud, emphasising the /g/ sound, such as: /g/ /g/ grapes. Then, read the sentences, stressing the /g/ sound. Encourage children to repeat the names and the sound after you. 2. Symbol Gg: Draw the children’s attention to the board. Write the capital G on the board. Guide the children to trace the letter G in the air with their index fingers. Ask them to say: G says /g/ /g/ /g/. Repeat the same for small g.

Letter g

RAINBOW Tracing

Trace the letter g with different colours.

g oat

guava

1 2

grapes gift

g 1

Match the gifts that are the same. Say /g/-/g/-gift.

ini goat, with a grin so wide, Munches on grapes right by my side. says /g/-/g/-/g/ Objectives

Objectives

• Letter recognition • Association of the pictures with the letter sound

• Letter recognition • Association of the pictures with the letter sound • Fine motor skills • Hand-eye coordination

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Practice 3. Letter Gg: Ask the children to open page 21 of the Skillbook. Guide them to trace letters Gg first with their index fingers, then trace G and g repeatedly with different crayons. Once they finish the tracing exercise, help them match the gifts that are the same while saying G says /g/ /g/ /g/.

Ask your parents to give you a plate of flour. Trace the letters Gg on it with the help of your parents.

FOUNDATIONAL NUMERACY LO: Children will count objects up to 5, and colour the given number of objects correctly. Resources: Numeracy Workbook, page 19; crayons

Introduction 1. Counting 1–5: Ask the children to keep their box of crayon in front of them. Then, say: Let’s count and take out 5 crayons from the box and place them in

Numbers 1 to 5 Read the number on the pot. Count and colour the same number of flowers.

front of us. Move around to check if the children have placed the correct number of crayons and guide them, if needed.

Practice 2. Numbers 1 to 5: Ask the children to open page 19 of their Workbook. Help them to recognise the number symbols on the flower pot. Then, guide them to colour the correct number of flowers.

5 Objectives

• Counting • Association • Recognition • Fine motor skills

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DIY LO: Children will discuss the pictures and listen to the story People Who Help Us. Resources: Rhymes and Stories, pages 14–18

1. Picture Talk: Show the children the pictures in each page of the story. Discuss them with simple, guiding questions, such as: • •

•

Page 14: What do you see in the picture?

People Who Help Us

Adi goes to a tailor.

Adi needs a haircut. I am a tailor. I don’t cut hair. I stitch clothes.

My hair has grown. I need a haircut.

Pages 15–17: Who do you see in the picture?/How does this person help us? Page 18: Where do you think the boy is?

Encourage children to observe carefully and share their responses.

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WEEK

DAY 54

Domain

Topic of the Day

Book & Page

Circle Time

Obstacle Race

General Awareness

Colour Blue

General Awareness, page 30

Foundational Literacy

Letter Gg

Literacy Workbook, page 14

Foundational Numeracy Numbers 1–5

Numeracy Workbook, page 20

DIY

Rhymes and Stories, pages 14-18

Story: People Who Help Us

CIRCLE TIME LO: Children will participate in simple sports activities to develop coordination and movement skills. Resources: Chalks; sticks

1. Warm-Up: Take the children to the school playground or an open, but safe, space inside the school premise. Show them a few basic warm-up exercises such as stretching, and marching on the spot. Ask them to follow what you do.

2. Obstacle Race: Use chalk to draw a zigzag path on the ground for the children to follow. Mark circles along the path where they need to jump. Place a stick on the ground for them to step or jump over. Encourage the children to walk, hop, and jump through the course, following the chalk markings. Ensure that they stay on the track and enjoy the activity. 3. Cool Down: Ask the children to sit quietly, take deep breaths, and gently stretch their arms and legs.

Pro Tip

Ask the children to wait for at least one minute before having some water.

GENERAL AWARENESS LO: Children will identify the blue colour and recognize objects that are blue in colour. Resources: General Awareness, page 30; dark and light blue crayons; blue-coloured objects; different objects of other colours

Introduction 1. Identifying Blue Colour: Say: Today, we are going to learn about a new colour. Then, take the two blue crayons and say, These are blue colours. Then, show them the blue objects one by one, while saying what colour they are. For example: Blue ball. / Blue car. / Blue hanky. Encourage children to repeat after you. 36

Error Alert! Do NOT differentiate between the different shades of blue. 2. Blue Colour Hunt: Mix blue-coloured objects with objects of other colours in a box. Call the children one by one and ask them to pick the blue objects. Support those who need help. Ensure everyone gets a turn.

Practice

Colour Blue

3. Colour Blue: Ask the children to open page 30 of the General Awareness book. Point at the blue objects on the page. Name those objects and draw the children’s attention to their colour. Say: This is a car. It is BLUE in colour! Repeat this for the other objects. Then say: Look at this whale. Colour it blue with your blue crayon.

I am blue colour. You see me in many things.

Colour the whale with blue colour.

Objectives

• Identify the colour blue • Fine motor skills

Bring any one object from home that is blue in colour.

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FOUNDATIONAL LITERACY LO: Children will identify the letters Gg and name things that start with the /g/ sound. Resources: Literacy Workbook, page 14

Introduction Letter Gg

1. Identifying /g/ Sound: Tell the children that you will say some words and they must show their thumbs up only if they hear a word that begins with the /g/ sound. For example: hat, gum, bat, girl, cap, book.

1. Match the letter Gg to the pictures that begin with /g/.

Gg 2. Colour all the squares that have Gg.

Practice 2. Letter Gg: Ask the children to open page 14 of the Workbook. Help them to match the letters with pictures that start with the /g/ sound. Then, ask them to colour the squares that have the letters Gg.

Gg Bb

Objectives

• Letter Recognition • Association of the pictures with the letter sound • Fine motor skills • Hand-eye coordination

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FOUNDATIONAL NUMERACY LO: Children will identify the numbers 1–5. Resources: Numeracy Workbook, page 20

Introduction 1. Action Game: Say a number between 1 to 5 and ask the children to clap that many times. For example, if you say 3, then the children must clap thrice. Look at the number key and colour the butterfly.

Practice 2. Numbers 1–5: Ask the children to open page 20 of the Workbook. Explain to them that each number stands for a colour.

1 3 4 5

hen, show them the numbers on the butterfly. Explain that they must T colour the butterfly as per the number written there. Let them attempt the exercise and help them wherever required.

Read the numbers aloud.

5 3 4 5 2 1 4 3 2 Objectives

• Identification • Association • Fine motor skills

After that, ask them to read aloud the numbers given below.

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DIY LO: Children will discuss the story People Who Help Us. Resources: Rhymes and Stories, pages 14–18

1. Interactive Read Aloud: Read aloud the story People Who Help Us with expressions and voice modulation. Pause to show the pictures on each page and ask:

People Who Help Us Adi needs a haircut. My hair has grown. I need a haircut.

• Who needs a haircut?

• What does a tailor do?

• Whom did Adi visit after the tailor?

• Who was the right person that Adi found?

2. Discussion Time: After the story is over, encourage them to talk about the different helpers in the story. You may refer to the sample questions on page 18 to discuss the story.

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WEEK

DAY 55

CATCH - UP CARNIVAL Domain

General Awareness

Learning Outcome

Children will identify and talk about different people who help us.

Resources

General Awareness, page 28

Suggested Method

Call the children one by one. Show them the pictures of helpers given in the book

and let them identify them. Then, ask them to choose and talk about any one helper. Encourage children to share in their home language or mixed language, if required.

Support for

Struggling Learners Domain

Clap for each child and give them a smiley. Ensure everyone gets a turn.

Open to page 28 of the General Awareness book. Introduce the helpers one by

one to the children. For example: This is a doctor. We go to a doctor when we are sick. Repeat the same for the other helpers. Foundational Literacy

Learning Outcome

Children will identify the /g/ sound of the letters Gg and trace the letters.

Resources

Letter flashcards (from Skillbook); some objects starting with /a/ to /g/ sounds

Suggested Method

Call the children one by one. Ask them to identify the letters Gg in the flashcard and hold it up. Then, ask the children to pick up an object that starts with /g/ sound.

Guide them to say /g/ /g/ _____ (name of the object). Clap for each child and give Support for

Struggling Learners

Domain

them a smiley. Ensure everyone gets a turn.

Show objects or pictures of objects starting with /g/ sounds and say: /g/ /g/ glass. Ask the children to repeat the words after you. Then write letters G and g on the board

and say: G says /g/ /g/. g says /g/ /g/. Then call the children one by one and ask them to trace G and g on the board. Foundational Numeracy

Learning Outcome

Children will identify and count objects from 1–5.

Resources

Number flashcards (from Skillbook); Five each of some objects like chalks, pencils,

Suggested Method

Write numbers 1–5 on the floor. Then, call the children one by one and ask them to

Support for

Struggling Learners

erasers, crayons etc.

count and place the correct number of objects on each number. Clap for each child and give them a smiley. Ensure everyone gets a turn.

Gather the learners together. Write number 1 on the board and ask the children to

show 1 finger. Then ask them to hold up the flashcard of number 1. Repeat the same with other numbers.

WEEK

DAY 56

Domain

Topic of the Day

Book & Page

Circle Time

Meditation

General Awareness

Colour Green

General Awareness, page 31

Foundational Literacy

/h/ Sound

Literacy Skillbook, page 22

Foundational Numeracy Full and Empty

Numeracy Workbook, page 21

DIY

Rhymes and Stories, page 19

Rhyme: Pat a Cake

CIRCLE TIME LO: Children will practise simple breathing exercises to calm themselves. Resources: Soft music

1. Warm-Up: Instruct the children to stretch their arms up, then lower them slowly while taking deep breaths. Say: Take a deep breath and relax. 2. Introduction to Breathing: Ask the children to sit comfortably with their eyes closed and hands in their laps. Play a soothing music in the background, if possible. Give them the following instructions, but demonstrate it yourself first: • I magine you are smelling a flower and blowing a candle—inhale through the nose, exhale gently through the mouth. • Imagine you are a bumblebee—inhale and buzz softly, exhale calmly. At the end, encourage a few children to share how they felt during the meditation.

GENERAL AWARENESS LO: Children will identify objects that are green and complete a colouring activity. Resources: General Awareness, page 31; green-coloured objects; different objects of other colours; dark and light green crayons

Introduction 1. Warm-Up: Show the green crayons or a green-coloured object and ask: What colour is this? Take a few responses and say: This is green! Then, open page 31 of the General Awareness book and point at the pictures given on the top. Say: Green pear / green frog / green cucumber. Ask the children to repeat after you. 40

Green Green all Around Green, green, all around, In the trees and on the ground. Frogs that jump, leaves so bright, Guavas and grapes—what a sight! Green is here, green is fun, Let’s find green things, one by one!

2. Rhyme Time: Recite the rhyme Green Green All Around with voice modulation and expressions, encouraging the children to repeat after you. Recite it 2–3 times. 3. Colour Hunt: Place objects of different colours in a box. Call children one by one to pick the green object/s from it. Applaud correct choices and gently guide those who need help.

Colour Green I am green colour. You see me in many things.

Colour the tree with green colour.

Practice Objectives

4. C olour Green: Ask children to open page 31 of the General Awareness book. Ask them to colour the tree using a green crayon.

• Identify the colour green • Fine motor skills

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FOUNDATIONAL LITERACY LO: Children will identify words with /h/ sound of letters Hh.

Resources: Literacy Skillbook, page 22; objects or pictures starting with the /h/ sound (e.g., hat, hammer, toy house, toy horse etc.)

Introduction 1. Warm-Up: Display the objects or pictures in front of the children. Pick up each item and clearly tell the children its name, emphasising the /h/ sound. For example, say: /h/ /h/ horse, Letter Hh /h/ /h/ hat, /h/ /h/ hen. Ask them to repeat after you, emphasizing the /h/ sound. h orse

hen

Practice

hat

2 Looking at the Pictures: Help children to open to page 22 of the Skillbook. Point to each picture, say the word aloud, and encourage children to repeat after you. Focus on the /h/ sound. For example: /h/ /h/ hand OR /h/ /h/ house. 3. Reinforcing the /h/ Sound: Read the text on page 22, emphasizing the /h/ sound. Repeat it several times and have children repeat after you.

house

hand

Hira the horse goes hop, hop, hop! He meets a hen on the hilltop. H says /h/-/h/-/h/ Objectives

• Letter recognition • Association of the pictures with the letter sound

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Error Alert! Ensure that this session focuses only on the /h/ sound. Do NOT introduce how to write the letters Hh.

FOUNDATIONAL NUMERACY LO: Children will be able to identify and demonstrate the concepts of full and empty.

Resources: Numeracy Workbook, page 21; 2 two transparent containers (one filled with some objects and the other empty); two boxes or baskets; some objects (crayons, pencils, erasers, pompoms, etc.)

Introduction

Full and Empty

1. Explaining the Concept: Show two containers—one full and one empty. Ask: What do you see? Let children observe and guess. Say: This one is full, and this one is empty! Shake both to highlight the difference—one makes a sound, and the other does not. 2. Full-and-Empty Game: Place a pile of objects in the middle. Call children one by one and give them a small basket. Say: Can you fill your basket? Let them pick and fill their baskets with those objects, then empty them back into the pile. Repeat while using the words full and empty.

Tick () the baskets that are full. Cross out () the empty baskets.

Objectives

• Counting • Association • Recognition • Fine motor skills

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Practice 3. Full and Empty: Ask children to open page 21 of the Workbook. Guide them to find and tick the full baskets and cross the empty ones.

Bring two pencil boxes. One filled with objects. The other one empty.

DIY LO: Children will listen to and sing the rhyme Pat a Cake. Resources: Rhymes and Stories, page 19

1. W arm-Up: Ask: How many of you like to eat cake? Welcome all responses. Say: Today, we will sing a fun rhyme about baking a cake! 2. Rhyme Time: Ask the children to open Rhymes and Stories, page 19. Point to the picture and ask: • W hat do you see in the picture?

Pat a Cake Pat-a-cake, pat-a-cake, baker’s man. Bake me a cake as fast as you can. Roll it and pat it and mark it with T, And bake it in the oven for the teacher and me.

• C an you see the cake on the table?

Then, sing Pat-a-Cake with voice modulation and expressions. After

singing it once, ask then children to sing along with you. Repeat this 2–3 times.

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WEEK

DAY 57

Domain

Topic of the Day

Book & Page

Circle Time

Importance of Sharing

General Awareness

Colours

General Awareness, pages 32-33

Foundational Literacy

Letter Hh

Literacy Skillbook, page 22

Foundational Numeracy Full and Empty

Numeracy Skillbook, pages 26-27

DIY

Rhymes and Stories, page 19

Rhyme: Pat a Cake

CIRCLE TIME LO: Children will understand the importance of sharing things with friends. Resources: A soft toy; other toys available in the classroom

1. Warm-Up: Sit in a circle with the children, if possible, and hold a soft toy. Say: This is my toy. I will share it with my friend. Pass the toy to the child next to you and encourage them to pass it on. 2. Sharing Game: Divide the children into small groups and give each group a toy. Encourage them to take turns playing with the items and share with their friends. Praise them for sharing. Tell them that sharing with friends is a good thing to do.

GENERAL AWARENESS LO: Children will identify and name some common colours (red, blue, green and yellow); and use those colours to colour objects. Resources: General Awareness, pages 32–33; a soft toy; objects of red, blue, yellow and green colours

Introduction 1. Recap: Show a red object and ask: What colour is this? Take a few responses and say: This is red colour. Repeat the same with other colours. 2. Rhyme Time: Recite Colours, Colours, Everywhere! with expression and voice modulation. Ask the children to sing along with you. Repeat 3–4 times to reinforce learning.

Colours, Colours, Everywhere! Red, yellow, green, and blue, These are colours, bright and new! Red is the apple, yellow the sun, Green is the grass where we have fun. Blue is the sky up above, Colours, colours, we all love!

3. Colours Everywhere: Show the soft toy and say: This is Jimmy. He loves colours. Let us help Jimmy find different colours today! Keep colourful objects in a basket and call the children one by one. Say: Jimmy wants something blue. Ask the child to pick up a blue object. Ensure everyone gets a turn. Match the pictures of the same colour.

Colour the balloons in the same colour as their outlines.

Objectives

Practice 4. Identifying Colours: Ask the children to open page 32 of the General Awareness book. Guide them to name and match objects of the same colour. 5. Colouring Balloons: Turn to page 33. Guide them to identify the colours in the outlines of the balloon. Then colour the balloons with the crayon of the same colour.

• Identify the colours • Matching • Association

• Observation • Association • Fine motor skills

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FOUNDATIONAL LITERACY LO: Children will recognize the sound and symbol of letters Hh. Resources: Literacy Skillbook, page 22

Introduction 1. Recap: Point to the pictures on page 22 of the Skillbook and say their names aloud, emphasising the /h/ sound at the beginning. Ask the children to repeat the words after you. Read aloud the text on page 22 for reinforcement.

Letter Hh h orse hen

house

hat

Practice

hand

2. Identifying Letters Hh: Write H and h on the board. Point to them and say: H says /h/ /h/ /h/ and h says /h/ /h/ /h/. Ask the children to repeat it loudly. 3. Air Tracing: Demonstrate how to trace the letters H and h in air using the index finger. Ask them to follow your action. Encourage them to say: H says /h/ /h/ /h/ and h says /h/ /h/ /h/ as they trace. Repeat it 3–4 times.

Hira the horse goes hop, hop, hop! He meets a hen on the hilltop. H says /h/-/h/-/h/ Objectives

• Letter recognition • Association of the pictures with the letter sound

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4. Blackboard Tracing: Invite the children to trace H and h on the board with a piece of chalk.

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FOUNDATIONAL NUMERACY LO: Children will identify and demonstrate the concepts of full and empty.

Resources: Numeracy Skillbook, pages 26–27; two transparent containers (one full and one empty); a pen stand; some crayons and pencils; sticker sheet (from Skillbook)

Introduction 1. Recap: Show the full and empty containers and ask: What do you see? Take a few responses and explain: One container is full, and the other is empty! Encourage children to repeat the words full and empty after you. 2. Activity Time: Show an empty pen stand and ask: Is this empty or full? Take a few responses and highlight that the pen stand is empty. Call children one by one and guide them to fill it with crayons or pencils. Ask them to say: The pen stand is full. Ensure everyone gets a turn.

Practice 3. Full and Empty: Help children to open page 26 of the Skillbook. Point to the pictures of the baskets and say: This is a full basket, and this basket is empty. Emphasise the words full and empty. Then, ask them to identify and colour the empty vase. 4. Do and Learn: Turn to page 27. Ask: Is the nest full or empty? Welcome all responses. Then, guide them to peel and paste the stickers of the eggs inside the empty nest. Finally, encourage them to look at the pictures below and say the words full and empty.

Full and Empty

Do and Learn The nest is empty. Make it full by pasting eggs in it. (Use the sticker sheet)

The bowl is full.

The bowl is empty.

Colour the empty flower vase.

See and say.

empty

full

For the teacher

Objectives

Encourage the children to see the baskets and repeat ‘empty’ and ‘full’ after you.

 Observation  Comparison  Visual discrimination

empty

 Observation  Application  Fine motor skills ` Visual discrimination  Art integration

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full

Objectives 27

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DIY LO: Children will sing the rhyme Pat a Cake and colour a cake.

Resources: Rhymes and Stories, page 19; simple outline of a cake drawn on an A4-size paper (1 per child); crayons 1. Rhyme Time: Sing the rhyme Pat-a-Cake with voice modulation and expressions. Encourage children to sing along. Repeat 3–4 times. 2. Drawing a Cake: Point at the picture of the cake on page 19 of the Rhymes and Stories book and ask: How does the cake look? Welcome all responses. Then, say: Today, we will colour a yummy cake. Give each child the A4 sheet and crayons. Help children to colour the cake using their favourite colours.

Pat a Cake Pat-a-cake, pat-a-cake, baker’s man. Bake me a cake as fast as you can. Roll it and pat it and mark it with T, And bake it in the oven for the teacher and me.

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WEEK

DAY 58

Domain

Topic of the Day

Book & Page

Circle Time

My Favourite Animal

General Awareness

Animal Around Us

General Awareness, page 35

Foundational Literacy

Writing Practice of Letter Hh

Literacy Skillbook, page 23

Foundational Numeracy Hot and Cold

Numeracy Skillbook, page 28

DIY

Art and Craft, page 9

The Corn Cob

CIRCLE TIME LO: Children will talk and share about their favourite animal. Resources: Pictures or toys of animals

1. Warm-Up: Gather children in a circle, if possible. Begin by saying: Today, we will talk about our favourite animals! Can you think of an animal you love? Give them a moment to think.

2. Teacher’s Turn: Share your favourite animal first. Say: My favourite animal is a rabbit. 3. Sharing Time: Invite each child to talk about their favourite animals. Tell them that they need to say the name of the animal and one reason why they like it. Help those who need support by asking: What does your animal look like? What sound does it make? Allow them to share in their home or mixed language.

Pro Tip

You can also ask the children to act like their favourite animals, such as hopping like a rabbit, or roaring like a lion, etc.

GENERAL AWARENESS LO: Children will identify and name the animals they see around them. Resources: General Awareness, page 35

Introduction 1. Warm-Up: Show pictures of commonly seen animals such as dogs, cats, crows, sparrows, pigeons, cows. If pictures are not available, talk about these animals. Then, ask: Have you seen these animals around you? Encourage them to share their answers.

Pro Tip

Show pictures of commonly seen animals such as dogs, cats, crows, sparrows, pigeons, cows. 46

Practice 2. Picture Talk: Help children to open to page 35 of the General Awareness book. Ask: What animals do you see in these pictures? Point to each image and ask: What do you think is happening here? / What are the rats doing? 3. Interactive Read-Aloud: Read the story aloud and with expressions. Pause to show pictures and ask: • What is the name of the rat? • Where does he want to go? • Why does Tiku want to go out? • What does his mother tell him?

Animals Around Us See, listen and enjoy. Tikku looks at himself in the mirror. I have grown. Now, I can go out by myself.

Of course! You can go out on your own now! You are a big rat.

Mummy and papa, I am grown now. I want to go and see more things.

Just be careful. Don’t go very far.

Bye mummy and papa! Don’t worry about me. I will be back soon.

Bye Tikku! Take care of yourself and come back before dark.

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FOUNDATIONAL LITERACY LO: Children will identify and trace letters H and h and make a handprint. Resources: Literacy Skillbook, page 23; water colours; paint brush

Introduction

2. Learning to Write Letter Hh: Write capital H on the board. Guide the children to trace on the board with chalks. Repeat the same for small h.

Practice 3. Tracing Letter Hh: Ask children to open page 23 of their Skillbook. Guide them to trace Hh with their index fingers first and then using crayons. 4. Handprint: Ask children to raise their hands and say: /h/ /h/ hand. Help them paint their palms using a paintbrush and make handprints inside the box area.

Trace the letter Hh with different colours.

RAINBOW Tracing

1. Recap: Say: The letters Hh makes the /h/ sound. Then, ask a few children to name things that start with the /h/ sound. For example: /h/ /h/ hat OR /h/ /h/ horse.

Hh 1

Paint your palm using a paintbrush. Then, press here to make your handprint. Say /h/-/h/-hand.

Objectives

• Letter recognition • Association of the picture with the letter sound • Fine motor skills

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Look around your home and find three objects that start with the /h/ sound. Try saying their names aloud.

FOUNDATIONAL NUMERACY LO: Children will be able to identify objects that are hot and cold.

Resources: Numeracy Skillbook, page 28; a bowl of warm water; a bowl of cold water or ice cubes

Introduction 1. Hands-on Experience: Place two bowls—one with warm water and one with ice cubes or cold water. Call the children one by one and ask them to touch the bowls. Encourage them to describe how each feel. Guide them to say: This is hot and This is cold. 47

Error Alert! Ensure the water is warm, not too hot, and safe for children to touch.

Pro Tip

Ensure that every child gets a turn to feel the hot and the cold items so that they understand the concepts clearly. 2. Guess and Tell: Say the names of hot and cold things in a random order, e.g. ice cubes, tea, ice cream, soup, candle. Ask the children to respond aloud with HOT if the item is hot and COLD if it is cold.

Hot and Cold

Practice 3. Hot and Cold: Ask children to open page 28 of the Skillbook. Guide them to look at the first two pictures and say: The ice cream is cold. The tea is hot. Emphasise the words hot and cold and encourage children to repeat after you.

The ice cream is cold.

The tea is hot.

Circle the hot things.

4. Hot Things: Let the children explore the pictures on the page. Ask them to name the items and identify the hot things and circle them.

Objectives  Observation  Comparison  Visual discrimination

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With an adult’s help, explore the kitchen and find things that are hot and cold. Remember, do NOT touch anything without asking an adult!

DIY LO: Children will make a thumbprint to colour a corn cob.

Resources: Art and Craft, page 9; yellow watercolor; a corn cob or its picture 1. Show and Tell: Show a real corn cob or a picture and ask: What do you see? What colour is the corn? Have you eaten corn before? Welcome all responses. 2. The Corn Cob: Ask children to open page 9 of the Art and Craft book. Demonstrate how to dip their thumb in yellow paint and make prints on the corn. Guide and monitor them as they create their thumbprint artwork.

Pro Tip

Theme: Fruits

THE Thumb-paint the corn.

COB

This is a THUMB. 2.

Dip it in yellow paint and then press it hard inside each corn pearl carefully!

Note for Teachers This activity should be done under strict supervision. Ensure that children wash hands with soap and water after the activity.

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Tell the children that corn is a healthy food and can be eaten in different ways (boiled, roasted, as popcorn).

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WEEK `

DAY 59

Domain

Topic of the Day

Book & Page

Circle Time

Song and Dance

General Awareness

Animals Around Us

General Awareness, page 36

Foundational Literacy

Letter Hh

Literacy Workbook, page 15

Foundational Numeracy Hot and Cold

Numeracy Skillbook, page 29; Numeracy Workbook, page 22

DIY

Art and Craft, page 10

The Tomatoes

CIRCLE TIME LO: Children will sing and dance on the rhyme Old MacDonald Had a Farm. 1. Animal Sounds: Begin by mimicking the meowing of a cat. Then, ask: Can you guess which animal makes this sound? Let them share their responses. Then say: A cat! A cat says meow meow. Ask them to repeat meow meow after you. Repeat the same with other animals, such as a cow (moo moo), dog (woof woof), duck (quack quack), and sheep (baa baa). 2. Singing Time: Sing Old MacDonald Had a Farm with voice modulation and expressions. Encourage the children to sing along. Continue adding new animals and their sounds as you go.

Old MacDonald Had a Farm Old MacDonald had a farm, E-I-E-I-O, And on that farm, he had a cow, E-I-E-I-O, With a moo moo here And a moo moo there, Here a moo, there a moo, Everywhere a moo moo! Old MacDonald had a farm, E-I-E-I-O!

GENERAL AWARENESS LO: Children will identify and name a few animals commonly seen around us. Resources: General Awareness, page 36

Introduction 1. Recap: Recall the story about Tikku the Rat from the previous session. Ask a few children to share what happened in the story. Say: Tikku wanted to go out. Let us find out today what Tikku saw when he went outside.

Practice

Tikku comes out of his hole. He looks around. He can see many animals. Tell Tikku their names.

2. Animals Around Us: Ask the children to open to page 36 of the General Awareness book. Say: When Tikku went out, he saw many animals. Let us see which animals he saw and learn their names! Point to each animal and say its name aloud. Ask the children to repeat after you. Repeat each name 3–4 times for reinforcement.

dog

rabbit

cow

squirrel

cat

goat

hen

horse

monkey

TELL US

FOUNDATIONAL LITERACY

Say the names of the animals in the picture. Which animal will you like to keep at home as a pet?

Objectives

• Identify animals in our surroundings

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LO: Children will identify the letters Hh and name things that starts with the /h/ sound. Resources: Literacy Workbook, page 15; crayons

Introduction 1. Identifying /h/ Sound: Say a mix of words in random order, e.g., apple, hen, bag, duck, hand. Ask children to show a thumbs up ONLY if the word starts with the /h/ sound.

Letter Hh 1. Say aloud the names of the pictures. Match the letter Hh with the pictures that begin with /h/.

2. Identifying Letters Hh: Write a few letters from Aa to Hh in random order on the board. Call children one by one to find and identify the letters H and h.

2. Colour the hats that have Hh.

Practice 3. Letters Hh: Help children to open to page 15 of their Workbook. Ask them to identify objects that start with the /h/ sound and match them with the letters Hh. Then, guide them to find and colour the hats with the letters Hh. Encourage them to say: /h/ /h/ hat as they colour.

Hh Hh

Objectives

• Letter Recognition • Association of the pictures with the letter sound • Fine motor skills • Hand-eye coordination

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Find and circle the letters H and h in page 22 of your Skillbook.

FOUNDATIONAL NUMERACY LO: Children will be able to identify objects that are hot and cold.

Resources: Numeracy Skillbook, page 29; Numeracy Workbook, page 22

Introduction 1. Recap: Ask children to name one hot object and one cold object that they found at home.

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Practice 2. Do and Learn: Ask children to open page 29 of the Skillbook and trace the dotted lines to complete the ice cream. Then, ask them to colour it. Ask: Is an ice cream hot or cold? Take a few responses and say: An ice cream is always cold. Then, guide them to say hot and cold aloud as per the pictures give at the bottom of the page. 3. Hot and Cold: Ask children to open page 22 of the Workbook. Name the items and ask them to repeat after you. Then, ask them to guess which of those could be hot or cold. Finally, help them to correctly tick the hot items and cross out the cold ones.

Do and Learn

Hot and Cold Tick () the things that are hot. Cross out () the cold ones.

Trace the dotted lines. Colour the picture.

What did you get? An ice cream! Is an ice cream hot, or cold? See and say.

hot

cold

For the teacher

Objectives

Encourage the children to see the pictures and repeat ‘hot’ and ‘cold’ after you.

 Observation  Application  Fine motor skills  Visual discrimination  Art integration

Objectives

• Observation • Comparison • Visual discrimination

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Pro Tip

Always emphasize safety first—explain that some hot things (like a stove or fire) can hurt and should never be touched.

DIY LO: Children will colour the tomatoes with red colour.

Resources: Art and Craft, page 10; red crayon; a red tomato or its picture 1. Identifying a Tomato: Show the tomato or its picture and say: This is a tomato. Can you see how red it is? Ask the children: What other things can be red? Allow for responses such as apples, strawberries, etc.

The Tomatoes

Theme: Vegetables

Colour the tomatoes red.

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WEEK

DAY 60

CATCH - UP CARNIVAL Domain

General Awareness

Learning Outcome

Children will identify and name different animals around us.

Resources

Flashcards of animals (from the Coursebook)

Suggested Method

Call children one by one and ask them to name of any one animal we see around us. Then give them the flashcards and ask them to identify and name the animals shown in the flashcards. Clap for each child and give them a smiley.

Support for Struggling Learners Domain

Foundational Literacy

Learning Outcome

Children can identify the /h/ sound and recognise the letters H and h.

Resources

Flashcard of letters Hh (from Skillbook) or objects starting with /h/ sound and other sounds; chalk

Suggested Method

Support for Struggling Learners Domain

Call the children one by one and ask them to find an object that starts with the /h/ sound and name it. Then, ask them to trace the letters H and h on the board with the help of a chalk. Clap loudly for each child. Repeat until all the children have had a chance.

Gather the struggling learners together. Write H and h on the board and guide them to say, H says /h/ /h/ /h/. Then show them some objects or flashcards starting with the /h/ sound and guide them to say, for example, /h/ /h/ hat. Finally, guide the children to trace the letters Hh in the air with their index fingers. Foundational Numeracy

Learning Outcome

Children will be able to identify and compare full and empty.

Resources

Two baskets – one empty and one full; flashcard showing full and empty (from Skillbook); two bottles – one with warm water and one with cold water

Suggested Method

Support for Struggling Learners

Gather the children in a circle and show them the pictures in the book. Point to an animal (e.g., cat) and discuss it in detail. For example, explain: This is a cat. The cat says meow, meow. Repeat it with the other animals.

Keep the baskets in front of the class. Hand out the flashcards to the children. Then, call the children one by one and show the baskets. Ask them to point at the correct basket when you say Full or Empty and show the correct side of the flashcard. Then, ask them to touch the bottles and say if it is hot or cold. Clap loudly for each child. Repeat this process till all children get their chance.

Gather the children in a circle, if possible. Show them the baskets and say: This is empty, this is full. Then, ask them to touch the warm and the cold bottles and say: This is warm, this is cold.

WEEK `

DAY 61

Domain

Topic of the Day

Book & Page

Circle Time

Jumping From Circle to Circle

General Awareness

Animals Around Us

General Awareness, pages 37–38

Foundational Literacy

Letters Ii—the /i/ Sound

Literacy Skillbook, page 24

Foundational Numeracy Story: Cheenu and Nikky

Numeracy Skillbook, pages 30–31

DIY

Rhymes and Stories, page 20

Rhyme: A Sailor Went to Sea

CIRCLE TIME LO: Children will do simple physical activities to improve their balance and coordination. Resources: A piece of chalk

1. Warm-Up: Gather the children in a circle, if possible, and do a few simple stretching exercises like touching toes, reaching up high, and rolling shoulders. 2. Jump and Land: Draw circles on the floor with chalk. Call the children one by one and ask them to jump from one circle to the next. Ensure everyone gets to take part in the activity. 3. Cool Down: End the activity by asking the children to sit cross-legged (if possible), placing their hands on their knees, and breathing deeply.

GENERAL AWARENESS LO: Children will identify different animals around us. Resources: General Awareness, pages 37–38; sticker sheets (from Coursebook); flashcards of cow, rabbit, horse, goat (from Coursebook)

Introduction 1. Recap: Hand out the flashcards. Ask the children to hold up the correct flashcard each time you say an animal’s name. Ensure that they show the correct flashcard. Ask them to say the animal’s name aloud. Ensure that every one gets a chance.

Practice 2. Pasting Animal Stickers: Ask the children to open to page 37 of their General Awareness book. Then, ask them to guess each animal from its shadow. Listen to a few responses and then tell them the correct answer. Finally, help them to paste the correct stickers from the sticker sheet.

Paste stickers of animals that live around us. Say their names.

Match the animals which are the same.

3. Matching the Animals: Ask the children to open to page 38 of the book. Ask them to notice the pictures in each column. Match one animal pair for them. Say: Look at the cow here (pointing at the cow on the left hand side). There is also a cow over here (pointing at the cow on the right hand side). We will match them (drawing a line to match)! Then, ask them to do the rest on their own, providing help wherever needed. Objectives

Objectives

• Identify animals in our surroundings • Matching

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Paste pictures of any 3 animals you see around you (dog, cat, cow, bird) in your scrapbook, with your parents’ help, and practise saying their names aloud.

FOUNDATIONAL LITERACY LO: Children will identify objects starting with /i/ sound of letters Ii. Resources: Literacy Skillbook, page 24; objects or pictures of objects starting with /i/ sound (e.g. inkpot, insect, igloo)

Introduction 1. Identifying /i/ Sound: Show objects or their pictures to the children. Name each object clearly and loudly, emphasizing the /i/ sound. For example, say: /i/ /i/ inkpot OR /i/ /i/ Letter Ii insect. Ask them to repeat after you, focusing on the correct pronunciation. inkpot

Practice 2. Looking at the Pictures: Turn to page 24 of the Skillbook. Point to each picture, name them aloud, and ask the children to repeat after you. Emphasize the beginning sound /i/. 3. Reinforcing the /i/ Sound: Read the text on page 24 aloud a few times, focusing on the /i/ sound. Encourage the children to repeat after you.

insects

India

igloo

In India, lives an insect so sweet! She spills some ink on her tiny feet. I says /i/-/i/-/i/ Objectives

• Letter recognition • Association of the pictures with the letter sound

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Error Alert! Ensure that this session focuses only on the /i/ sound. Do NOT introduce how to write the letters Ii.

Take the help of your parents/family members to find out one food item that starts with the /i/ sound in your home language. 54

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FOUNDATIONAL NUMERACY LO: Children will discuss the pictures of a story and then listen to it. Resources: Numeracy Skillbook, pages 30–31

Introduction 1. Picture Talk: Ask the children to open pages 30–31 in their Skillbook. Point to each picture and discuss that picture with them. You may ask questions, such as: • How many rats can you see? • How many tents can you see? • L ook the rat sitting on top of the tent. What is it holding?

There is a big hula hoop hanging from a tree. Nikky jumps on it and goes round and round. Poor Cheenu gets tired running after her.

Cheenu and Nicky Cheenu and Nikky are brother and sister. Cheenu and Nikky enter a tent. They see a cheese cube there. Nikky quickly grabs it.

Cheenu sits on a square shaped box. Nikky jumps and sits near him. She shares the cheese with Cheenu.

Nikky is in a naughty mood. She runs out with the cheese. Cheenu runs behind her.

Nikky gives half the cheese to Cheenu. Nikky and Cheenu enjoy the cheese together.

For the teacher

Nikky runs up the tent and sits on its top. By the time Cheenu reaches there, she slides down from the other side.

Read out the story to the children. Encourage them to observe the pictures and talk about them. Focus on mathematical concepts such as shapes—tent (triangle), hula-hoop (circle), box (square/rectangle) and so on. Also, talk about bonds between siblings, sharing and caring. To emphasise pre-number concepts through the story, the following questions can be asked: 1. How many rats are there in the story? What are their names? 2. How many pieces of cheese do they find? 3. Can you name something else that is round like the hula-hoop? 4. What is bigger—tent or box? 5. Do they share the cheese in the end?

Objectives  Observation  Comprehension

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Practice 2. Interactive Storytelling: Read aloud the story with expressions and voice modulation. Pause at intervals to ask questions, such as: • What are the names of the rats? • Where do they enter? • What do they see inside the tent? • What do Cheenu and Nikky do at the end?

Pro Tip

You may explain words like in, out, top and bottom by showing examples in the classroom.

DIY LO: Children will listen to and sing the rhyme A Sailor Went to Sea.

Resources: General Awareness, page 85; Rhymes and Stories, page 20 1. Warm-Up: Help children to open to page 85 in their General Awareness book. Draw the children’s attention to the boat and the ship. Say: This is a boat. This is a ship. They sail on the sea! 2. Rhyme Time: Ask children to open to page 20 in their Rhymes and Stories book. Point at the picture and say: This ship is on the sea. This man is a sailor. Drivers drive a car/bus. Sailors sail a ship. Then, sing the rhyme A Sailor Went to Sea with voice modulation and expressions. Repeat the rhyme 2–3 times. You may ask them to sing it along with you after the first recitation.

A Sailor Went to Sea A sailor went to sea, sea, sea, To see what he could see, see, see. But all that he could see, see, see, Was the bottom of The deep blue sea, sea, sea.

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WEEK `

DAY 62

Domain

Topic of the Day

Circle Time

Tongue Twisters

General Awareness

Wild Animals—Introduction

Foundational Literacy

Letters Ii—Sound and Symbol

Book & Page

Literacy Skillbook, page 24

Foundational Numeracy Story: Cheenu and Nikky

Numeracy Skillbook, pages 30–31

DIY

Rhymes and Stories, page 20

Rhyme: A Sailor Went to Sea

CIRCLE TIME LO: Children will have fun saying simple tongue twisters. 1. Warm-Up: Tell the children that you will recite a tongue twister for them today. Then, recite a funny tongue twister to the children, in speed, and with apt voice modulation and expressions. For example: I scream, you scream, we scream, ‘Ice cream!’ (Repeated thrice in one go)

Pro Tip

You may recite tongue twisters composed in the children’s home language as well. 2. Tongue Twister Fun: Ask a few children to come forward. Then, give them simple tongue twisters to recite. You may use a few that are given here. They must repeat the line thrice. Applaud them for their effort.

Tongue Twisters: • Fat fish, fat fish, fat fish. • Sunny sun shines so bright. • Red rabbit runs round and round. • An apple and an ant. • Big bees buzz.

GENERAL AWARENESS LO: Children will identify and name common wild animals through rhymes and play. Resources: Flashcards (from Coursebook) or a chart of wild animals

Introduction 1. Warm-Up: Begin by making animal sounds (e.g., roar like a lion, trumpet like an elephant). Ask: Who am I? Let the children guess the animal. Encourage them to copy the sounds.

Fun with Animals Elephant swings its trunk so long, Lion roars, it is big and strong! Snake goes hiss, tiger goes grr. Monkey jumps and swings along!

2. Rhyme Time: Recite the rhyme on wild animals with voice modulation and expressions. Ask the children to repeat after you.

Practice 3. Animal Walk: Name an animal and first, show the children how it moves. Then, let children take turns acting as different animals while others guess. Assist those who need help. Make sure each child gets a chance to act.

FOUNDATIONAL LITERACY LO: Children will identify /i/ sound and the symbol of letters Ii. Resources: Literacy Skillbook, page 24

Introduction 1. Recapping the /i/ Sound: Point to the pictures on page 24 of the Skillbook and say their names aloud, emphasising the /i/ sound. Ask the children to repeat the words after you. Letter Ii

Practice 2. Blackboard Practice: Write the letters I and i on the board. Point to them and say: I says /i/ /i/ /i/ and i says /i/ /i/ /i/. Ask the children to repeat it loudly.

inkpot

3. Air Tracing: Demonstrate how to trace the letters I and i in air using the index finger. Ask them to follow your action. Encourage them to say: I says /i/ /i/ /i/ and i says /i/ /i/ /i/ as they trace. Repeat it 3–4 times. 4. Blackboard Tracing: Invite the children to trace I and i on the board with a piece of chalk.

insects

India

igloo

In India, lives an insect so sweet! She spills some ink on her tiny feet. I says /i/-/i/-/i/ Objectives

• Letter recognition • Association of the pictures with the letter sound

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FOUNDATIONAL NUMERACY LO: Children will listen to the story Cheenu and Nikky, and identify pre-number concepts (position: behind, top and down) through the story.

Resources: Numeracy Skillbook, pages 30–31; common objects in the classroom (water bottle, duster, a piece of chalk, etc.)

Introduction 1. Position Concepts: Place the bottle on the table and keep a duster behind it. Ask: Where is the duster? Listen to a few responses and say: The duster is behind the bottle. Repeat this activity and the statement a few times. Repeat the same to explain position concepts such as in front of, top, and bottom.

Pro Tip

You may call two children at a time and guide one to stand behind the other to explain behind and in front of in a more interactive way. Cheenu and Nicky

Practice

There is a big hula hoop hanging from a tree. Nikky jumps on it and goes round and round. Poor Cheenu gets tired running after her.

Cheenu and Nikky are brother and sister. Cheenu and Nikky enter a tent. They see a cheese cube there. Nikky quickly grabs it.

2. Story Time: Ask the children to open pages 30–31 of the Skillbook. Narrate and discuss the story Cheenu and Nikky with expressions and voice modulation. Guide them to look at the pictures and identify: • Cheenu running after Nikky. • N ikky sitting on top of the tent and Cheenu standing at the bottom.

Cheenu sits on a square shaped box. Nikky jumps and sits near him. She shares the cheese with Cheenu.

Nikky is in a naughty mood. She runs out with the cheese. Cheenu runs behind her.

Nikky runs up the tent and sits on its top. By the time Cheenu reaches there, she slides down from the other side.

Nikky gives half the cheese to Cheenu. Nikky and Cheenu enjoy the cheese together.

For the teacher Read out the story to the children. Encourage them to observe the pictures and talk about them. Focus on mathematical concepts such as shapes—tent (triangle), hula-hoop (circle), box (square/rectangle) and so on. Also, talk about bonds between siblings, sharing and caring. To emphasise pre-number concepts through the story, the following questions can be asked: 1. How many rats are there in the story? What are their names? 2. How many pieces of cheese do they find? 3. Can you name something else that is round like the hula-hoop? 4. What is bigger—tent or box? 5. Do they share the cheese in the end?

Objectives  Observation  Comprehension

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Observe different things like tables, shelves etc. at home and see what is kept on top of them.

DIY LO: Children will sing/recite A Sailor Went to Sea, and play a game about what can be found under the sea. Resources: Rhymes and Stories, page 20; pictures or a chart of marine animals

1. Rhyme Time: Sing/recite the rhyme A Sailor Went to Sea with voice modulation and expressions. Ask the children to sing/recite along with you. 2. To See in the Sea: First, show the children the things that live in the sea. You may pass the pictures around or draw their attention to the chart. Then, tell them that you will name some things. If it is found

A Sailor Went to Sea A sailor went to sea, sea, sea, To see what he could see, see, see. But all that he could see, see, see, Was the bottom of The deep blue sea, sea, sea.

in the sea, the children nod their heads and say ‘Aye!’. If not, then they will shake their heads and say ‘Nay’!

For example, say: All that he could see, see, see was a dolphin

OR All that he could see, see, see was a car. Encourage everyone to participate. In the end, cheer for everyone.

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WEEK `

DAY 63

Domain

Topic of the Day

Book & Page

Circle Time

Vocabulary Game

General Awareness

Animals in the Wild

General Awareness, page 39

Foundational Literacy

Letters Ii—Writing Practice

Literacy Skillbook, page 25

Foundational Numeracy Story: Cheenu and Nikky DIY

Numeracy Skillbook, pages 30–31

Making a Boat

CIRCLE TIME LO: Children will play a fun game to enhance their vocabulary. Resources: A soft toy or a ball

1. Warm-Up: Say: Today we will play a game. We will name only those things that can move. Give a few examples like cars, tigers, boats, etc. 2. Vocabulary Game: Start by naming something that moves and pass the ball to the next child. That child says the name of another thing that moves. Ensure no word is repeated and every child gets a turn.

Pro Tip

If a child gets stuck, give hints such as vehicles, animals, birds, insects, or toys that can move (toy train).

GENERAL AWARENESS LO: Children will identify and name some wild animals. Resources: General Awareness, page 39

Introduction 1. Rhyme Time: Recite the rhyme Fun with Animals from the previous session with voice modulation and expressions. Repeat 2–3 times with the children.

Practice 2. Animals in the Wild: Ask the children to open to page 39 of the General Awareness book. Point to each animal and name it. Repeat the names 3–4 times and ask the children to repeat after you. 59

3. Spot the Animal: Then, tell them that you will give them hints about an animal on page 39. They must correctly guess the animal’s name and point at it. Give them hints such as: • An animal with a long trunk • An animal with brown spots • An animal with black and white stripes • An animal in water • An animal that slides • A brown-coloured animal walking on land • An animal hanging from a tree • An animal with a long neck

Animals in the Wild Tikku reaches a jungle. He sees many animals there. Some of them are very big. Tell Tikku their names. monkey snake giraffe

elephant lion

deer

bear tiger

zebra

fox

hippo

TELL US

Objectives

Which animals have stripes on their bodies?

• Identify animals in the wild • Observation

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FOUNDATIONAL LITERACY LO: Children will be able to write the letters Ii.

Resources: Literacy Skillbook, page 25; sticker sheet (from Skillbook)

1. Tracing letter Ii: Write the letters I and i on the board. Call the children one by one and guide them to trace I and i on the board. Ensure everyone gets a turn.

Trace the letter Ii with different colours.

Ii 2

RAINBOW Tracing

Introduction

Practice 2. Letters Ii: Ask the children to open page 25 of the Skillbook. First, guide them to trace Ii with their fingers, then with crayons. Ask them to say: /i/ /i/ insect when tracing the letters. Then, help them to paste the insect stickers from the sticker sheet.

Paste stickers of a few insects here. Say /i/-/i/-insect. (Use the sticker sheet)

Objectives

• Letter recognition • Association of the pictures with the letter sound • Fine motor skills

English CB_5th_16-9-2024 .indd 25

Dip your fingers in water colour and trace the letters Ii in your drawing book. Bring it to school the next day.

FOUNDATIONAL NUMERACY LO: Children will identify different shapes mentioned in the story.

Resources: Numeracy Skillbook, pages 30–31; flashcards of triangle, circle and a square (from Skillbook)

Introduction 1. Identifying Shapes: Give each child the shape flashcards. Draw a circle and say: This is a circle. Ask the children to hold up the circle flashcard. Repeat the same for the triangle and the square. Support children who need help.

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Practice 2. Shapes in the Story: Ask the children to open pages 30–31 of the Skillbook. Narrate the story Cheenu and Nikky with expressions and voice modulation. Draw their attention to the shape of the text, the hula hoop and the box, as you read. For example: • Point to the tent and say: This tent is like a triangle. • Point to the hula hoop, and say: This hula hoop is like a circle. • Point to the box and say: This box is like a square.

Cheenu and Nicky

There is a big hula hoop hanging from a tree. Nikky jumps on it and goes round and round. Poor Cheenu gets tired running after her.

Cheenu and Nikky are brother and sister. Cheenu and Nikky enter a tent. They see a cheese cube there. Nikky quickly grabs it.

Cheenu sits on a square shaped box. Nikky jumps and sits near him. She shares the cheese with Cheenu.

Nikky is in a naughty mood. She runs out with the cheese. Cheenu runs behind her.

Nikky runs up the tent and sits on its top. By the time Cheenu reaches there, she slides down from the other side.

Nikky gives half the cheese to Cheenu. Nikky and Cheenu enjoy the cheese together.

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Objectives  Observation  Comprehension

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Find objects at home that are square-shaped, circle-shaped, or triangular-shaped. Ask your parents the names of those object. Tell the class the names of those objects on the next day.

DIY LO: Children will make a paper boat.

Resources: A sheet of paper (1 per child); a readymade paper boat 1. Warm-Up: Show a paper boat to the children and ask: Do you know what this is? Take a few responses and say: This is a boat! Today, we will make a paper boat. 2. Making a Boat: First, show the children how to make a boat with a sheet of paper. Then, give a sheet of paper to each child. After that, ask them to follow you as you show them how to make a paper boat step by step.

WEEK `

DAY 64

Domain

Topic of the Day

Book & Page

Circle Time

Jump and Find the Colour

General Awareness

Animals in the Wild

General Awareness, page 40

Foundational Literacy

Letters Ii

Literacy Workbook, page 16

Foundational Numeracy Common Shapes Around Us DIY

Lady’s Finger

Art and Craft, page 11

CIRCLE TIME LO: Children will identify colours through an active and engaging game. Resources: Red, blue, yellow and green crayons

1. Warm-Up: Gather the children and introduce four basic colours (red, blue, yellow, green). Show objects around them that match these colours. Say: Look at the red bag! Can you see the blue book? 2. Game Time: Draw large circles on the floor using the crayons. Call the children one by one and say: Jump to yellow! The child must find and jump into the correct coloured circle. Repeat with different colours.

GENERAL AWARENESS LO: Children will identify different wild animals and name them. Resources: General Awareness, page 40; flashcards of wild animals (from Skillbook)

Introduction 1. Identifying the Wild Animals: Give each child a flashcard. Ask the children to hold up the correct flashcard as you name the animals one by one. For example, say: Lion! Check if the children are holding up the correct flashcard. Guide them if needed and encourage them to say the animal names aloud. 2. Guess the animals: Give hints and ask the children to guess the animal. Say: I have a long neck. Who am I? Continue with similar clues: • I have a long trunk. Who am I? • I have yellow and brown stripes. Who am I?

• I have brown spots. Who am I?

Circle any three wild animals.

• I have a long tail and I can hang from a tree. Who am I?

tiger

snake

Practice

horse

hippo

3. Animals in the Wild: Ask the children to open to page 40 of the General Awareness book. Help them identify each animal and guide them to correctly circle any three wild animals.

giraffe cow sheep

deer dog

cat

Objectives

• Identification • Fine motor skills

FOUNDATIONAL LITERACY

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LO: Children will identify the letters Ii and name things that start with the /i/ sound. Resources: Literacy Workbook, page 16; crayons

Introduction 1. Identifying /i/ Sound: Say some words starting with different starting sounds, including the /i/ sound. Ask the children to clap when they hear the words that begin with the Letter Ii /i/ sound. 2. Identifying Symbol Ii: Write the letters Ii along with other letters on the board and in random order. Call children one by one and say: Point to the letter I. OR Point to the letter i. Ensure everyone gets a turn. 1. Circle the pictures that begin with /i/.

2. Colour all the squares that have Ii.

Practice 3. Letter Ii: Ask the children to open page 16 of the Workbook. Guide them to circle the objects that start with the /i/ sound and colour the squares with letters Ii.

Ii Hh

Objectives

• Letter Recognition • Association of the pictures with the letter sound • Fine motor skills • Hand-eye coordination

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FOUNDATIONAL NUMERACY LO: Children will identify some common shapes around us (circle, square, and triangle).

Resources: Shape flashcards (from Skillbook); objects (commonly found) resembling the shapes (clock, coin, book, handkerchief, button, etc.)

Introduction 1. Knowing the Shapes: Show the flashcard of the circle and ask: What shape is this? Listen to a few responses and say: This is a circle. Then, repeat circle a few times and ask children to repeat after you. Repeat the same for square and triangle.

Practice 2. Shapes Around Us: Show the children the objects, one by one, and ask: Look at this coin. What shape does it look like? Encourage each child to give responses. Assist those who need help.

DIY LO: Children will make vegetable print art using a lady’s finger.

Resources: Art and Craft, page 11; a lady’s finger (whole); lady’s fingers (chopped in half, from home; 1 per child); green watercolour; paint brush 1. A Ladys Finger: Show a lady’s finger to the children and say: This is a lady’s finger. Also tell them the name in their home language. Then, say: Look at its colour. It is green in colour! Do you eat this vegetable? Let children share their responses freely.

Theme: Vegetables

Follow the picture instructions to do vegetable (lady's finger) printing inside the picture of this lady's finger.

2. Making Vegetable Print: Give the cut pieces of lady’s finger to the children. Guide them to make prints on the outline of the lady’s finger as instructed on page 11 of the Art and Craft book.

Note for Teachers Ensure that the children can correctly hold the piece of lady's finger.

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Ask your parents to give you one half of a bitter gourd. Ask them to paint the side that is cut in any colour you want. Print that side on a page in your drawing book.

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WEEK

DAY 65

CATCH - UP CARNIVAL Domain

General Awareness

Learning Outcome

Children will identify and name a few wild animals.

Resources

Flashcards of wild animals (from Skillbook); General Awareness, page 39

Suggested Method

Keep the individual flashcards upside down. Call the children one by one and ask them to pick any two flashcards. Then, ask them to name the animals. Ask them: Is this a wild animal? Appreciate them if they identify and answer correctly. Ensure everyone gets a chance.

Support for Struggling Learners

Domain

Gather the learners. Open page 39 of the book and show them the wild animals, one by one. Tell them the name of the animal and that it is a wild animal. For example: This is a lion. It is a wild animal. Have them repeat lion and wild after you till they understand the concept. Foundational Literacy

Learning Outcome

Children can identify the /i/ sound and recognise the letters I and i.

Resources

Literacy Skillbook, page 24; Objects starting with /i/ sound; objects starting with other sounds; pieces of chalk.

Suggested Method

Support for Struggling Learners

Domain

Place the objects on a table. Call children one by one and ask them to identify the objects starting with /i/ sound. Then, write I and i on the board with chalk and ask them to trace the letters with chalk. Clap for all the children and give them a smiley. Ensure everyone gets a chance.

Show the pictures of items starting with /i/ sound from page 24 of the Skillbook. Ask the children to repeat after you, emphasizing the /i/ sound. For example, say: /i/ /i/ inkpot. Repeat each word 3–4 times. Then, write I on the board say: I says /i/ /i/ /i/ and guide the children to air-trace letter I. Repeat the same for small letter i. Foundational Numeracy

Learning Outcome

Children will identify shapes like circle, square, and triangle.

Resources

Flashcards of shapes (from Skillbook)

Suggested Method

Call children one by one, show them the flashcards and ask them to identify the shapes correctly. Clap for all the children and give them a smiley. Ensure everyone gets a chance.

Support for Struggling Learners

Draw a circle on the board and say: This is a circle. It goes round and round. Then show some objects that resemble a circle like: coin, button, bangle, etc. Then ask the children to identify and hold up a flashcard of a circle. Repeat the same for the other shapes.

WEEK `

DAY 66

Domain

Topic of the Day

Circle Time

Yoga and Meditation

General Awareness

Birds

Foundational Literacy

Once More

Book & Page

Literacy Workbook, page 17

Foundational Numeracy Circle DIY

Simple Jigsaw Puzzle

CIRCLE TIME LO: Children will practise simple yoga poses with breathing exercises to calm themselves. Resources: Soft music (optional)

1. Warm-Up: Start with gentle stretching. Ask the children to stand tall and reach for the sky. Then ask them to touch their toes. Repeat 2–3 times.

2. Yoga–Star Pose: Demonstrate the yoga pose first, and then give them the following instructions. Say: • Stand tall like a mountain! • Now, spread your legs wide. • Stretch your arms out to the sides like a star’s points! • Smile and shine! • Let us count to 5 together while we hold our star shape. (Count slowly with them: 1… 2… 3… 4… 5!) • Now bring your arms down… and relax! Repeat the pose 2-3 times.

3. Calm Down: Let them sit comfortably with their eyes closed. Play soothing music in the background, if possible. Ask them to imagine a bee. Say: When you breathe in, make a buzzing sound like a bee. When you breathe out, be calm. Repeat a few times.

GENERAL AWARENESS LO: Children will recognise different types of birds in a fun and engaging way. Resources: A toy bird; a feather; birds flashcards (from Coursebook)

Introduction 1. Bird Talk: Welcome children with a funnt bird sound (e.g., Caw caw! Good morning!). Ask children if they have seen any birds outside. Welcome all responses. Hold up the toy bird and ask: What do you see? Have you seen it before? Welcome all responses. Say: This is a bird! Birds have feathers, a beak, and they can fly! Pass around the feather and ask the children to touch and feel it. 66

2. Rhyme Time: Recite the rhyme The Birdie Dance with voice modulation and expressions, and ask the children to sing along with you. Repeat 3–4 times for reinforcement.

Practice 3. Introduction to Birds: Show the flashcards one by one and introduce the birds to the children. For example, show the flashcard of a crow and say: This is a crow. It is black in colour. The crow says caw-caw. Repeat the activity for the remaining birds like peacock, sparrow and pigeon. Encourage the children to say the name of the birds aloud after you.

The Birdie Dance If you’re a birdie and you know it, flap your wings! If you’re a birdie and you know it, flap your wings! I f you’re a birdie and you know it, and you really want to show it, I f you’re a birdie and you know it, flap your wings!

Observe different birds in the morning. Pay attention to their colours, the different things they do, and the movements they make.

FOUNDATIONAL LITERACY LO: Children will match the pictures with their respective letters.

Resources: Literacy Workbook, page 17; letters F–I flashcards (from Skillbook); sticker sheet (from Workbook)

Introduction 1. R ecap: Ask: What sound does the letter F make? Listen to a few responses and say: F says /f/ /f/, /f/ /f/ fan OR /f/ /f/ fish OR /f /f/ flower. Then, ask the children to hold up the flashcard showing the side which has the object with the /f/ sound. Repeat the same for the letters G, H, and I.

Practice 2. Once More: Ask the children to open page 17 of the Workbook. Guide them to match the pictures with the correct letters. Then, help them identify the pictures and paste the correct letter sticker below each picture.

Once More 1. Match the pictures with the correct letters.

H I F G 2. Say the name of each picture. Then, paste the correct letter stickers (use the sticker sheet).

Objectives

• Letter Recognition • Association of the pictures with the letter sound • Fine motor skills • Hand-eye coordination

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FOUNDATIONAL NUMERACY LO: Children will recognize and identify the circle shape in their surroundings.

Resources: Large cutout of a circle; circle objects (e.g., bangles, coin, clock, plate); small bottle caps (1 per child); water colour; A4-size paper (1 per child)

Introduction 1. Identifying a Circle: Show a large cutout of a circle and ask: What shape is this? Take a few responses and say: This is a circle. The circle is round. Then, show a few objects that resemble the shape of a circle. For example: a coin, a bangle, etc. 67

2. R hyme Time: Recite the rhyme Round and Round with actions and ask the children to follow. Repeat the rhyme 3–4 times for reinforcement.

Practice

Round and Round A circle is round, just like a wheel, Rolling, turning—see how it feels! A shiny coin, a big round plate, A bangle too—it looks so great!

3. Circle Stamps: Give each child a sheet of A4 paper and a bottle cap. Say: Let’s make circles by stamping! Demonstrate how to dip the cap in paint and stamp it. Guide them to do the same while saying circle aloud.

DIY LO: Children will recognize and match puzzle pieces. Resources: Simple jigsaw puzzles (4–6 pieces)

1. Teacher Talk: Show a complete puzzle and ask: What do you see? Then, show the separate puzzle pieces and ask: How can we fix it? Explain that today, we will put all the puzzle pieces together and complete it. 2. Doing the Jigsaw Puzzle: Make the children sit in small groups. Demonstrate how to match pieces by observing and rotating them. Give each group a puzzle and encourage them to complete it. Offer hints if needed and celebrate their success!

Pro Tip

In case the jigsaw puzzles are not available, print out a large image or poster, laminate it, and cut it into puzzle-like pieces.

WEEK `

DAY 67

Domain

Topic of the Day

Book & Page

Circle Time

What's Missing?

General Awareness

Beautiful Birds

General Awareness, page 41

Foundational Literacy

Sound and Symbol of Letters Jj

Literacy Skillbook, page 26

Foundational Numeracy Circle

Numeracy Skillbook, page 32

DIY

Art and Craft, page 12

Find The Brinjal

CIRCLE TIME LO: Children will look at the different items and find the missing one.

Resources: Toys or small objects (pencils, erasers, balls, etc.); a cloth or a towel 1. Warm-Up: Sit in a circle and say: Let’s play a memory game! Show a few toys and explain: Look carefully and observe the objects and guess which one is missing. 2. What’s Missing: Show 5–6 toys, let children observe for a few seconds, then cover them. Ask them to look away. Remove one while they look away. Then, uncover and ask: Which toy is missing? Repeat with different objects, increasing the difficulty as the game progresses.

Pro Tip

Use familiar, colourful items like animals, fruits or everyday items. Start with a few, then add more as they improve. Keep it short and fun!

GENERAL AWARENESS LO: Children will identify and name different birds. Resources: General Awareness, page 41

Introduction 1. The Birdie Dance Rhyme: Recite The Birdie Dance rhyme from the previous session with voice modulation and expressions and have children sing along. Repeat 3–4 times.

2. Discussion Time: Ask children to share about the birds they have seen near their homes, describing their colours, sizes, and the sounds they make. Ensure everyone gets Beautiful Birds a chance to share their observations. Assist them in forming simple sentences and encourage them to speak in their home language or in a mixed language. Tikku is in a garden now. He sees many birds there. Tell Tikku their names.

peacock

crow

parrot

owl

Practice 3. Beautiful Birds: Say: Tikku the Rat saw birds in a garden. Let us learn their names! Open page 41 of the General Awareness book. Point to each bird, name it, and discuss how it look. Example: This is a crow. It is black. Have the children repeat the names after you, for reinforcement.

swan duck

sparrow

mynah hen

pigeon

TELL US

Objectives

Name the bird that spreads its tail, feathers and dances.

• Identify the birds in our surroundings

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FOUNDATIONAL LITERACY LO: Children will say the /j/ sound and recognize the symbol of the letters Jj.

Resources: Literacy Skillbook, page 26; objects or their pictures starting with the /j/ sound (e.g., jug, jar, jacket, jam, juice, etc.)

Introduction 1. Introducing the /j/ Sound: Show the objects or their pictures one by one and clearly say their names. Ask the children to repeat the words loudly and clearly after you. Focus their attention on the beginning sound /j/. Say: /j/ /j/ jug. Repeat each word 3–4 times with the children.

Practice

Letter Jj

2. Letters Jj: Ask children to open to page 26 of the Skillbook. Point to each picture and help them recognize it. Emphasize the /j/ sound in each word. Say: /j/ /j/ juice. Repeat each word 3–4 times. Then, read the lines given on page 26, emphasizing on the words with the /j/ sound.

3. Blackboard Practice: Write letters J and j on the board and say: Letter J says /j/ /j/ /j/. Letter j says /j/ /j/ /j/. Then, invite a few children to come forward and trace the letters J and j on the board. Encourage them to say J says /j/ /j/ /j/ and j says /j/ /j/ /j/ while tracing.

jeep

joker

j ug

j uice

Johnny Joker loves juice so sweet, In his jeep, he tours the street. J says /j/-/j/-/j/ Objectives

• Letter recognition • Association of the pictures with the letter sound

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FOUNDATIONAL NUMERACY LO: Children will recognize and identify the circle shape in their surroundings.

Resources: Numeracy Skillbook, page 32; circle-shaped objects (coin, bangle, bottle cap, etc.) and some objects with other shapes

Introduction 1. Action Rhyme: Recite Round and Round from the previous session. Repeat 3–4 times with voice modulation and expressions. 70

jacket

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Practice

Circle

2. Circle: Read the lines on page 32 of the Skillbook aloud 3–4 times and ask the children to repeat them with you. 3. Tracing a Circle: Draw a circle on the board. Call a few children to trace the shape circle on the board using chalk, while encouraging the others to trace the shape in air using their index fingers. Then ask them to trace the shape given on page 32 of their Skillbook using their index fingers. 4. Identifying the Circle: Point to the objects given on page 32 one by one and ask the children to identify the shape and name the objects. Assist those who need help.

Trace the circle with your finger. I am a circle, I go round and round. All I do is Roll around.

We can see a circle in many things. Say their names.

plate

bangle

button

doughnut

coin

Objectives  Observation  Identification

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Ask a grown-up to make a roti. Look at its shape. What shape is it? Be ready to tell us in class tomorrow!

DIY LO: Children will identify the vegetable brinjal, trace and colour it to complete the jigsaw puzzle. Resources: Art and Craft, page 12; crayons

1. Warm-Up: Show the picture of a brinjal given on page 12 of the Art and Craft book and ask: What vegetable is this? What colour is it? Listen to a few responses and say: This is a brinjal. It is purple with a green stem. Ask if they have eaten brinjal and listen to their responses. 2. Find the Brinjal: Ask children to open page 12 of the Art and Craft book. Guide them to trace the dotted lines and colour the brinjal.

Theme: Vegetables

- Jigsaw Puzzle Trace the dots. Colour the vegetable.

Note for Teachers Ask the students to name your favourite vegetable.

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WEEK `

DAY 68

Domain

Topic of the Day

Book & Page

Circle Time

Sharing and Caring

General Awareness

Matching Birds

General Awareness, page 42

Foundational Literacy

Writing Practice Letters Jj

Literacy Skillbook, pages 26-27

Foundational Numeracy Do and Learn

Numeracy Skillbook, page 33

DIY

Rhymes and Stories, pages 21-25

Story: Peggy’s Clothes

CIRCLE TIME LO: Children will recite a poem and share their experiences of sharing. Resources: Toy or small object (e.g., a ball, doll, or stuffed animal) 1. Warm-Up: Ask the children: Do you know what sharing means? What can we share with our friends? Encourage them to answer. Then, give simple examples: • We can share our toys. • We can share our crayons. • We can say kind words like ‘please’ and ‘thank you’.

We Can Share We can share a smile so bright, Help our friends and be polite. We can share our time and play, Make someone’s heart feel bright today!

Explain: Sharing means being kind and helpful. We care for others when we take turns, give a little, or help with what we have. 2. Rhyme Time: Recite We Can Share with voice modulation and expressions, and encourage the children to recite along with you. Repeat 3–4 times. 3. Knowing from Children: Ask the children: Can you tell me about when you shared something with someone? After a few responses, ask: How did it make you feel when you shared? Gently guide them: Did it make you happy? Did it make your friend smile? That’s what sharing does—it makes everyone feel good!

Pro Tip

Maintain a kindness chart in the class where you add the names of children who have been kind.

GENERAL AWARENESS LO: Children will identify and name different types of birds and trace dotted lines to match them. Resources: General Awareness, page 42; music; soft toy

Introduction 1. Riddle Time: Pass around the soft toy while music plays. When it stops, the child holding the toy will get a chance to answer a fun bird riddle! Take turns until everyone gets a chance. You can ask them the following: • I am black and say, “Caw, caw!” (Crow) • I am green and talk so sweetly! (Parrot) • I dance in the rain, my feathers so bright! (Peacock) • I swim and quack all day long. (Duck) • I am white and glide with grace. (Swan) • I am small and chirp all day. (Sparrow) • I have big round eyes and stay awake at night. (Owl) Trace the path to match the same birds.

Practice 2. Matching Birds: Ask children to refer to page 42 of the General Awareness book. Help them identify the birds given. Then, ask them to trace the dotted lines to match the birds.

Objectives

• Fine motor skill • General awareness

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FOUNDATIONAL LITERACY LO: Children will identify the /j/ sound, the symbols Jj, and practise writing the letters. Resources: Literacy Skillbook, pages 26–27

Introduction 1. Recap: Ask the children to open page 26 of the Skillbook. Point to the pictures and read their names aloud, emphasising the /j/ sound, such as: /j/ /j/ jacket. Then, read the sentences, stressing the /j/ sound. Encourage children to repeat the names and the sound after you. 2. Symbol Jj: Draw the children’s attention to the board. Write the capital J on the board. Guide the children to trace the letter J in the air with their index fingers. Ask them to say: J says /j/ /j/ /j/. Letter Jj Repeat the same for small j. RAINBOW Tracing

Trace the letter Jj with different colours.

jeep

Practice 3. Letters Jj: Ask the children to open page 27 of the Skillbook. Guide them to trace the letters first with their index fingers, then with different crayons. Point to the picture of the joker and say: /j/ /j/ joker. Guide them to trace the dotted path, helping the joker reach the glass of juice.

joker

j ug

j uice

jacket

Jj 1

Take the joker to the glass of juice by tracing the dotted lines. Say /j/-/j/-joker.

Johnny Joker loves juice so sweet, In his jeep, he tours the street. J says /j/-/j/-/j/ Objectives

Objectives

• Letter recognition • Association of the pictures with the letter sound

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Pro Tip

Ask your parents to give you a plate of flour. Trace the letters Jj on it with the help of your parents.

FOUNDATIONAL NUMERACY LO: Children will identify and trace the circle.

Resources: Numeracy Skillbook, page 33; a large cutout of a circle; crayons

Introduction 1. Reinforcing the concept: Show the cutout and ask children to identify the shape. Encourage them to name some circle-shaped objects. Welcome all responses. Ask: Have you seen the shape of a roti? Let them share their answers in their home or in a mixed language. 2. Tracing the Circle: Draw a large circle on the board and call the children one by one to trace it with chalk, offering help if needed.

Do and Learn Trace the outline of the two hula hoops with different colours.

Practice 3. Do and Learn: Ask children to open page 33 of the Skillbook. Guide them to trace the two hula hoops first with their fingers and then with crayons. Assist those who need help.

Objectives  Eye-hand coordination  Fine motor skills  Observation

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DIY LO: Children will name a few items of healthy food they like and discuss the pictures from the story Peggy’s Clothes.

Resources: Rhymes and Stories, pages 21–25; picture cards or toys of food items (fruits, vegetables, cheese, milk, etc.) 1. Warm-Up: Ask children to name a few items of the healthy food that they like. Then, say: Eating healthy food keeps us strong! Give examples of some healthy food, such as vegetables, fruits, milk, dry fruits, dal, roti, etc; and junk food, such as burgers, chips, pizza, cold drinks, etc.

Pro Tip

You can also ask the children to share their thoughts on what would happen if they ate too much junk food. 2. Story Time: Refer to pages 21–25 of the Rhymes and Stories book and show the pictures in the story Peggy’s Clothes. Ask the following questions: • What animals do you see in the picture? • What foods can you see on the table? • What is the mouse doing in the picture? Encourage them to give responses in their home or mixed language.

Peggy’s Clothes Peggy loves cheese. He eats cheese for breakfast, lunch, and dinner.

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WEEK `

DAY 69

Domain

Topic of the Day

Circle Time

Birds Musical Chair

General Awareness

Origami on Birds

Foundational Literacy

Letters Jj

Book & Page

Literacy Workbook, page 18

Foundational Numeracy Circle

Numeracy Workbook, page 23

DIY

Rhymes and Stories, pages 21-25

Story: Peggy’s Clothes

CIRCLE TIME LO: Children will enhance their listening skills and practise taking turns while engaged in a bird-themed musical chairs game. Resources: Music; a few chairs with birds’ names written on them

1. Warm-Up: Gather the children in a circle and explain the game: When the music plays, move like birds! When it stops, find a chair with a bird’s name and sit on it. Demonstrate some simple movements like flapping wings, moving the neck like a bird, hopping on two feet etc. and ask the children to follow after you. 2. Birds Musical Chair: Arrange chairs in a circle (one less than the number of players). Play music while children hop, flap, or walk like birds. When the music stops, they must find and sit on a chair labeled with a bird’s name. The child left standing sits out for the next round. Repeat until one child remains. Celebrate all participants!

GENERAL AWARENESS LO: Children will learn to create a simple origami bird. Resources: A square piece of paper for each child (preferably colourful); markers or crayons; an already-completed origami bird

Introduction 1. Warm-Up: Sit in a circle, if possible and show an already-completed origami bird. Say: Look! I made a bird from paper! Today, we will make our own. 2. Introduction to Origami: Explain that origami is folding paper into shapes. Let’s fold a piece of paper to make a bird today!

Practice 3. Origami Bird: Give each child a square piece of paper. Demonstrate step by step, guiding them through the folds. Once done, let them decorate their birds with markers or crayons.

Pro Tip

Invite a few children to show their origami bird and say something about it—like its colour, name, or how they made it.

FOUNDATIONAL LITERACY LO: Children will identify the letters Jj and name things that start with the /j/ sound. Resources: Literacy Workbook, page 18; crayons

Introduction

Letter Jj 1. Say aloud the names of the pictures. Match the letter Jj with the pictures that begin with /j/.

1. Identifying the /j/ Sound: Say words like apple, juice, joker, bag, duck, jacket, jeep, etc. in a random order. Ask children to give a thumbs up ONLY if the word starts with the /j/ sound.

Jj 2. Colour the circles that have Jj.

Practice 2. Letters Jj: Ask children to open page 18 of the Workbook. Help them match objects that start with /j/ sound to the letters Jj. Then, guide them to find and colour the circles with the letters Jj.

Jj Jj

Objectives

• Letter Recognition • Association of the pictures with the letter sound • Fine motor skills • Hand-eye coordination

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FOUNDATIONAL NUMERACY LO: Children will identify the circle shape and objects with a circular shape.

Resources: Numeracy Workbook, page 23; chalk; circle shape flashcard (from Skillbook)

Introduction 1. Circle Hunt: Draw different shapes on the board or floor. Call the children one by one to come and find the circle. Make sure every child gets a turn and cheer them on.

Practice 2. Circle: Ask children to open page 23 of the Workbook. Guide them to find and match the circles with the same size. Then guide them to identify and cross out the one with a different shape. Assist as needed.

Circle Match the circles of the same size.

Cross out () the thing that has a different shape.

Objectives

• Observation • Perception of size • Identify circular objects

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DIY LO: Children will listen to and enjoy the story of Peggy’s Clothes while identifying the different healthy foods. Resources: Rhymes and Stories, pages 21–25

1. Story Time: Read aloud the story Peggy’s Clothes with expressions and voice modulation. Pause at key moments to show relevant pictures and ask questions such as:

Peggy’s Clothes Peggy loves cheese. He eats cheese for breakfast, lunch, and dinner.

• What did Peggy eat for breakfast, lunch, and dinner? • Why was Peggy crying? • Who hugged Peggy? • What kind of food did Peggy start to eat?

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Encourage each child to participate and give responses. 2. Healthy or Junk: Say the names of different food items in a random order. Ask the children to respond by saying HEALTHY if the food is good for health and JUNK if it is not. Example: Cold drink, chips, apples, spinach, almonds, pizza, carrots, burger, and so on.

At home, observe your evening snack and dinner. Think about whether you are eating healthy or junk food.

WEEK

DAY 70

CATCH - UP CARNIVAL Domain

General Awareness

Learning Outcome

Children will identify and name birds.

Resources Suggested Method

Support for Struggling Learners

Domain

Call children one by one. Ask them to open to page 41 of the General Awareness Book and identify a bird. Then ask them questions, such as: • What is the name of the bird? • What is its colour? • What sound does it make? Clap for each child and give them a smiley.

Gather and show them the pictures of birds from page 41 of the General Awareness book. Point to a bird (e.g., a parrot) and say: This is a parrot. It is green in colour. Ask the children to repveat the name after you. Repeat the process with the other birds, discussing their colours and features. Foundational Literacy

Learning Outcome

Children will identify the /j/ sound of the letters Jj and trace the letters.

Resources

Letter flashcards (from Skillbook); some objects starting with /a/ to /j/ sounds

Suggested Method

Call the children one by one. Ask them to identify the letters Jj in the flashcard and hold it up. Then, ask the children to pick up an object that starts with /j/ sound. Guide them to say /j/ /j/ _____ (name of the object). Clap for each child and give them a smiley. Ensure everyone gets a turn.

Support for Struggling Learners

Domain

Show objects or pictures of objects starting with /j/ sounds and say, for example: /j/ /j/ joker. Ask the children to repeat the words after you. Then write letters J and j on the board and say: J says /j/ /j/ and j says /j/ /j/. Then, call the children one by one and ask them to trace J and j on the board. Foundational Numeracy

Learning Outcome

Children will identify the circle shaped objects in their surroundings.

Resources

Circle flashcard (from Skillbook); objects of different shapes; circular objects like coin, clock, plate, button, bottle cap, etc.

Suggested Method

Support for Struggling Learners

General Awareness, page 41

Draw a circle on the board and say: This is a circle. Place the different objects neatly on the table. Call children one by one and ask them to identify an object that is circle shaped. Then, guide the children to trace a circle on the board with chalk. Ensure everyone gets a turn. Clap for each child and give them a smiley. Give each learner the shape flashcard. Draw a circle on the board and say: This is a circle. Ask the children to find and hold up the flashcard with a circle. In the end, show them different objects that are circle-shaped, as given on page 30 of the Skillbook, and name them together.

WEEK `

DAY 71

Domain

Topic of the Day

Book & Page

Circle Time

Prayer Time

General Awareness

Insects Around Us

General Awareness, page 43

Foundational Literacy

Sound /k/ of Letters Kk

Literacy Skillbook, page 28

Foundational Numeracy Introducing Square Shape Origami: A Ladybird

DIY

CIRCLE TIME LO: Children will participate in a short, simple prayer to express gratitude and positivity. 1. Warm-Up: Gather the children in a circle, if possible, and ask them to join their hands in prayer and close their eyes. Say: We will now say a short prayer to thank the world around us. 2. Prayer Time: Recite the prayer slowly and encourage the children to repeat after you. 3. Closing: Ask the children to take a deep breath and smile. Say: Now, we are ready to start our day with joy and kindness!

Prayer: Thank you for the air so fresh, Thank you for the trees so tall. Thank you for my home and friends, Thank you for this day for all!

Pro Tip

You can extend the prayer by adding lines like: Thank you for my family / friends / the food we eat, etc.

GENERAL AWARENESS LO: Children will recite a rhyme on insects and identify some common insects. Resources: General Awareness, page 43

Introduction 1. Warm-Up: First, introduce the children to the word ‘insect’. Then, ask about insects that they may see every day. Use home or a mixed language to ask these questions. For example, you may ask: Which insect bites Tiny Insects us at night? You may even make the sound a mosquito Housefly buzzes, zoom, zoom, zoom, makes as a hint for children. Let a few of them guess Butterfly flutters room to room. and then say: A mosquito! Finally, relate the mosquito to Cockroach runs, mosquito sings, insects: A mosquito is an insect. Bee makes honey, grasshopper springs. 2. Rhyme Time: Recite the rhyme Tiny Insects with voice Ladybird spots, ants march tight, modulation and expressions. Recite it again and ask the Tiny insects—left and right! children to repeat after you. Recite this poem 2–3 times. 79

Insects Around Us

Practice

Tikku sees many insects in the garden. Tell Tikku their names.

3. Insects Around Us: Ask the children to open to page 43 of the Coursebook. Guide them to look at each insect as you read and talk about them. Ensure that you name each insect 3–4 times and ask the children to repeat after you.

mosquito housefly

cockroach

bee

butterfly

grasshopper ladybird

ant

Try to spot insects at and around your home. Remember, only look at the insects, and do not touch them.

TELL US

What do we use to keep ourselves safe from mosquito bites?

Objectives

• Identify the insects in our surroundings

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FOUNDATIONAL LITERACY LO: Children will listen to and understand the /k/ sound of the letters Kk.

Resources: Literacy Skillbook, page 28; flashcard of the letters Kk (from Skillbook); objects in the classroom that start with the /k/ sound, such as a key

Introduction 1. Introducing the /k/ Sound: Begin the session by holding the key up for the children to see it clearly and say: What is this? This is a key! Then, ask the children to repeat after you: /k/ /k/ key 3–4 times. You may show other objects that start with the /k/ sound of K (or their pictures), if they can be arranged. Letter Kk

Practice 2. Looking at Pictures: Turn to page 28 of the Skillbook. Ask the children to open to that page as well. Point to each picture and name it aloud. Emphasize the beginning sound /k/ in each word and have the children repeat the words aloud clearly. 3. Reinforcing the /k/ Sound: Read the text given at the bottom of the page aloud a few times, emphasizing the /k/ sound. Ask the children to repeat after you when you re-read the text.

kite

king

kangaroo

Kk kettle

key

Kelly Kangaroo hops with glee, Flying kites and sipping tea. K says /k/-/k/-/k/ Objectives

• Letter recognition • Association of the pictures with the letter sound

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Error Alert! Ensure that this session focuses only on the /k/ sound. Do NOT draw their attention to the symbol and how to write the letters Kk.

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FOUNDATIONAL NUMERACY LO: Children will identify the shape of a square and make a square using ice-cream sticks.

Resources: Picture or cutout of a square; commonly found square-shaped objects (a hanky); ice-cream sticks (4 per child); drawing sheet (1 per child); glue stick

Introduction 1. Knowing the Square: Show the cutout of the square and say: This is a square. Have the children repeat square a few times, pointing at the shape while they say it. 2. Identifying a Square: Show the square hanky to the children. You may even fold a piece of cloth or cut/fold a piece of paper (from notebooks) and make it square-shaped. Ask: What shape is this? Listen to a few responses and then say: A square!

Practice 3. Making a Square: Give the ice-cream sticks and the drawing sheets to the children. Then, guide them to stick the ice-cream sticks on the paper in the shape of a square.

Find three objects at home that are square-shaped, like a cushion, a hanky, or a window. Tell the class on the next day which three objects you saw at home.

DIY LO: Children will make a ladybird by folding paper.

Resources: An already-completed origami of a ladybird; square red sheet of paper (1 per child); black crayon 1. Warm-Up: Show the paper ladybird that is already completed, to the children. Say, with expression: Look at this! This is a ladybird! I made it with paper! Do you want to make it too? Then, hand out the red sheets to them. 2. Making a Ladybird: First, help them draw black spots with the crayon on the red side of the paper. Then, guide the children to fold the paper to make a ladybird. Please follow the arrows in the picture to fold the paper correctly to make the ladybird.

WEEK `

DAY 72

Domain

Topic of the Day

Book & Page

Circle Time

Prayer Time

General Awareness

Insects Around Us

General Awareness, pages 43–44

Foundational Literacy

Sound and Symbol of Letters Kk

Literacy Skillbook, page 28

Foundational Numeracy Square DIY

Numeracy Skillbook, page 34

Long and Short

CIRCLE TIME LO: Children will participate in a short, simple prayer to express gratitude and positivity. 1. Warm-Up: Tell the children: We will again pray today to thank the world around us. Recite the prayer from the previous day. Encourage the children to join their hands, bow their heads, close their eyes and repeat after you. 2. Expressing Our Thanks: First, model the expression of gratitude on yourself. For example, say: I am thankful for my friends! Then, ask them to share at least one thing for which they are grateful. Help them to say their sentences slowly and correctly.

GENERAL AWARENESS LO: Children will recall and name some insects that are commonly found. Resources: General Awareness, pages 43–44

Introduction 1. Recap: Show page 43 of the Coursebook to children and revise the insects and their names given on that page. Repeat the names. You may describe the insects with simple sentences, as you revise, such as: This is a bee. It makes honey. OR This is a butterfly. Look at its pretty wings! Take the insects to the jar by drawing lines.

Practice 2. Insects Around Us: Ask the children to open to page 44 of the General Awareness book. Then, say: Look at the jar. We must draw a line to take the insect to the jar. Use the solved example to demonstrate the exercise. Then, point to each animal, describe it and help children to draw the line only if it is an insect. For example: (pointing at the frog) Look, this is a frog. Is the frog an insect? No! So, we will not draw a line. (Then, pointing at the mosquito) Look, this is a mosquito. Is it an insect? Yes! Let us draw the line. 82

LET’S DO

Name the insect that is red with black spots on its body. For the teacher Encourage the children to point at each picture and say its name. Assist them to do the activity.

Objectives

• Identify insects • Sorting

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FOUNDATIONAL LITERACY LO: Children will identify the /k/ sound with the symbol of the letters Kk. Resources: Literacy Skillbook, page 28

Introduction 1. Recapping the /k/ Sound: Point to the pictures on page 28 of the Skillbook and say their names aloud, emphasising the /k/ sound. Ask the children to repeat the words after you. Read the text at the bottom to reinforce the /k/ sound of the letters Kk.

Letter Kk kite

king

Practice

Kk kettle

key

2. Blackboard Practice: Write letters K and k on the board. Point to them and say: K says /k/ /k/ /k/ and k says /k/ /k/ /k/. Repeat this till a few times. 3. Air Tracing: Demonstrate how to trace the letters K and k in air using the index finger. Ask them to follow your action. Encourage them to say: K says /k/ /k/ /k/ and k says /k/ /k/ /k/ as they trace. Repeat it 3–4 times.

kangaroo

Kelly Kangaroo hops with glee, Flying kites and sipping tea. K says /k/-/k/-/k/ Objectives

• Letter recognition • Association of the pictures with the letter sound

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4. Blackboard Tracing: Invite some children to trace the letters K and k on the board with a piece of chalk. Encourage them to say: K says /k/ /k/ /k/ and k says /k/ /k/ /k/ as they trace.

FOUNDATIONAL NUMERACY LO: Children will recite a rhyme on square and identify square-shaped objects.

Resources: Numeracy Skillbook, page 34; square-shaped objects (handkerchief, cardboard, photo frame etc.)

Introduction 1. Recap: Show a square-shaped object, and say: What shape is this? This is a square! Show other square-shaped objects, if you have more of them. You may even use the Rhymes & Stories or STEM Exploration book to show the square shape. Then, ask the children to come forward and share the names of the three square-shaped objects they saw at home on the previous day. 2. Blackboard Tracing: Draw a square on the board. Call children one by one and guide them to trace the square with a piece of chalk.

Square Trace the square with your finger. Colour the square. I am a square, With all sides same. Turn me around, And I won’t change.

Practice 3. Square: Ask children to open to page 34 of the Skillbook. Recite the rhyme and ask them recite along with you. Repeat this 2–3 times. Then, guide them to trace the square with their fingers and then colour it. Finally, point to the photo frame and say: Look at this photo frame! It is square. Ask them to repeat the word ‘square’ 2–3 times. Repeat for the rest of the examples.

We can see a square in many things. Say their names.

square photo frame

carrom board

ludo

handkerchief

Objectives  Observation

 Identification

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DIY LO: Children will identify the concepts ‘long’ and ‘short’ using paper strips.

Resources: A pencil, a crayon, and a ruler longer than the pencil; thin strips of paper of different colours, one long and one short 1. Comparing Tall and Short: Show a long and a short object, such as a pencil and a crayon, and ask: Which is long and which is short? Listen to a few responses. Then, tell them the correct answer.

Error Alert! Ensure that when comparing lengths, the objects are horizontal and not vertical. 2. Sorting Long and Short: Call children one by one and ask them to sort the long and short paper strips. Clap for the children and guide them, whenever needed.

WEEK `

DAY 73

Domain

Topic of the Day

Book & Page

Circle Time

Discussing Emotions

General Awareness, page 4

General Awareness

Insects Around Us

General Awareness, page 45

Foundational Literacy

Writing Practice of Letters Kk

Literacy Skillbook, page 29

Foundational Numeracy Do and Learn

Numeracy Skillbook, page 35

DIY

STEM Explorations, pages 15-16

Long and Short

CIRCLE TIME LO: Children will identify and share their emotions. Resources: General Awareness, page 4 1. Remembering Emotions: Open page 4 of the General Awareness book and show children the emoticons for feelings. Revise the feelings of happy, sad, and angry with the help of the emoticons. You may also do actions to show these feelings, such as grinning for happy, rubbing your eyes for crying, and scowling for angry. 2. Sharing Emotions: Encourage each child a to share one situation for any one emotion out of the three based on the question that you ask them. For example, if you ask: When are you happy? they need to share one situation, such as: When I eat ice cream. Model this on yourself first, for their better understanding. Ensure that the sentences are simple. Help them speak in complete sentences whenever required.

GENERAL AWARENESS LO: Children will recall and identify insects, and practise gross motor skills through colouring. Resources: General Awareness, page 45; crayons

Introduction

Trace and colour the insects.

1. Recap: Revise the various insects given in page 43 of the book. Then, ask the children to close the book. Ask each child to name one insect from memory. 2. Identifying Insects: Draw a few simple drawings of insects on the board, such as a bee, a butterfly or a cockroach. Point to each diagram and say: What is this? This is a bee! Ask them to repeat ‘bee’ with you. Do this for the other insects that you have drawn. 45

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Practice 3. Tracing and Colouring: Ask the children to open page 45 of the General Awareness book. Help them identify the insects. Then, ask them to trace the dotted lines and colour the insects using the crayons.

FOUNDATIONAL LITERACY LO: Children will be able to write the letters Kk.

Resources: Literacy Skillbook, page 29; three ice-cream sticks or straws per child

Introduction Trace the letter Kk with different colours.

Kk 2

RAINBOW Tracing

1. Blackboard Practice: Write the letter K on the board. Call a few children to trace K on the board with chalk. Repeat for small letter k. 2. Forming Letter K: Give three ice-cream sticks or straws to each child. Ask them to place the sticks on the table in the form of the capital letter K. Check whether the children have formed the letter correctly. Guide them wherever required.

Match the kites which are the same. Say /k/-/k/-kite.

Practice 3. Letter Kk: Ask the children to open page 29 of the Skillbook. First, ask them to trace the letter Kk with their fingers and then with crayons. Then, help them match the kites that look the same and ask them to repeat: /k/ /k/ kite while doing it.

Objectives

• Letter recognition • Association of the pictures with the letter sound • Fine motor skills • Hand-eye coordination

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Take a plate of flour and trace the letters Kk on it. Say: /k/ /k/ kite while tracing.

FOUNDATIONAL NUMERACY LO: Children will trace the outline of square shapes.

Resources: Numeracy Skillbook, page 35; chalks; crayons

Introduction

Do and Learn Trace the outline of the two squares with different colours.

1. Recap: Draw a square on the board and ask: What shape is this? Listen to a few responses and say: It is a square. Then say: A square has 4 sides. Point and show the four sides of the square.

Practice 2. Do and Learn: Ask the children to open page 35 of the Skillbook. Ask them to join the dots and trace the outline of the square using different colours.

Objectives  Eye-hand coordination

 Fine motor skill

 Observation

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DIY LO: Children will identify and sort between the long and short strips of paper.

Resources: STEM Explorations, pages 15–16; 4 strips of coloured paper (1 long and 1 short per child); glue stick 1. Long and Short Body Movements: Tell the children that when you say LONG, ask the children to spread their arms wide. When you say SHORT, ask them to bring their hands close together. Mix the commands to make it fun and engaging.

Long and Short

Let’s Do

In this fun activity, we are going to learn how to sort long and short things.

Let’s Collect )

Thin strips of coloured paper, one long and the other short.

)

Glue stick

1. 2. 3.

Take two strips of any one colour. Compare their size and paste in the correct columns in the given table. Repeat with all other colours. SHORT

LONG

Now We Know

2. Long and Short: Ask them to open page 16 of the STEM Explorations book. Give each child the long and short strips of paper. Guide them to paste the strips as per the instructions. Help them stick the strips wherever needed. )

We can compare and sort things of different lengths. For the teacher

Give strips of different colours and lengths to the children to sort. Make sure the strips are not longer than the size of the boxes of the table. Assist them to do the activity.

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Explore different objects at home. Pick any two objects at a time and sort them into long and short. Do this for three such sets of objects.

WEEK `

DAY 74

Domain

Topic of the Day

Circle Time

Keep the Balloon Up!

General Awareness

Theatre Time: Birds, Animals and Insects

Foundational Literacy

Letter Kk

Foundational Numeracy Square DIY

Book & Page

Literacy Workbook, page 19 Numeracy Workbook, page 24

Making a Bird Feeder

CIRCLE TIME LO: Children will practise hand-eye coordination and gross motor skills by playing a game with a balloon. Resources: Balloons 1. Warm-Up: Show the balloon and ask: What is this? Have you played with a balloon before? Encourage each child to respond. Explain the game: Today, we will play a game called Keep the Balloon Up! The goal is to keep the balloon in the air as long as we can—don’t let it touch the ground! 2. Keep the Balloon Up!: First, show the children how to keep the balloon in air by lifting it in the air, and gently tapping or pushing it upwards every time it floats down. Then, call one child at a time and let them play a turn. Ensure everyone gets a turn.

GENERAL AWARENESS LO: Children will imitate the movements and sounds of animals, birds, and insects in a simple role-play activity. Resources: Music (optional)

Introduction 1. Warm-Up: Gather the children in a circle and say: Today, we will become different animals, birds, and insects. We will move like them and make sounds like them. Show a few examples such as flapping your arms like a bird, buzzing like a bee, hopping like a frog.

Practice 2. Theatre Time: Call children one by one and whisper the name of an animal, bird, or insect. Guide them to act and make the sound. Encourage others to guess which animal, bird, or insect it is. You may play music in the background while they perform. Make sure each child gets a chance to participate.

FOUNDATIONAL LITERACY LO: Children will identify the letters Kk and name things that start with the /k/ sound.

Resources: Literacy Workbook, page 19; objects starting with the sounds /a/ to /k/; letter flashcards (from Skillbook); crayons

Introduction 1. Recap: Ask a few children to name objects starting with the /k/ sound. Next, ask them to hold up the flashcard showing the letters Kk and say /k/ /k/ kite. 2. Object Hunt: Mix all the objects on a table. Write Kk on the floor. Call children one by one and ask them to find objects starting with the /k/ sound and place them on Kk written on the floor. Ensure everyone gets a turn.

Letter Kk 1. Take the letter Kk to the pictures that begin with /k/.

Kk 2. Colour all the kettles that have Kk.

Practice 3. Letter Kk: Ask children to open page 19 of the Workbook. Help them name the objects in the picture and match the ones starting with the /k/ sound to the letters Kk. Guide them to say: /k/ /k/ kite. Then, ask them to colour all the kettles that have the letters Kk written.

Cc Kk Aa

Objectives

• Letter Recognition • Association of the pictures with the letter sound • Fine motor skills • Hand-eye coordination

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FOUNDATIONAL NUMERACY LO: Children will identify the square as well as objects that are square-shaped.

Resources: Numeracy Workbook, page 24; chalks; a cutout or picture of a square

Introduction 1. Recap: Show the cutout or picture of a square and ask: What shape is this? Listen to a few responses and say: This is a square. Then ask: How many sides does a square have? Let a few children respond, and then say: It has four sides. 2. Find and Trace: Draw some square shapes on the board along with other shapes. Call children one by one and ask them to find and trace (with chalks) all the square shapes.

Practice 3. Square: Ask the children to open page 24 of the Workbook. Guide them to match the square shapes of the same colour. Finally, ask them to tick the objects that are square-shaped.

Square Match the squares of the same colour.

Tick () the things of the same shape.

Objectives

• Observation • Perception of colour • Association • Sorting

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DIY LO: Children will create a bird feeder to help feed birds.

Resources: Small paper cups or bowls (1 per child); strings; an already-completed bird feeder; stickers; crayons; Sellotape 1. Making a Bird Feeder: Show the bird feeder to the children. Say: This is a bird feeder. We keep food for birds in it and hang it outside. 2. Making a Bird Feeder: Give each child a paper cup. Ask them to decorate it with crayons and stickers. Then guide them to tape the string around the paper cup using Sellotape.

Ask your parents to help you hang the bird feeder on a branch, in your balcony, or outside a window. Put some food, like breadcrumbs or grains, in it.

WEEK

DAY 75

CATCH - UP CARNIVAL Domain

General Awareness

Learning Outcome

Children will identify and name a few insects.

Resources Suggested Method Support for Struggling Learners

General Awareness Book, page 43, Pictures of insects (cutouts or a chart) Call children one by one, show them one insect and ask its name. Ensure everyone gets a chance.

Open page 43 of the General Awareness book. Point to each insect, tell the children its name. Have them repeat the names multiple times.

Domain

Foundational Literacy

Learning Outcome

Children will identify the /k/ sound and recognise the letters K and k.

Resources

Chalks

Suggested Method

Call children one by one and ask them to mention 2 objects starting with /k/ sound of the letters Kk. Write letters Aa to Kk on the board and ask the children to point at or circle the letters Kk. Clap for all the children and give them a smiley. Ensure everyone gets a chance.

Support for Struggling Learners

Domain

Show the pictures of objects starting with /k/ sound of letters Kk from page 28 of the Skillbook. Ask the children to repeat after you, emphasising the /k/ sound. For example, say: /k/ /k/ kettle. Repeat each word 3–4 times. Then, write K on the board and say: Capital K says /k/ /k/ /k/ and guide the children to trace the letter K in air. Repeat the same for the small letter k. Foundational Numeracy

Learning Outcome

Children will recall and identify the square.

Resources

Cutout of a square; ice-cream sticks; flashcard of a square (from Skillbook)

Suggested Method

Call children one by one and one, show them the cutout of square and ask them to name the shape. Then, give them the four ice-cream sticks, and ask them to make a square. Clap for all the children and give them a smiley. Ensure everyone gets a chance.

Support for Struggling Learners

Draw a square on the board and say: This is a square. Have them repeat square multiple times till they can answer on their own, on asking. Have them trace the shape on page 34 of the Skillbook. Lastly, show some square shaped objects and relate the objects to the shape.

WEEK `

DAY 76

Domain

Topic of the Day

Circle Time

Sensory Bowls

General Awareness

Story: The Kind Mango Tree

Foundational Literacy

Sound /l/ of Letters Ll

Book & Page

Literacy Skillbook, page 30

Foundational Numeracy Structured and Unstructured Shapes DIY

Song and Dance

CIRCLE TIME LO: Children will use their sense of touch to explore different textures and sort objects.

Resources: Rice; beans; sand; small objects (leaves, toys, bangles, coins, marbles/pebbles, etc.); three bowls 1. Warm-Up: Gather the children in a circle and introduce the sensory activity. Hold up the materials and ask: What do you think we might find in these bowls? Have you ever touched rice, beans or sand? How does it feel? Welcome all responses. Show how they can use their hands to explore and gently scoop or dig to find hidden objects.

2. Setting Up the Sensory Bowls: Fill three bowls—one with rice, one with beans, and one with sand. Hide small objects inside, such as toys (animals, cars) and everyday items (spoon, button, coin, bangles, etc). Say: Use your hands to search for the hidden objects. 3. Sensory Exploration: Let the children explore each bowl, feeling and sifting through the materials. As they find objects, ask guiding questions such as: What does it feel like? Can you find the bangle? What shape is it? Which toy did you find? Encourage them to describe the textures and share their discoveries with friends.

Pro Tip

Keep sensory bowls simple and safe. Use non-toxic materials and avoid small and sharp objects.

GENERAL AWARENESS LO: Children will listen to and discuss a story on The Kind Mango Tree and understand the importance of trees. Resources: A small plant

Introduction 1. Talking about a Tree: Show the small plant and ask: What do you see? Let children observe and point out the leaves, stems, and flowers (if any). Then ask: What do trees give us? Take a few responses and say: Trees give us shade, food, and fresh air. 92

Pro Tip

If a plant is unavailable, draw the picture of a tree on the board.

Practice 2. Interactive Story Time: Narrate the story The Kind Mango Tree with voice modulation and expressions. Pause at key moments to ask questions, as such as: • What did the tree have? • What did the bird ask the tree? • What did the rabbit eat? • Who hugged the tree to protect it? At the end, ask children to share ways they can take care of trees. Encourage responses like watering plants and keeping them in sunlight.

The Kind Mango Tree Once in a village, a little mango tree grew. It had sweet mangoes and green leaves. One hot summer, a bird asked: Can I rest in your shade? The tree smiled, and said: Yes, little bird! A rabbit hopped by and asked; Can I eat a mango? The tree said: Of course! My mangoes are for everyone. One day, a strong wind blew. The tree held on tight, and the animals hugged it to keep it safe. The tree was happy. It shared with others, and they loved and protected it.

Visit a garden with your parent/s and observe the plants. Feel the textures of the leaves and flowers and share your observations with the class the next day. DO NOT tear the leaves, twigs, and the flowers.

FOUNDATIONAL LITERACY LO: Children will identify the /l/ sound of letters Ll.

Resources: Literacy Skillbook, page 30; objects or pictures of objects starting with the /l/ sound (lemon, lock, lollipop, lamp, etc.)

Introduction 1. Introducing the /l/ Sound: Show the objects or their pictures one by one and clearly say their names. For example, say: /l/ /l/ lemon OR /l/ /l/ lock. Ask the children to repeat the words loudly and clearly after you. Focus their attention on the beginning sound /l/. Say: /l/ /l/ lamp. Letter Ll Repeat each word 3–4 times with children. lock

Practice

2. Letters Ll: Ask the children to open to page 30 of the Skillbook. Point to each picture and help them recognize it. Emphasize the /l/ sound in each word. Say: /l/ /l/ lion OR /l/ /l/ lollipop. Repeat each word 3–4 times. 3. Reinforcing the /l/ Sound: Read the sentences on page 30 aloud several times, highlighting the /l/ sound. Ask children to listen carefully and repeat after you.

Error Alert!

lemon

lollipop

lion

ladybird

Larry lion opens a lock, Finds a lemon and a lollipop. L says /l/-/l/-/l/ Objectives

• Letter recognition • Association of the pictures with the letter sound

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Ensure that this session focuses only on the /l/ sound. Do NOT introduce how to write the letters Ll. 93

FOUNDATIONAL NUMERACY LO: Children will identify and differentiate between structured and unstructured shapes.

Resources: Plain paper; crumpled paper; cutouts of structured shapes (circle, square, rectangle, triangle) and unstructured shapes (clouds, splash of water etc); string

Introduction 1. Warm-Up: Begin by showing a flat sheet of paper and say: Look at this paper. This paper has a neat shape with straight edges. Then, crumple the paper and ask: What happened to the shape? Explain that the smooth paper represents a structured shape, while the crumpled one is an unstructured shape because its edges are uneven.

2. Structured and Unstructured Shapes: Show cutouts of structured shapes and unstructured shapes. Ask: Can you see which shapes look neat and which look uneven? Guide them to understand that structured shapes have even sides and clear patterns, while unstructured shapes do not.

Pro Tip

If cutouts are not available, draw the shapes on the board and discuss them.

Practice 3. Sorting Shapes: Call children one by one. Draw the shapes on the board. Invite children to sort them into two groups: structured and unstructured. Support them in identifying the correct category. Repeat the activity till each child gets a chance to participate. 4. Making Structured and Unstructured Shapes: Provide each child with two pieces of string. First, ask them to arrange the string into a structured shape, such as a circle, square, or triangle. Then, encourage them to bend and twist the string into an unstructured shape and compare the two. Ask: Which shape looks neat? Which one does not look neat?

Pro Tip

Give examples of structured and unstructured shapes from real life context. Examples: structured shapes (board, door, table, clock, coin, etc.) and unstructured shapes (puddles, clouds, rocks, splashes of paint, torn paper, etc.)

DIY LO: Children will recite and dance to the rhyme My Dear Trees. 1. Warm-Up: Ask: Do you know different parts of a plant? Let the children share their answers. 2. Rhyme Time: Recite the rhyme My Dear Plant with voice modulation and expressions. Ask the children to sing the rhyme after you. Repeat 5–6 times to help them grasp the rhyme. 94

My Dear Trees Grow, grow, grow so tall, Roots go down so deep. Leaves are green, the air is clean, A home for birds to keep! Shade, shade, shady trees, Cool and fresh all day. Give them water, let them breathe, They’ll grow in every way!

WEEK `

DAY 77

Domain

Topic of the Day

Book & Page

Circle Time

Pick a Number

General Awareness

Rhyme: Plants We See

General Awareness, page 46

Foundational Literacy

Sound and Symbol of Letter Ll

Literacy Skillbook, page 30

Foundational Numeracy Story: The Upturned Turtle

Numeracy Skillbook, pages 36-37

DIY

Art and Craft, page 13

A Lush Green Tree

CIRCLE TIME LO: Children will play a fun game to recognise and choose numbers. Resources: Number flashcards (1–4) (from Numeracy Skillbook)

1. Warm-Up: Gather the children in a circle and introduce the game with excitement. Say: We are going to play a number game where you get to pick your favourite number! Show the number flashcards (1–4) and ask: Can you say what these numbers are? Encourage the children to name them together. 2. Pick a Number Game: Tell the class: When I count to three, pick a number between 1 and 4 in your mind and show it using your fingers! Then count aloud: One... two... three! Once everyone shows the number they have thought of, call out a number at random (e.g., Number 2!). The children whose numbers match with yours clap while the rest continue playing.

GENERAL AWARENESS LO: Children will identify the parts of a plant through a poem. Resources: General Awareness, page 46; leaves; twigs; a flower; any fruit

Introduction 1. Warm-Up: Ask: Have you seen a plant or a tree in your garden or a park? What parts of the plant or tree did you notice? Let children share their responses. Emphasise the words like Plants We See green leaves, stems, flowers, and fruits. 2. Exploring Parts of the Plant: Place leaves, flowers, buds, twigs, and fruit on the table. Call children one by one to observe and touch the different parts. As they explore, point and name each part.

Tikku sees many plants in the garden. Most of them have the same parts. Tell Tikku the names of the parts of this plant.

Green, green leaves Up in the tree, Waving, swaying, Happily. Green, green leaves Up in the tree, Bringing joy To you and me!

fruit

leaf

flower

Practice 3. Rhyme Time: Open to page 46 of the General Awareness book. Sing the rhyme Plants We See with voice modulation and expressions, encouraging children to join in. Repeat 3–4 times for better recall.

LET’S DO

Go to a garden with your parent/s and observe the plants there. Talk about their parts. See the different types of leaves that different plants have.

Objectives • Identify plants in our surroundings • Exploration

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4. Plants We See: Show the picture of the plant on page 46 of the General Awareness book. Point to each part one by one and name it. Ask the children to repeat the names after you.

FOUNDATIONAL LITERACY LO: Children will recognise the sound and symbol of the letters Ll. Resources: Literacy Skillbook, page 30

Introduction 1. Recap: Point to the pictures on page 30 of the Skillbook and say their names aloud, emphasising the /l/ sound at the beginning. Ask the children to repeat the words after you. For example: Say: /l/ /l/ lemon OR /l/ /l/ lock OR /l/ /l/ lion. Letter Ll

Practice

lock

2. Blackboard Practice: Write letters Ll on the board. Point to the letter L and say: L says /l/ /l/ /l/. Then, point to letter l and say: l says /l/ /l/ /l/. Repeat it a few times.

lemon

lollipop

lion

3. Blackboard Tracing: Then, invite a few children to come forward and trace the letters L and l on the board. Encourage them to say: L says /l/ /l/ /l/ and l says /l/ /l/ /l/.

ladybird

Larry lion opens a lock, Finds a lemon and a lollipop. L says /l/-/l/-/l/ Objectives

• Letter recognition • Association of the pictures with the letter sound

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Find a leaf and place a sheet of paper on it. Rub a crayon on the paper to trace the shape of the leaf on the paper. Bring your leaf sketch to school tomorrow.

FOUNDATIONAL NUMERACY LO: Children will identify objects that are upturned and listen to the story The Upturned Turtle. Resources: Numeracy Skillbook, pages 36–37; a cup or a bowl, 4–5 plastic glasses

Introduction 1. Warm-Up: Show the children a cup and say: Look! This is a cup. It is standing up. Turn the cup upside down and say: Now the cup is upside down! Repeat this 3–4 times, letting the children say up and upside down with you. 2. Identifying the Upside-down Glasses: Next, place some glasses standing upright and some upturned. Call children one by one to identify which glasses are upside-down and which are standing upright. Guide them as needed. 3. Picture Talk: Ask the children to open pages 36 and 37 of the Skillbook. Show them the pictures and discuss them. Ask questions such as: • What animals do you see? • How many animals are there? • Which animal is upturned? Can you point to it? 96

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Practice 4. Interactive Read Aloud: Read the story The Upturned Turtle aloud with voice modulation and expressions. Pause at key moments to show the pictures and ask: • Who is playing near the river? • What happens to the turtle while playing? • Whom did the frog call? • Who helped Titu the Turtle turn around? Encourage all children to participate and share their thoughts.

The Upturned Turtle A frog is watching them. He gets an idea. He calls a baby elephant for help.

See the pictures and listen to the story. Titu turtle is playing near a river. He slips and falls on his back. He tries to turn around but can’t. He shouts for help.

Baby elephant pushes Titu with his trunk. Titu turns around.

A duck comes to help. She can’t turn Titu around.

Titu is very happy. He thanks the baby elephant and all other animals.

The duck comes with a rabbit. They try to turn Titu around but they can’t.

For the teacher Read out the story to the children. Encourage them to observe the pictures and talk about them. Tell them to count and say the number of animals in each picture. Also, talk about being helpful and thankful.

Objectives  Observation  Concentration  Listening skills

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DIY LO: Children will identify dark and light green colours and create a green tree using finger prints.

Resources: Art and Craft, page 13; light and dark green water colours; dark and light green leaves 1. Identifying Dark and Light Green: Show a dark green and a light green leaf to the children and ask: What colour are these leaves? Are the colours same or different? Let them share their responses freely. Then point and say: This leaf is light green, and this leaf is dark green. Repeat 3–4 times for reinforcement. 2. Picture Talk: Ask the children to open page 13 of the Art and Craft book. Say: Observe the picture. What part of the tree is missing? Welcome all responses and then say: Leaves! We will make the leaves using our fingerprints.

Theme: Nature

Dip your fingers in light and dark green colour and then, print them around the branches of the tree as per the sample image.

3. A Lush Green Tree: Provide the materials to the children. Demonstrate how to dip a finger into green paint and gently press it onto the paper to create leaves. Guide them to use their fingerprints to complete the tree. Encourage them to use both light and dark green for a more natural look.

Note for Teachers This activity should be done under strict supervision. Ensure that children wash hands with soap and water after the activity.

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Pro Tip

Ensure the paint is not too thick, as this may make it difficult for children to make clear prints. Keep wet wipes or a damp cloth handy to wipe their hands.

WEEK `

DAY 78

Domain

Topic of the Day

Book & Page

Circle Time

Shadow Play

General Awareness

Plant We See: Its Parts

General Awareness, pages 46-47

Foundational Literacy

Writing Practice of Letters Ll

Literacy Skillbook, page 31

Foundational Numeracy Counting Animals Rhyme: Bits of Paper

DIY

Numeracy Skillbook, page 38 Rhymes and Stories, page 26

CIRCLE TIME LO: Children will observe and identify shadows of familiar objects.

Resources: Torch; objects such as toy car, teddy bear, ball, spoon, book, leaf, etc.; white sheet or a light-coloured wall 1. Warm-Up: Make a shadow corner with a white sheet. Hold up a teddy bear and say: Can you see the teddy bear? Then turn off the light and ask: Can you see it now? Listen to their answers. Say: Shadows form when we put something in front of light. Move the teddy closer and farther from the light. Say: Look! The shadow gets big and small! 2. Shadow Guessing Game: Shine a torch behind different objects. Ask: What does this shadow look like? Let the children guess before showing the real object. Talk about how the shadow is similar or different from the object. 3. Making Your Own Shadow: Let children hold objects and make their own shadows. Encourage them to move the objects closer and farther to see how the shadow changes.

Pro Tip

If possible, take the children out in the sunlight and let them observe their shadow on the ground.

GENERAL AWARENESS LO: Children will identify and name different parts of a plant. Resources: General Awareness, pages 46–47; sticker sheet (from Coursebook)

Introduction 1. Recap: Ask the children to name different parts of the plant. Then, help them open page 46 of the General Awareness book and name the parts of the plant given.

2. Rhyme Time: Sing the rhyme Plants We See from page 46 with voice modulation and expressions. Encourage the children to sing along. Repeat 3–4 times for better learning.

Plants We See Tikku sees many plants in the garden. Most of them have the same parts. Tell Tikku the names of the parts of this plant.

Green, green leaves Up in the tree, Waving, swaying, Happily. Green, green leaves Up in the tree, Bringing joy To you and me!

Practice 3. Plants We See: Ask the children to open page 47 of the General Awareness book. Help them look at the different parts of the plant. Guide them to find and stick the correct stickers from the sticker sheet.

Paste pictures of different parts of a plant (use the sticker sheet).

fruit

leaf

flower

LET’S DO

Go to a garden with your parent/s and observe the plants there. Talk about their parts. See the different types of leaves that different plants have.

Objectives

• Identify plants in our surroundings • Exploration

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Look around your home or garden and bring different plant parts—leaves, flowers, and fruits—to school tomorrow.

FOUNDATIONAL LITERACY LO: Children will identify the /l/ sound, the symbol Ll, and practise writing the letters. Resources: Literacy Skillbook, page 31; black bindis (1 strip per child)

1. Recapping /l/ Sound: Ask a few children to name things that start with the /l/ sound. Say: The letters Ll makes the /l/ sound. Read aloud the sentences on page 30 while pointing to the letters Ll, emphasising the /l/ sound. 2. Symbol Ll: Draw the children’s attention to the board. Write the capital L on the board. Guide the children to trace the letter L in the air with their index fingers. Ask them to say: L says /l/ /l/. Repeat the same for small l.

Trace the letter Ll with different colours.

Ll 1

RAINBOW Tracing

Introduction

Stick black bindis on the ladybird. Say /l/-/l/-ladybird.

Objectives

• Letter recognition • Association of the picture with the letter sound • Fine motor

Practice

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3. Tracing Letter Ll: Ask children to open page 31 of their Skillbook and trace the letters Ll repeatedly with different crayons. 4. Sticking Bindis: Ask the children to look at the picture and identify the insect shown. Let them say: /l/ /l/ ladybird. Then, guide them to peel and paste the bindis on the ladybird.

Ask your parents to give you a plate of flour. With their help, use your index finger to trace the letters Ll.

FOUNDATIONAL NUMERACY LO: Children will count the number of animals and identify the correct number symbol (1–5).

Resources: Numeracy Skillbook, page 38; number flashcards (from Skillbook); objects like (pencils, chalk, books, straws, etc.)

Introduction 1. Counting Time: Hand out the flashcards to the children. Place 1–5 objects on the table and call the children one by one. Ask them to count the objects and show the correct number flashcard. Ensure everyone gets a turn. Assist those who need help.

Count the animals and circle the correct number.

Practice 2. Counting Animals: Ask the children to open page 38 of their Skillbook. Let them identify and name the animals given. Then, guide them to count the animals and circle the correct number.

Say aloud 1

Objectives  Observation

 Association

 Identification

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DIY LO: Children will listen to and sing the rhyme Bits of Paper. 1. Warm-Up: Show a clean corner of the classroom first and then the other corner with bits of paper on the floor. Ask: What do you see? Encourage children to share their thoughts like—Clean or Dirty. Then say: The corner with paper bits looks messy. We should always keep our classroom clean. Call a few children to pick up the bits of paper and throw them in the dustbin. 2. Rhyme Time: Recite the rhyme Bits of Paper slowly with actions and voice modulation. Repeat 5–6 times, encouraging children to repeat the rhyme after you.

Bits of Paper Bits of paper, Bits of paper, Lying on the floor, Lying on the floor. Make the place untidy, Make the place untidy, Pick them up, Throw them in the bin! Pick them up, Throw them in the bin!

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WEEK `

DAY 79

Domain

Topic of the Day

Circle Time

Save Water

General Awareness

Different Parts of the Plant

Foundational Literacy

Letters Ll

Book & Page

Literacy Workbook, page 20

Foundational Numeracy Counting Shapes

Numeracy Skillbook, page 39

DIY

Rhymes and Stories, page 26

Rhyme: Bits of Paper

CIRCLE TIME LO: Children will recite the rhyme Water Water and understand why water is important to us. Resources: A glass filled with water

1. Warm-Up: Sit in a circle and hold up a glass of water. Ask: What is this? Listen to all responses. Then say: Water is for drinking! But do we only drink water? Tell them various uses of water such as: watering plants, washing, bathing, animals drinking water, etc. 2. Rhyme Time: Recite the rhyme Water Water with voice modulation and expressions and ask the children to recite it along with you. Repeat 3–4 times.

Water, Water Water, water everywhere, For us to drink and wash our hair. It helps plants grow so tall, Let’s not waste it—save it all!

3. Discussion Time: Ask: How can we save water? Guide responses like turn off taps, don’t waste water, collect rainwater, don’t throw garbage in water etc. Emphasise: Water is very important for life!

GENERAL AWARENESS LO: Children will observe and identify different parts of a plant through hands-on exploration. Resources: Real plant parts (brought by children as homework—leaves, flowers, fruits); three baskets

Introduction 1. Warm-Up: Draw a plant on the board. Call a few children to identify different parts of the plant (leaf, flower, and fruit). Place three labeled boxes (Leaf, Fruit, and Flower) on the table.

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Practice 2. Sorting Activity: Distribute the different parts of the plant to the children. Call children one by one and ask them to name the part and place it in the correct labelled boxes. Ensure everyone gets a turn. Assist those who need help.

Pro Tip

Keep extra plant parts ready in case a child forgets to bring one. Give them out as needed during the activity.

FOUNDATIONAL LITERACY LO: Children will identify the letters Ll and name things that start with the /l/ sound. Resources: Literacy Workbook, page 20; crayons

Introduction 1. Recapping the /l/ Sound: Say words like apple, lion, lock, bag, duck, lamp, leaf, etc. in a random order. Ask children to give a thumbs up ONLY if the word starts with the /l/ sound.

Letter Ll 1. Take the letter Ll to the pictures that begin with /l/.

Practice 2. Letter Ll: Ask the children to open page 20 of their Workbook. Help them identify objects that start with the /l/ sound and match them to the letters Ll. Then, guide them to find and colour the lollipops that have the letters Ll written on them.

2. Colour all the lollipops that have Ll.

Ll Hh Objectives

• Letter Recognition • Association of the pictures with the letter sound • Hand-eye coordination

• Fine motor skills

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FOUNDATIONAL NUMERACY LO: Children will count the number of shapes and identify the correct numbers.

Resources: Numeracy Skillbook, page 39; number flashcards (1–5) (from Skillbook); paper cups

Introduction 1. Building with Numbers: Make the children sit in small groups and give each group some paper cups. Call out a number and ask them to build a tower using that many paper cups. Then, have them find the same number and hold up the correct flashcard. Assist those who need help. Consider the numbers between 1–5 only.

Count and colour the correct number.

Practice 2. Counting Shapes: Ask children to open page 39 of their Skillbook. Guide them to identify, count and name the shapes given. Then, help them circle the correct number. Support those who need assistance.

Objectives  Counting

 Observation

 Identification

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DIY LO: Children will recite the rhyme Bits of Paper and discuss how to keep their surroundings clean. Resources: Rhymes and Stories, page 26

1. Rhyme Time: Recite the rhyme Bits of Paper with voice modulation and expressions and ask the children to recite it along with you. Repeat 3–4 times for reinforcement. 2. Real-Life Connect: Say: Sometimes we see wrappers and garbage lying on the road. How does it make you feel? Listen to all responses and ensure every child gets a chance to share their thoughts. 3. Discussion Time: Ask: Should we throw plastic bags and wrappers on the road? Let children share their ideas freely. Then say: We must always throw garbage in a dustbin. This keeps our surroundings clean and tidy.

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WEEK

DAY 80

CATCH - UP CARNIVAL Domain

General Awareness

Learning Outcome

Children will identify and name the different parts of the plant.

Resources Suggested Method

General Awareness, page 46; leaves; a flower; a fruit Place the plant parts on a table. Call the children one at a time and ask them to point to and name the different parts of the plant aloud. Clap for each child and give them

Support for Struggling Learners

Domain

Gather the children in a circle. Draw a plant on the board and reinforce its parts

one by one by pointing to them. For example, point to the flower and say: This is a

flower. Repeat for all the remaining parts. Then guide them to refer to page 46 of the

General Awareness book and ask the children to identify the parts of the plant given. Foundational Literacy

Learning Outcome

Children can identify the /l/ sound and recognise the letters L and l.

Resources

Chalks; some objects or pictures of objects starting with different sounds including /l/ sound

Suggested Method

Support for Struggling Learners

Domain

Call the children one by one. Ask them to pick up any two objects starting with /l/ sound and name them aloud. Then, give them a chalk and guide them to trace letters L and l on the board. Cheer for each child and give them a smiley sticker.

Show objects or pictures of objects starting with /l/ sounds and say, for example: /l/ /l/ lollipop OR /l/ /l/ lamp. Ask the children to repeat the words after you. Then write letters L and l on the board and say: L says /l/ /l/ and l says /l/ /l/. Then, call the children one by one and ask them to trace letters L and l on the board with the chalk. Foundational Numeracy

Learning Outcome

Children will recognize and identify different structured and unstructured shapes.

Resources

Chalk; a paper

Suggested Method

Draw some structured and some unstructured shapes on the board. Call children one by one and guide them to sort the structured shapes and unstructured shapes. Clap for each child and give them a smiley or a star. Ensure everyone gets a turn.

Support for Struggling Learners

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a star or a smiley. Ensure everyone gets a turn.

Gather the learners together and show them a piece of paper. Say: This is a structured shape with even and smooth sides. Let a few children touch and feel it. Then, crumple the paper and say: Now, this is an unstructured shape. The sides are no longer even or smooth. Allow children to feel the difference. Say examples of structured shapes (coin, bangle, paper) and unstructured shapes (stone, clouds, puddles). Draw pictures on the board for better clarity.

WEEK `

DAY 81

Domain

Topic of the Day

Circle Time

Pranayam

General Awareness

Fun with Fruits

Foundational Literacy

Once More

Foundational Numeracy The Concept of Quantity 6 DIY

Book & Page

Literacy Workbook, page 21 Numeracy Skillbook, page 40

Making a Caterpillar

CIRCLE TIME LO: Children will practise simple breathing exercises (pranayam). 1. Warm-Up: Ask children to first become quiet. Then, say: Now, we will do pranayam/a breathing exercise. 2. Modeling: Demonstrate the exercise with actions. Say: We will close our eyes (and close your eyes), breathe in slowly and deeply (show them the inhalation) and then breathe out slowly (show them the exhalation). 3. Pranayam: Ask the children to sit straight, close their eyes, and then breathe in and out as you had shown them. Assist wherever required.

GENERAL AWARENESS LO: Children will learn about different fruits in a fun and engaging way.

Resources: A cloth bag; 3–4 different fruits (e.g., banana, apple, orange, mango)

Introduction 1. Rhyme Time: Recite the Fruit Song with voice modulation and expressions. Ask the children to sing along. Repeat 2–3 times. 2. Mystery Fruit Bag: Put one fruit in the bag at a time. Then, call the children one by one and ask them to put their hand in the bag to feel the texture and shape of the fruit and guess which fruit it could be. Ask them guiding questions on whether the fruit skin is smooth or bumpy, and whether the fruit is roundish or long. After they guess, take the fruit out of the bag and show the class the fruit. Appreciate the children for participation.

Fruit Song Apples, apples, red and sweet, Bananas soft, a yummy treat. Oranges juicy, round, and bright, Mangoes golden—what a sight! Fruits are tasty, fruits are fun, Good for me and everyone!

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Practice 3. Sharing Time: Ask the children to name their favourite fruit and say one line about it. Guide them to say: My favourite fruit is __________. It is __________ in colour. Repeat the activity till each child gets a chance.

FOUNDATIONAL LITERACY LO: Children will identify letters J, K, and L; and objects starting with the /j/, /k/, and /l/ sounds.

Resources: Literacy Workbook, page 21; sticker sheet (from Workbook); flashcards of letters J, K and L (from Skillbook)

Introduction 1. Recap: Give the flashcards to the children. Write the letter J on the board and ask the children to hold up the corresponding flashcard. Then, ask them to name things that start with the /j/ sound. Repeat the same to revise the letters K and L. 2. Identifying the Beginning Sounds: Write the letters J, K and L on the floor. Call the children one by one and say a word starting with /j/, /k/ or /l/. Ask them to identify the beginning sound and stand on the correct letter. Ensure everyone gets a turn and give a different word to each child. Support those who need help.

Practice 3. Once More: Ask the children to open page 21 of the Workbook. First, guide them to identify the pictures and circle the correct letters. Then, help them name the pictures below, for example: /l/ /l/ lemon. Guide them to paste the correct letter sticker below each picture.

Once More 1. Look at the pictures and circle the correct letters.

2. Say the name of each picture. Then, paste the correct letter stickers (use the sticker sheet).

Objectives

• Letter Recognition • Association of the pictures with the letter sound • Hand-eye coordination

• Fine motor skills

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FOUNDATIONAL NUMERACY LO: Children will be able to identify the concept of 6 using real objects.

Resources: Numeracy Skillbook, page 40; some objects to count (pencils, chalks, crayons, etc.); a basket

Introduction Meet Number 6

1. Counting Number 6: Write 6 on the board and say: This is number 6. Hold up six fingers and say: Let’s count together! Count aloud from 1 to 6, showing each finger. Encourage the children to do the same. Show 6 objects (e.g., 6 pencils, 6 crayons, 6 chalks) and guide the children to count aloud: 1, 2, 3, 4, 5, 6—6 chalks. Repeat 3–4 times for reinforcement. 1

RAINBOW Tracing

2. Fill in the Basket: Place a small basket in the centre. Ask each child to take turns in placing exactly 6 objects in the basket. The whole group counts aloud as each item is placed. Repeat with different children so that everyone can practise counting to 6.

6 rabbits hop and play, Jumping in the field all day.

Show six fingers and say, ‘6 fingers’.

 Identification of number

 Rainbow tracing

 Counting

 Fine motor skills

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six

Objectives

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Practice 3. Meet Number 6: Recite the poem given on page 40 of the Skillbook 2–3 times. Then, ask children to open to page 40 and help them count the 6 rabbits. Finally, ask them to count and show 6 fingers. Monitor and guide wherever required.

Find and collect 6 objects (like spoons, toys, or crayons). Count them aloud and arrange them neatly with your parents’ help.

DIY LO: Children will make flowers with pencil shavings. Resources: Pencils; a few sharpeners; glue

1. Warm-Up: Tell the children that they will make flowers with pencil shavings instead of throwing them away.

2. Pencil Shavings: Take the pencil that each child uses and use the sharpener to create 5–6 large shavings. 3. Creating the Flowers: Ask children to open a blank page in their drawing book. Guide them to draw a standing line. Then, help them stick the shavings, arranged in a circle to form a flower. Assist those who need help.

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WEEK `

DAY 82

Domain

Topic of the Day

Book & Page

Circle Time

Guess the Odd One Out

General Awareness

Fruits

General Awareness, page 49

Foundational Literacy

Sound and Symbol of Letters Mm

Literacy Skillbook, page 32

Foundational Numeracy Meet Number 6

Numeracy Skillbook, pages 40–41

DIY

Art and Craft, page 14

Button Up the Crab

CIRCLE TIME LO: Children will observe the actions and guess the odd one out. Resources: A fun music

1. Warm-Up: Say: Today, we will play a fun game! Some of us will act, and the rest will find the odd one out. 2. Odd One Out: Call three children at a time. Whisper the same action to two children, such as playing with a ball, and a different action to the third child, like flying a kite. Ask them to perform the action, while the rest of the class identifies the odd action in that set (flying a kite). Repeat the activity for five sets of actions. Provide support wherever needed.

GENERAL AWARENESS LO: Children will know the names of some fruits as well as their colour and taste. Resources: General Awareness, page 49

Introduction 1. Recap: Begin by reciting the Fruit Song from the previous session. Then, say: Today, we will learn the names of fruits.

Practice 2. Fruits: Ask the children to open to page 49 of the General Awareness book. Point to each fruit, say its name aloud, and ask the children to repeat the name multiple times. Tell them simple things about the colour and taste of those fruits. For example: This is a mango. It is yellow in colour. It tastes sweet. / This is a strawberry. It is red in colour. It tastes sweet.

Fruits Fruits are healthy and tasty. Say the names of these fruits.

mango

grapes guava

orange

watermelon strawberry

papaya

TELL US

Which is your favourite fruit? What colour is it?

pineapple

apple Objectives

• Identify common fruits

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FOUNDATIONAL LITERACY LO: Children will be able to recognize the sound and symbol of the letters Mm.

Resources: Literacy Skillbook, page 32; some objects or pictures of objects starting with /m/ sound

Introduction 1. The /m/ Sound: Show the objects or their pictures, one by one, and clearly say their names. Ask the children to repeat the words loudly and clearly after you. Focus their attention on the /m/ sound. 2. Blackboard Practice: Write letters M and m on the board, point to each, and say: Letter M says /m/ /m/ /m/. Letter m says /m/ /m/ /m/. Ask the children to repeat after you. Then, ask Letter m them to come one by one and trace the letters with chalks. moon mango

Practice

monkey

3. Blackboard Tracing: Invite a few children to come forward and trace letters M and m on the board with their index fingers. Encourage them to say: M says /m/ /m/ while tracing. Ask children to open page 32 of the Skillbook. Point to each picture and help them recognize it. Emphasize the /m/ sound in each word. Say: /m/ /m/ mat. Repeat each word 3–4 times. Then, read the lines given on page 32, emphasizing on the words with /m/ sound.

mop

mat

ini monkey on a mat, unching mango, just like that! says /m/-/m/-/m/ Objectives

• Letter recognition • Association of the pictures with the letter sound

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Ask your parents to say some words. Clap only when you hear a word starting with M!

FOUNDATIONAL NUMERACY LO: Children will be able to recognize and write number 6.

Resources: Numeracy Skillbook, pages 40–41; numbers flashcards 1–6 (from Skillbook); a bowl of water colour

Introduction 1. Recap: Recite the rhyme from page 40 of the Skillbook and ask the children to repeat after you. Ask the children to count and show 6 fingers. Give each child a set of flashcards. Then, ask them to count and hold up the flashcard showing 6 animals. Meet Number 6 Monitor and guide as needed. 6 rabbits hop and play, Jumping in the field all day.

2. Symbol 6 and Tracing: Write 6 on the board and say: This is number 6. Call a few children to trace 6 on the board with chalks. Then, guide the children to trace number 6 in the air with their index fingers.

Practice 1

RAINBOW Tracing

3. Meet Number 6: Ask the children to open page 40 of the Skillbook and trace the number 6 first with their fingers, then with crayons. Next, help them count the 6 insects on page 41. Finally, guide them to dip their thumbs in the bowl of water colour and make thumbprints on the 6 fishes.

Show six fingers and say, ‘6 fingers’.

six

Objectives  Identification of number

 Rainbow tracing

 Counting

 Fine motor skills

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DIY LO: Children will improve their fine motor skills through pasting work. Resources: Art and Craft, page 14; buttons (3 per child)

1. Button up the Crab: Ask the children to open page 14 of the Art and Craft book. Show them the picture of a crab and guide them to paste buttons inside the marked spaces.

Theme: Animals

This crab is going to a birthday party. Let's button him up! Paste coloured buttons inside the marked space.

Error Alert! Ensure that the children do not put the glue or their fingers in their mouths. Ensure that they wash their hands thoroughly afterwards.

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WEEK `

DAY 83

Domain

Topic of the Day

Book & Page

Circle Time

Nature Walk

General Awareness

Fruits

General Awareness, pages 49–50

Foundational Literacy

Writing Practice of Letter Mm

Literacy Skillbook, pages 32–33

Foundational Numeracy Number 6 DIY

Numeracy Workbook, page 25

Decorating the Classroom

CIRCLE TIME LO: Children will explore and identify things in nature.

Resources: Objects like leaves; pebbles; flowers; twigs; A4-size paper (1 per child); glue 1. Warm-Up: Gather the children in a circle. Show things found in nature, such as leaves, flowers, pebbles, twigs, and feathers. Ask simple questions: • What is this? • Have you seen leaves/flowers/pebbles before? • Where can we find them? Encourage each child to give a response. 2. Nature Walk: Take the children for a short nature walk in the school garden/ playground. Let them collect fallen leaves, flowers, tiny pebbles, and twigs (no plucking). Encourage children to feel the texture of leaves and listen to the birds. 3. Nature Collage: Provide children with A4 sheets and glue. Help them arrange and stick their collected nature items creatively. Guide them to make a tree, garden, or random nature art.

Pro Tip

During the nature walk, ask children to use their senses—Look at the colours, smell the flowers, touch the leaves and stones, listen to birds and leaves, ensure that they do not to taste anything.

GENERAL AWARENESS LO: Children will learn the importance of fruits and identify big and small fruits.

Resources: General Awareness, pages 49–50; a few real or toy fruits (apples, oranges, bananas, etc.)

Introduction 1. Fruit Talk: Show different fruits one by one and ask: What is this? What colour is it? After a few responses, say: Fruits make us strong and healthy! 111

Practice 2. Point and Show: Ask the children to open page 49 of the General Awareness book. Call one child at a time and give a simple hint about a fruit. Ask them to find and point to the correct fruit on the page. Use hints like: This fruit is green on the outside and red inside. (Watermelon) / It is round and tastes sweet and sour. (Orange) 3. Big and Small Fruits: Ask the children to turn to page 50 of the General Awareness book. Guide them to identify the fruits and circle the big fruit in each set.

Fruits

Say the names of these fruits. Circle the fruit which is big in each set.

Fruits are healthy and tasty. Say the names of these fruits.

mango

banana grapes guava

orange

watermelon strawberry

papaya

pineapple

apple

Objectives

TELL US

• Recognition • Observation • Visual discrimination

Objectives

Which is your favourite fruit? What colour is it?

• Identify common fruits

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FOUNDATIONAL LITERACY LO: Children will be able to write the letters Mm.

Resources: Literacy Skillbook, pages 32–33; sticker sheet (from Skillbook)

Introduction 1. Recapping /m/ Sound: Ask the children to open page 32 of the Skillbook. Point to the pictures and read aloud the words, stressing the /m/ sound. Say: /m/ /m/ mango. Then, read the sentences on page 32, emphasising the /m/ sound.

Letter

Trace the letter

moon mango

Practice 3. Letter Mm: Ask the children to open page 33 of the Skillbook. Guide them to trace Mm with their fingers, then with crayons. Finally, guide them to peel and paste the mango stickers on the tree and say: /m/ /m/ mango.

monkey

m with different colours.

mop

m 1

Stick mangoes on the mango tree. (Use the sticker sheet) Say /m/-/m/-mango.

mat

ini monkey on a mat, unching mango, just like that! says /m/-/m/-/m/ Objectives

Objectives

• Letter recognition • Association of the pictures with the letter sound

• Letter recognition • Association of the pictures with the letter sound • Fine motor skills

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RAINBOW Tracing

2. Learning to Write Letters Mm: Write capital M on the board Guide them to trace M in the air with their index fingers. Ask them to say: M says /m/ /m/ /m/. Repeat for small m.

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FOUNDATIONAL NUMERACY LO: Children will be able to count six objects and trace the number 6.

Resources: Numeracy Workbook, page 25; watercolour; drawing sheet (1 per child); some objects for counting (pencils, crayons, toys etc.)

Introduction 1. Counting 6: Place some objects in a basket. Call children one by one and guide them to count and pick any 6 objects. 2. Making Number 6: Write 6 on the board and say: This is 6. Give each child a drawing sheet. Guide them to dip their index finger in watercolour and form number 6 using fingerprints on the sheet.

Number 6 Find and circle 6 apples in the picture.

Colour 6 beads of the necklace.

Practice 3. Number 6: Ask the children to open page 25 of the Workbook. Guide them to count and circle 6 apples. Then, ask them to count and colour only 6 beads with crayons.

Objectives

• Counting • Fine motor skills

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Look carefully at phone keypads, books, paper, food wrappers, etc., and find number 6 with the help of an adult.

DIY LO: Children will participate in decorating the classroom with simple handmade crafts.

Resources: Long strips of white papers; a long string; crayons; stickers; colourful paper strips 1. Warm-Up: Gather the children and ask: Have you seen birthday decorations? How do they make a place look? Welcome all responses. Show a few colourful paper strips and say: Decorations make our classroom bright and happy! 2. Making Decorations: Give children coloured paper, crayons, and stickers. Guide them to decorate the paper strips with drawings, stickers, or simple patterns. 3. Decorating Together: Help children hang their decorations on the walls or string them together to make a banner. Encourage them to admire their work and say: Our classroom looks so beautiful!

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WEEK `

DAY 84

Domain

Topic of the Day

Circle Time

Being Kind and Helpful

General Awareness

Making a Fruit Salad

Foundational Literacy

Letters Mm

Book & Page

Literacy Workbook, page 22

Foundational Numeracy Fun with Number 6 DIY

Fun with Story Characters

CIRCLE TIME LO: Children will listen to a story and identify good values like kindness, helping, and sharing. 1. Warm-Up: Ask: What makes you happy? Take a few responses, then say: Being kind, helping others, and sharing makes everyone happy!

2. Story Time: Narrate the story The Kind Little Bunny with voice modulation and expressions. Ask: Was the bunny kind? How can we be kind too? Encourage responses. 3. Role-Play Time: Give simple scenarios: Your friend drops a crayon. What do you do? OR Your friend is sad. How can you help? Let children act scenes showing helpful and kind behaviours. Assist those who need help.

The Kind Little Bunny

One day, Bunny was hopping through the forest when he saw a little bird looking sad. “Why are you sad?” Bunny asked.

“I am hungry, but I can’t find any food,” the bird chirped.

Bunny smiled and shared his carrot. The bird happily ate it and thanked Bunny. Later, Bunny saw a turtle struggling to cross a path. Bunny gently helped the turtle reach the other side. That evening, Bunny felt happy. Helping others made his heart feel warm!

GENERAL AWARENESS LO: Children will identify different fruits and make a simple fruit salad. Resources: Small bowls (1 per child); plastic spoons (1 per child); slices/pieces of fruits

Introduction 1. Talking About Fruits: Call the children one by one and ask them to share the names of the fruits they brought. Also, ask how the fruits taste. Guide them to say: I have _______ and ________. It tastes ______ and ________. Say: Today we will make a healthy fruit salad. 114

Practice 2. Making Fruit Salad: Give each child a bowl and a spoon. Help them to put the cut fruits in their bowls. Then, ask them to mix the fruits with the spoon to make a fruit salad. Let the children taste the healthy fruit salad.

Error Alert! Keep the fruit salad simple. Do not add ingredients like nuts or honey, for safety.

FOUNDATIONAL LITERACY LO: Children will identify the letters Mm and name things that start with the /m/ sound. Resources: Literacy Workbook, page 22; letter M flashcard (from Skillbook)

Introduction 1. Identifying /m/ Sound: Name some items in random order and ask the children to listen carefully to the beginning sound. Say: Hold up the letter M flashcard if you hear the /m/ sound. Monitor and guide as needed.

Letter Mm 1. Say aloud the names of the pictures. Match the letter Mm with the pictures that begin with /m/.

Practice 2. Letter Mm: Ask the children to open page 22 of the Workbook. Help them identify the objects beginning with the /m/ sound and match them with the letters Mm. Then, guide them to say: /m/ /m/ mango and colour the mangoes with Mm written on them.

2. Colour the mangoes that have

Objectives

• Letter Recognition • Association of the pictures with the letter sound • Hand-eye coordination

• Fine motor skills

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Take a newspaper or a storybook. Look carefully and circle the letters M and m wherever you find them.

FOUNDATIONAL NUMERACY LO: Children will count six objects and create six branches or leaves using palm impressions.

Resources: Three boxes—one box with 6 objects and other 2 with any number of objects; number 6 (from Skillbook); A4-size paper (1 per child); green water colour; crayons

Introduction 1. Recap: Invite a few children to count 6 objects and place them on the table. Then, write 6 on the board and say: This is number 6.

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2. Count and Spot: Place the three boxes on the table. Call children one by one and guide them to count the objects in each box. Say: Find the box with 6 objects and place the number 6 flashcard on it.

Practice 3. Making 6 Branches: Say: Today, we will make a tree with 6 branches, just like number 6! Show and help the children draw a tree trunk using a brown crayon in the centre of the paper. Pour green paint on a plate. Guide the children to dip their palms in the green paint and press their palms 6 times around the trunk to form branches or leaves. Encourage them to count aloud: 1, 2, 3, 4, 5, 6! Optionally, Let them add grass, sun, or flowers using crayons.

Pro Tip

Keep a wet cloth or wipes ready for quick clean-up!

DIY LO: Children will listen to a story and enact any one character from the story.

Resources: Props like watering can; envelopes; whistle; a bowl, a spoon, a paintbrush 1. Story Time: Narrate the story The Busy Town with actions and expressions. Repeat the story 4–5 times to help children remember the characters. Do simple actions showing the characters and ask the children to follow. Say: The Busy Town Let’s water the plants like a farmer or Let’s mix the dough like In a small town, everyone is busy doing their work. a baker. Farmer Faisal: Digs the soil and 2. Acting Time: Call children one by one and ask them to act as waters the plants. any character of their choice. Help them pick the correct Postman Prakash: Walks fast and prop for the role. Ensure every child gets a turn, and cheer for delivers letters. each child. Baker Bina: Mixes dough and bakes yummy bread. Police Officer Pooja: Blows a whisPro Tip tle and directs traffic. If props are not available, guide the children to act using Painter Priya: Holds a brush and actions only. paints colourful pictures.

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WEEK

DAY 85

CATCH - UP CARNIVAL Domain

General Awareness

Learning Outcome

Children identify and talk about some common fruits.

Resources Suggested Method

toy or real fruits Call the children one by one. Ask them to pick any one fruit of their choice and name the fruit. Guide them to say how the fruit looks and describe its taste if they wish to taste it.

(For example: Say: This is a _____. It tastes ____). Clap and cheer for each child and give Support for Struggling Learners

Domain

them a smiley.

Gather the struggling learners and open to page 49 of the General Awareness book. Point to the fruits one by one and say their names aloud. Ask the children to repeat the name of the fruits after you. Describe the taste of the fruits and mention their colours.

Foundational Literacy

Learning Outcome

Children can identify the /m/ sound and recognise the letters M and m.

Resources

Chalks; some objects or pictures of objects starting with different sounds including /m/ sound; Letter M flashcard (from Skillbook)

Suggested Method

Support for Struggling Learners

Domain

Call the children one by one and ask them to identify an object that starts with the /m/ sound and name it. Ask them to show the flashcard with the /m/ sound. Then, ask them to trace the letters M and m on the board. Clap loudly for each child. Repeat until all the children have had a chance.

Show objects or pictures of objects starting with /m/ sounds and say, for example: /m/ /m/ mango. Ask the children to repeat the words after you. Then write letters M and m on the board and say: M says /m/ /m/. m says /m/ /m/. Then call the children one by one and ask them to trace M and m on the board with their index fingers. Foundational Numeracy

Learning Outcome

Children will count 6 objects and identify the number 6.

Resources

Some countable objects like pebbles, blocks, crayons etc.; chalks; number flashcards (reference from Skillbook)

Suggested Method

Support for Struggling Learners

Write numbers 1–6 on the floor in a random order. Call children one by one and ask them to identify the symbol 6 and count and place 6 objects on it. Cheer for each child and give them a smiley sticker.

Gather the struggling learners in a circle. Count and show them 6 objects first. For example, say: 1, 2, 3, 4, 5, 6—6 chalks. Show them the flashcard with the number 6 to scaffold the concept of 6 with its symbol. Then, write 6 on the board and guide them to trace 6 in the air with their index fingers. Next, write the numbers 6 on the board and ask them to trace it with chalk.

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WEEK `

DAY 86

Domain

Topic of the Day

Circle Time

Game: Don’t Wake Up the Monkey

General Awareness

Introduction to Vegetables

Foundational Literacy

Letters Nn—/n/ Sound

Book & Page

Literacy Skillbook, page 34

Foundational Numeracy Understanding the Concept of 7

Numeracy Skillbook, page 42

DIY

Art and Craft, page 15

The Deep Blue Ocean

CIRCLE TIME LO: Children will practise self-control and teamwork through a game. Resources: A soft toy or teddy 1. Setting Up: Gather children in a circle and place a soft toy in the centre, pretending it is a sleeping monkey. Say: The monkey is sleeping. We must be very quiet! Choose one child to be the Monkey Guard to watch for noise. 2. Don’t Wake Up the Monkey: Children tiptoe around the Monkey Guard without making a sound. Say: When I say Stop!, everyone freezes. If anyone makes a noise, the Monkey Guard points to them, and they must do a fun action like hopping or clapping. When I say ‘The monkey is awake’ everyone jumps and dances! Repeat with a new Monkey Guard each round.

GENERAL AWARENESS LO: Children will recognise the different vegetables in an engaging way. Resources: Some common vegetables like onion, potato, capsicum etc.; a soft toy

Introduction 1. Warm-Up: Say: Today, we will talk about vegetables! Show the vegetables one by one and ask: Can you guess the name of this vegetable? Guide children to identify them correctly. 2. The Vegetable Song: Recite the rhyme I Love My Veggies with voice modulation and expressions. Encourage children to join in. Repeat 3–4 times.

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I Love My Veggies Carrots orange, tall and bright, Tomatoes red, a lovely sight! Spinach green and full of might, Eat your veggies, feel so light! Crunchy cucumber, fresh and cool, Potatoes mashed—oh, what a rule! Peas in a pod, round and small, Healthy veggies, we love them all!

Practice 3. Favourite Vegetable: Introduce the soft toy by saying: This is Timmy. Timmy loves vegetables! Today, we will share our favourite vegetable with Timmy. Call children one by one to say the name of their favourite vegetable and pretend to give it to Timmy. Ensure everyone gets a turn.

Pro Tip

Let children touch and observe the vegetables during the lesson.

Bring some vegetables like potato, carrot, or ladyfinger to class for our next Circle Time activity.

FOUNDATIONAL LITERACY LO: Children will identify the /n/ sound of letters Nn.

Resources: Literacy Skillbook, page 34; objects or pictures starting with the /n/ sound (e.g., nut, necklace, nose, net, notebook, nail, etc.)

Introduction 1. Warm-Up: Display objects or pictures on the teacher’s desk. Pick each one, say its name clearly, and have children repeat it (e.g., /n/ /n/ nose OR /n/ /n/ notebook OR /n/ /n/ net). Emphasize the /n/ sound at the beginning of each word. For example, say: /n/ /n/ necklace. Letter Nn

nest

Practice

net neck

2. Looking at the Pictures: Guide children to page 34 of the Skillbook. Point to each picture and help them recognize it. Emphasize the /n/ sound in each word. Say: /n/ /n/ nest OR /n/ /n/ nose. Repeat each word 3–4 times. 3. Reinforcing the /n/ Sound: Read the sentences on page 34 aloud several times, highlighting the /n/ sound. Ask children to listen carefully and repeat after you.

nose

necklace

How many Ns do I see? N for nose, N for neck, N for necklace, N for net. N says /n/-/n/-/n/

Objectives

• Letter recognition • Association of the pictures with the letter sound

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Error Alert! Ensure that this session focuses only on the /n/ sound. Do NOT introduce how to write the letters Nn.

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FOUNDATIONAL NUMERACY LO: Children will identify and understand the concept of 7 using real objects.

Resources: Numeracy Skillbook, page 42; some countable objects like pencils, pompoms, crayons, etc.

Introduction 1. Counting 7 Objects: Write 7 on the board and say: This is number 7. Count up to 7 by showing each object one by one. Say: Let’s count together! and encourage children to join in. Repeat with different objects for reinforcement. 2. Pick Up 7: Place various objects on the table. Call children one by one. Ask them to count and pick exactly 7 objects. Guide and assist as needed.

Meet Number 7 7 fishes with tails so bright, Swimming in the morning light.

Practice

them count the fishes on the page and shout together: 7! Then, hold up 7 fingers and say: 7 fingers! Ask the children to do the same, and help anyone who needs support.

RAINBOW Tracing

3. Meet Number 7: Ask the children to open page 42 of their Skillbook. Sing the rhyme given and encourage the children to sing along with you. Next, have

Show seven fingers and say, ‘7 fingers’. seven Objectives  Identification of number

 Rainbow tracing

 Counting

 Fine motor skills

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DIY LO: Children will develop fine motor skills through tearing and pasting of coloured paper. Resources: Art and Craft, page 15; coloured sheets (from Art and Craft Book); gluestick 1. Warm-Up: Show the picture of a fish given on page 15 of the Art and Craft book and ask: What is this? Where do fish live? Welcome all responses. Say: Today, we are going to make a fish using tracing, tearing, and pasting the colorful paper. 2. The Deep Blue Ocean: Have children open page 15 of their Art and Craft book. Guide them to trace the dotted lines to complete the outline of the fish. Next, ask them to tear colorful paper into small pieces and paste them inside the fish outline. Assist those who need help.

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Theme: Nature

Trace the dots. Tear the coloured sheets given at the back of the book. Then, paste them on the fish.

Note for Teachers Help students tear the correct coloured sheets in small pieces to paste it like a collage. Have them colour the fins.

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WEEK `

DAY 87

Domain

Topic of the Day

Book & Page

Circle Time

Vegetable Printing

General Awareness

Vegetables—Colour & Taste

General Awareness, page 51

Foundational Literacy

Letters Nn—Sound and Symbol

Literacy Skillbook, page 34

Foundational Numeracy Understanding and Writing 7 DIY

Numeracy Skillbook, pages 42-43

Making Thank You Cards

CIRCLE TIME LO: Children will use vegetable prints to create beautiful flower patterns, encouraging their creativity. Resources: Vegetables (brought by children from home); A4 size papers (1 per child); tray for paints; watercolours. 1. Warm-Up: Gather the children in a circle. Ask: Have you ever painted with vegetables? Let them touch and feel the pieces. Say: Today, we will paint using vegetables instead of brushes!

Error Alert! Make sure to collect the vegetables brought from home and cut them before the activity starts. DO NOT ask the children to cut the vegetables. 2. Explanation: Explain that different vegetables have unique shapes and textures. Show a potato and say: This is round. We can use it to make prints! Demonstrate dipping it in paint and pressing it onto paper. 3. Making Flower Using Vegetables: Provide each child with paper and paint. Show them how to dip vegetable pieces into paint and press them onto paper to form flowers. Say: Let’s explore different vegetables and colours to make patterns! Encourage them to experiment and ask: What other shapes can we make? Assist as needed.

GENERAL AWARENESS LO: Children will be able to identify and name different vegetables.

Resources: General Awareness, page 51; a bag, some common vegetable

Introduction 1. Vegetable Mystery Bag: Place all vegetables in a bag. Call children one by one and ask them to put their hands inside the bag, touch, feel, and pull out a vegetable. Help them guess its name and describe it. For example: This is a potato. It is round and brown. Ensure everyone gets a turn.

121

Practice

Vegetables Say the names of these vegetables.

2. Vegetables: Ask children to open page 51 of the General Awareness book. Point to each vegetable and describe it. For example: This is a pea. It is green and tastes sweet. Encourage children to repeat the vegetable names after you.

Pro Tip

Let children taste small pieces of vegetables like carrots, peas, cucumbers, and capsicum. Ensure the vegetables are thoroughly washed before tasting.

potato

cucumber onion

cabbage

peas pumpkin

brinjal

capsicum

carrot cauliflower

TELL US

Objectives

Which is your favourite vegetable? Can you eat it without cooking?

• Personal preference

• Observation

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FOUNDATIONAL LITERACY LO: Children will be able to recognize the sound and symbol of letters Nn. Resources: Literacy Skillbook, page 34

Introduction 1. Recap: Point to the pictures on page 34 of the Skillbook and say their names aloud, emphasising the /n/ sound at the beginning of the words. Ask the children to repeat the words after you. For example: Say: /n/ /n/ net OR /n/ /n/ nose OR /n/ /n/ nest. Letter Nn

nest

Practice

net neck

2. Blackboard Practice: Write the letters Nn on the board. Point to the letter N and say: N says /n/ /n/ /n/. Then, point to letter n and say: n says /n/ /n/ /n/. Repeat it 3–4 times. 3. Blackboard Tracing: Then, invite a few children to come forward and trace the letters N and n on the board. Encourage them to say: N says /n/ /n/ /n/ and n says /n/ /n/ /n/.

nose

necklace

How many Ns do I see? N for nose, N for neck, N for necklace, N for net. N says /n/-/n/-/n/

Objectives

• Letter recognition • Association of the pictures with the letter sound

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Stand in front of a mirror and point to your nose or neck and say: /n/ /n/ nose OR /n/ /n/ neck.

FOUNDATIONAL NUMERACY LO: Children will be able to recognize and write number 7.

Resources: Numeracy Skillbook, pages 42–43; countable objects like erasers, crayons, pencils, etc.

Introduction 1. Recap: Count aloud and show 7 objects (e.g., crayons). Say, for example: 1, 2, 3, 4, 5, 6, 7—7 crayons. Invite a few children to count 7 objects on their own. 122

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2. Blackboard Practice: Write number 7 on the board and instruct the children to repeat seven multiple times as you point to the symbol. Then, invite them to trace the number with chalk.

Practice

Meet Number 7

3. Tracing Number 7: Ask children to open page 42 of the Skillbook. Guide them to trace number 7 first with their index fingers and then with a crayon.

Count and say the number.

Count and colour the 7 pumpkins.

RAINBOW Tracing

4. Do and Learn: Ask the children to turn to page 43 of the Skillbook. Guide them to count the 7 capsicums and 7 pumpkins. Then, ask them to colour the pumpkins given.

Do and Learn

7 fishes with tails so bright, Swimming in the morning light.

Show seven fingers and say, ‘7 fingers’. seven Objectives  Identification of number

Objectives  Rainbow tracing

 Counting

 Fine motor skills

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 Art integration

 Counting

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DIY LO: Children will create a simple thank you card and learn to express gratitude. Resources: Coloured paper; crayons; stickers; markers; glue

1. Warm-Up: Ask the children: What do we say when someone gives us something nice? Encourage responses like Thank you! Show them a simple thank you card and say: This is a ‘Thank you’ card. We give it to someone to whom you want to thank. Discuss how saying thank you makes people feel happy. 2. Making a Thank You Card: Provide each child with a piece of coloured paper and say: Fold your paper in half to make a card. Demonstrate and assist as needed. Let them decorate their cards using crayons, markers, or stickers. Guide them to write Thank You inside. 3. Discussion Time: Ask children to hold up their cards and share who they would like to give them to, such as a parent, teacher, or friend. Encourage them to talk about why they are thankful in a mixed or in their home language.

Give the thank you card you made to your parent(s) and say: Thank you!

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WEEK `

DAY 88

Domain

Topic of the Day

Book & Page

Circle Time

Yoga and Meditation

General Awareness

Importance of Vegetables

General Awareness, pages 51-52

Foundational Literacy

Letters Nn—Writing Practice

Literacy Skillbook, page 35

Foundational Numeracy Number 7

Numeracy Workbook, page 26

DIY

Rhymes and Stories, page 27

Rhyme: Healthy Food

CIRCLE TIME LO: Children will practice simple yoga poses with breathing exercises. Resources: Soft music 1. Warm-Up: Sit in a circle with the children. Ask them to take deep breaths (inhale through the nose, exhale through the mouth). Encourage them to imagine smelling a flower and blowing out a candle. 2. The Tree Pose: Introduce the simple Tree Pose (Vrikshasana). Demonstrate the pose and then ask the children to follow you. Say: Stand tall, lift one foot and place it on the opposite leg. Bring your hands together above your head like the branches of a tree. Hold for a few seconds and switch sides. Repeat the pose at least 3–4 times. Assist those who need help. 3. Calm Down: Let them sit comfortably with their eyes closed. Play soothing music in the background, if possible. Ask them to imagine a little bumblebee. Say: When you breathe in, buzz your lips gently, like a bee. When you breathe out, be calm. Repeat a few times.

Pro Tip

End with a positive affirmation like: I am calm, happy, and strong!

GENERAL AWARENESS LO: Children will identify and name the vegetables.

Resources: General Awareness, pages 51–52; some vegetables and fruits; two baskets

Introduction 1. Recap: Guide children to open page 51 of the General Awareness book. Point to each vegetable picture and say its name, colour, and taste (e.g.: This is a pea. It is green. It tastes sweet). Explain that vegetables keep us strong and healthy. 124

2. Sorting Vegetable and Fruits: Place the vegetables and fruits on a table. Label two baskets—one for fruits and one for vegetables. Call children one Vegetables by one to sort them into the correct basket while saying their names aloud. Assist those who need help. Circle only the vegetables.

Say the names of these vegetables.

potato

cucumber

onion

Practice 3. Identifying the Vegetables: Guide children to page 52 of the General Awareness book. Ask them to identify and circle only the vegetables while saying their names aloud.

cabbage

peas pumpkin

brinjal

TELL US

capsicum

Which is your favourite vegetable? Can you eat it without cooking?

carrot cauliflower Objectives

Objectives • Personal preference

• Recognition

• Observation

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• Observation

• Sorting

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Bring slices or pieces of vegetables (cucumber, tomato, carrot, boiled potato) to be used in the next session.

FOUNDATIONAL LITERACY LO: Children will identify the /n/ sound, the symbols Nn, and practise writing the letters. Resources: Literacy Skillbook, page 35; water colours; crayons

Introduction 1. Recapping /n/ Sound: Ask a few children to name things that start with the /n/ sound. Say: The letters Nn make the /n/ sound. Read aloud the sentences on page 34 while pointing to the letters Nn, emphasising the /n/ sound. 2. Symbol Nn: Draw the children’s attention to the board. Write the capital N on the board. Guide the children to trace the letter N in the air using their index fingers. Ask them to say: N says /n/ /n/. Repeat the same for small n.

Practice 3. Tracing Letter Nn: Ask children to open page 35 of their Skillbook and trace the letters Nn repeatedly with different crayons. 4. Making a Necklace: Ask children to look at the picture of the girl given. Point to the picture and name objects starting with /n/ sound. Say: /n/ /n/ necklace. Guide children to dip their fingertips in paint and press them on the necklace to colour it.

RAINBOW Tracing

Trace the letter Nn with different colours. 1

n 1

Dip your fingers in paint. Now, press your painted fingertips on each dot to make a necklace. Say /n/-/n/-necklace.

Objectives

• Letter recognition • Association of the picture with the letter sound • Fine motor skills

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Ask your parents to give you a plate of flour. With their help, use your index finger to trace the letters Nn. 125

FOUNDATIONAL NUMERACY LO: Children will be able to recognize and write number 7.

Resources: Numeracy Workbook, page 26; number 7 flashcards (from Skillbook); chalk

Introduction 1. Recap: Draw different numbers of objects (1–7) on the board like (7 flowers, 3 stars, 5 balls, 7 balloons, etc). Call out one child at a time. Ask them to count the objects and say the number aloud. Then, ask them to hold the flashcard showing number 7 only for the objects that are 7 in number. Repeat the activity till each child gets a chance to participate. 2. Tracing 7: Write number 7 on the board. Call children one by one to trace number 7 using chalk. Ensure everyone gets a turn.

Number 7 Take the 7 vegetables to the basket.

Practice 3. Meet Number 7: Ask children to open page 26 of the Workbook. Guide them to trace along the dotted lines to help the vegetables reach the basket. Then, point to the picture of a necklace and ask them to count and colour only 7 beads using crayons.

Colour 7 beads of the necklace.

Objectives

• Counting • Fine motor skills • One-to-one correspondence

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DIY LO: Children will listen to and sing the rhyme Healthy Food with voice modulation and expressions. Resources: Rhymes and Stories, page 27

Healthy Food

1. Warm-Up: Gather the children in a circle, if possible. Explain: Healthy food helps us grow strong, run fast, and stay happy. Discuss examples like fruits, vegetables, milk and eggs, explaining how they give us energy. Then, talk about foods like burgers, pizzas, and noodles and say: These are tasty but not very healthy. Eating too much of them can make us unwell. 2. Rhyme Time: Recite the rhyme Healthy Food with voice modulation and expressions and ask the children to sing along. Repeat 2–3 times for the children to learn the rhyme.

Pro Tip

Healthy food is good for me, I eat it very happily. I eat it every single day, It keeps me fit in every way. Fruits and vegetables, I love to eat. They are my favourite, Healthy treat!

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Create a Healthy Food Chart in the classroom. Let children add a sticker each time they eat a fruit or vegetable at home—this builds motivation and good eating habits.

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WEEK `

DAY 89

Domain

Topic of the Day

Circle Time

Saying Yes or No

General Awareness

Making a Vegetable Salad

Foundational Literacy

Letters Nn—More Practice

Book & Page

Literacy Workbook, page 23

Foundational Numeracy Number 7—More Practice DIY

Rhyme: Healthy Food

Rhymes and Stories, page 27

CIRCLE TIME LO: Children will listen to questions and respond by saying yes or no, enhancing reasoning and critical thinking skills. 1. Warm-Up: Greet the children and sit together in a circle, if possible. Say: Today, we are going to play a fun game called the ‘YES or NO Game’! I will ask questions and you have to say YES or NO! Do a quick demo: • •

Can we eat ice cream? (Children shout YES) Can we eat a toy? (Children shout NO)

2. The Yes or No Game: Prepare a list of simple and fun questions. Ask one question at a time. Encourage the children to answer loudly together or show thumbs up for YES and thumbs down for NO. Questions to be asked may be: • • • • •

Can we fly like a bird? Do fish live in water? Can we wear a hat on our head? Do we brush our teeth every morning? Is the ball a fruit?

GENERAL AWARENESS LO: Children will make a vegetable salad and learn the importance of eating vegetables.

Resources: A basket of fresh vegetables; slices/pieces of vegetables (cucumber, tomato, carrot, boiled potato) brought by children from home; lemon juice; salt; mixing bowl; spoon; disposable plates and spoons; paper napkins

Introduction 1. Warm-Up: Show a basket of fresh vegetables and ask the children if they can name them. Say: These are vegetables, and they help us stay healthy and strong! Hold up each vegetable one by one, name it aloud, and let the children describe its colour and shape. 127

Practice 2. Making Vegetable Salads: Gather the children in a circle. Say: Today, we will make a vegetable salad together! Invite children to take turns adding chopped cucumber, tomato, carrot, and potato to the bowl. Squeeze lemon juice, sprinkle a little salt, and mix everything well. Serve a small portion to each child.

Pro Tip

Make sure children wash their hands properly before and after making the vegetable salad. 3. Discussion Time: After tasting, ask: Which vegetable did you like the most? Encourage children to describe the taste and colour of the vegetables. Discuss how eating vegetables keeps us strong and healthy.

FOUNDATIONAL LITERACY LO: Children will identify the letters Nn and name things that start with the /n/ sound. Resources: Literacy Workbook, page 23

Introduction 1. Identifying the /n/ Sound: Say different words in random order, such as: bag, necklace, cat, nose, hut and so on. Instruct children to wave their hands only when they hear a word that starts with the /n/ sound. Repeat a few times to reinforce learning. 2. Identifying Letters Nn: Write different letters on the board or floor, including the letters Nn. Call children one by one to find and circle the Nn. Ensure everyone gets a turn.

Practice 3. Letters Nn: Guide children to open page 23 of their Workbook. Help them identify objects that start with the /n/ sound and circle them. Then, assist them to find and circle the newspapers with the letters Nn written on them.

Letter Nn

1. Circle the pictures that begin with /n/.

2. Circle all the newspapers that have Nn.

Nn Objectives

• Letter Recognition • Association of the pictures with the letter sound • Hand-eye coordination

Ii • Fine motor skills

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FOUNDATIONAL NUMERACY LO: Children will revise the concept of number 7 and create 7 balloons using thumb impressions. Resources: A4-size papers (1 per child); water colours; marker

Introduction 1. Recap: Write number 7 on the board and say: This is number 7. Then, ask children to count and show 7 fingers. Monitor and guide the children wherever required. 128

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Practice 2. Thumbprint Balloons: Provide each child with paint and paper. Demonstrate how to dip their thumb in paint and press it on the paper to create balloon prints. Count aloud together after each thumbprint: 1 balloon… 2 balloons… until reaching 7. Once all 7 balloons are made, guide them to draw strings using a marker. Assist those who need help. 3. Discussion Time: Ask: How many balloons did we make? What colours did you use? Encourage responses and reinforce the concept that number 7 represents a group of 7 objects.

DIY LO: Children will recite the rhyme Healthy Food and identify healthy and junk foods. Resources: Rhymes and Stories, page 27

1. Rhyme Time: Recite the Healthy Food rhyme slowly with voice modulation and expressions. Repeat it 2–3 times, encouraging children to sing along, with gestures like pretending to eat or showing strong muscles.

Healthy Food Healthy food is good for me, I eat it very happily. I eat it every single day, It keeps me fit in every way. Fruits and vegetables, I love to eat. They are my favourite, Healthy treat!

2. Healthy or Junk: Gather the children in a circle. Ask each child to name a food item. Ask them to show a thumbs up for healthy foods and a thumbs down for unhealthy foods. Ensure every child gets a turn to name a food. Assist those who need help.

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129

WEEK

DAY 90

CATCH - UP CARNIVAL Domain

General Awareness

Learning Outcome

Children will identify and name different vegetables.

Resources Suggested Method

Support for Struggling Learners Domain

Call the children one by one. Ask each child to pick up a vegetable and say its name aloud. Guide the children to share the colour of the vegetable as well as its taste. Ask supportive questions like: • What is the name of the vegetable? • What is its colour? • What is its taste ? • Have you ever eaten this vegetable? Clap loudly for each child and give them a smiley after they complete their turn. Repeat this process until all children have had a chance. Gather the struggling learners and refer to page 51 of the Skillbook. Point to the vegetables one by one and discuss it in detail. For example, say: This is a pea. It is green in colour. It tastes sweet. Repeat this process with the remaining vegetables. Early Literacy

Learning Outcome

Children can identify the /n/ sound and recognise the letters N and n

Resources

Chalks; some objects or pictures of objects starting with different sounds including /n/ sound

Suggested Method

Support for Struggling Learners

Domain

Call the children one by one. Ask them to pick up any two objects starting with /n/ sound and name them aloud. Then, give them a chalk and guide them to trace letters N and n on the board or on the floor. Cheer for each child and give them a smiley sticker.

Show objects or pictures of objects starting with /n/ sounds and say, for example: /n/ /n/ nose OR /n/ /n/ net. Ask the children to repeat the words after you. Then, write letters N and n on the board and say: N says /n/ /n/ and n says /n/ /n/. Then, call the children one by one and ask them to trace letters N and n on the board with chalk. Early Numeracy

Learning Outcome

Children will be able to count 7 objects and identify the symbol 7.

Resources

Ice-cream sticks; number flashcards (from Skillbook); objects like pencils, erasers, books, etc.

Suggested Method

Support for Struggling Learners

130

Some vegetables (potato, carrot, onion, capsicum, tomato, peas, cucumber)

Keep the number flashcards in a random order and the ice-cream sticks on the table. Call children one by one and ask them to identify the symbol of number 7. Then, ask the children to count and pick 7 ice-cream sticks. Clap loudly for each child and repeat the process until all the children have had a chance.

Gather the learners and guide them to count 7 fingers. Repeat 3–4 times. Then, write number 7 on the board and say: This is number 7. Call children one by one and guide them to count and pick 7 objects.

DAWN

Level A

Bright Beginnings, Brighter Futures

Teacher Manual

Part-2

Key Features • 180-Day Teaching Plan: Well-paced progression with built-in revision days.

• 4+1 Teaching Model: Structured learning with a dedicated reinforcement day.

• Panchakosha Framework: A holistic approach to early childhood development.

• DIY & Hands-on Learning: STEM, Art & Craft, storytelling, and interactive activities.

hello@uolo.com

ISBN 978-81-985187-2-9

Singapore

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Gurugram

Bengaluru

NEP 2020 based

NCF 2022 compliant

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