DAWN
Bright Beginnings, Brighter Futures
Teacher Manual
Part-4
Level A Teacher Manual DAWN
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
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Book Title: Dawn Teacher Manual Level A Part-IV
ISBN: 978-81-985187-7-4
Published by Uolo EdTech Private Limited
Corporate Office Address: 85, Sector 44, Gurugram, Haryana 122003
CIN: U74999DL2017PTC322986
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TFOREWORD
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.
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
•
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.
• 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.
WEEK 27
Domain
Topic of the Day
Circle Time Stretching Exercises
General Awareness Class Party
Book & Page
Foundational Literacy Letter Uu Literacy Skillbook, page 52
Foundational Numeracy Writing Numbers Numeracy Workbook, page 40
DIY Our National Flower Lotus
CIRCLE TIME
Art and Craft, page 24
LO: Children will practise easy movements to build balance, strength, and focus.
1. Warm-Up: Ask children to stand in a circle. Say: Our bodies love to move and stretch! Moving helps us grow strong and happy. Show how to stand tall like a tree.
2. Stretching Time: Lead simple moves—reach up high (Touch the sky!), touch toes (Touch your toes!), jump on the spot (Let’s hop like little rabbits!). Say each movement slowly and show clearly.
3. Cool Down: Place hands on the heart and take a deep breath. Say: Feel your heart beating after moving! Smile and praise all children warmly.
GENERAL AWARENESS
LO: Children will enjoy a simple class party and learn to share and celebrate with others. Resources: age-appropriate music; fruits/healthy snacks
Introduction
1. Talking about Parties: Ask children to sit in a circle. Say: Today we are having a small party! Parties are for sharing happiness with friends. Ask: What do we do at parties? Encourage answers like eating, singing, clapping.
Practice
2. Preparing for the Party: Support children to arrange chairs in a circle and place snacks in the middle. Say: Let’s get ready for our fun time!
3. Enjoying the Party: If possible, play some simple music. Let children dance freely, clap, and share snacks (like biscuits or fruit). Say: Let’s enjoy together and say thank you to our friends! Keep the mood cheerful.
FOUNDATIONAL LITERACY
LO: Children will recognise objects that begin with the /u/ sound of letters Uu.
Resources: Literacy Skillbook, page 52, an umbrella
Introduction
1. Warm-Up: Show the umbrella and highlight the /u/ sound. Say its name slowly: /u/ /u/ umbrella. Ask children to repeat after you.
Practice
2. Looking at Pictures: Turn to page 52 and point to each picture. Say each name slowly, stressing the /u/ sound. Encourage children to repeat clearly. Example: /u/ /u/ under.
3. Reinforcing /u/ Sound: Read the text on page 52 several times, emphasising the /u/ sound. Encourage children to listen carefully and repeat after you.
FOUNDATIONAL NUMERACY
LO: Children will trace and write numbers 7 and 8.
Resources: Numeracy Workbook, page 40; number flashcards (from Skillbook)
Introduction
1. Identifying Numbers: Give children the number flashcards. Ask them to find and hold up numbers 7 and 8. Monitor and guide as needed.
2. Tracing 7 and 8: Write 7 and 8 on the board. Invite children, one at a time, to trace the numbers using their index fingers.
Practice
3. Writing 7 and 8: Ask children to open page 40 of the Workbook. Guide them to trace the dotted lines to form 7 and 8. Then, ask them to write the numbers in the first two rows.
Refer to page 40 of the Workbook and write numbers 7 and 8 in the third row.
DIY
LO: Children will paste paper pieces to complete a lotus picture.
Resources: Art and Craft, page 24; coloured sheet
1. National Flower: Open page 24 of the Art and Craft book, show the picture and say: This is a lotus. It is the national flower of India.
2. Pasting Papers: Guide children to tear coloured paper and paste it on the flower outline. You can also share the national bird (peacock) and the national animal (Royal Bengal Tiger) with the children.
Pro Tip
Domain
Topic of the Day
Circle Time Making Pairs
General Awareness Birthday Party
Book & Page
Foundational Literacy Letter Uu Literacy Skillbook, page 52
Foundational Numeracy Writing Numbers Numeracy Workbook, page 41
DIY Making a Birthday Cap
CIRCLE TIME
LO: Children will practise thinking and matching using everyday objects. Resources: some common objects (spoon, plate, crayon, a paper, bowl of water, bottle, etc.)
1. Warm-Up: Sit in a circle, if possible. Say: Some things go together! Like shoes go with socks, pencils go with paper. Show examples, using real objects where possible.
2. Matching Game: Place a few items such as a spoon, plate, crayon and paper in the centre. Say: Can you find what goes together? Encourage children to pick and match gently.
3. Knowing from Children: Encourage children to name items that go together in daily life, e.g. cup and saucer; pillow and pillowcase; books and schoolbag, etc.
GENERAL AWARENESS
LO: Children will explore birthdays and join a pretend celebration. Resources: a soft toy; a birthday cake made out of paper (if possible); chalk
Introduction
1. Talking about Birthdays: Gather children and ask: What do you do on your birthday? Let them share ideas like cake, balloons and new clothes. Say: A birthday is when we celebrate the day we were born!
Practice
2. Setting up Birthday Celebration: Place a soft toy or picture in the centre and say: Today we are having a pretend birthday! Arrange a paper cake or draw one on the board.
3. Birthday Song: Sing Happy Birthday, clap hands, and pretend to blow out candles. Say: We celebrate with singing, clapping and smiles!
FOUNDATIONAL LITERACY
LO: Children will recognise the sound and symbol of letters Uu.
Resources: Literacy Skillbook, page 52
Introduction
Happy Birthday Song
Happy Birthday to you,
Happy Birthday to you,
Happy Birthday dear (child’s name)
Happy Birthday to you!
1. Recap: Point to the pictures on page 52 of the Skillbook and say their names aloud, emphasising the /u/ sound at the start. Ask children to repeat after you.
2. Reinforcing /u/ Sound: Read the text on page 52 aloud a few times, emphasising the /u/ sound. Encourage children to repeat after you.
Practice
3. Blackboard Practice: Write letter U on the board. Point to it and say: U says /u/ /u/ /u/. Repeat 7–8 times.
4. Blackboard Show: Invite children to trace the letter U on the board using their finger or chalk. Encourage them to say: U says /u/ /u/ /u/.
FOUNDATIONAL NUMERACY
LO: Children will trace and write numbers 9 and 10.
Resources: Numeracy Workbook, page 41; number flashcards (from Skillbook)
Introduction
1. Identifying Numbers: Give children the number flashcards. Ask them to find and hold up numbers 9 and 10. Monitor and guide as needed.
2. Tracing 9 and 10: Write 9 and 10 on the board. Invite children, one at a time, to trace the numbers using their index fingers.
3. Writing 9 and 10: Ask children to open page 41 of the Workbook. Guide them to trace the dotted lines to form 9 and 10. Then, ask them to write the numbers in the first two rows.
Refer to page 41 of the Workbook and write numbers 9 and 10 in the third row.
LO: Children will make and decorate a birthday cap.
Resources: paper or cardboard cut into a quarter-circle (per child); tape or glue; crayons, stickers, or markers for decoration
1. Warm-Up Discussion: Gather children and say: We all love birthdays, don’t we? Today, we are going to make something special to wear to a birthday party! Show excitement and keep the mood light and fun.
2. Making a Birthday Cap: Give children a flat piece of paper or cardboard cut into a quarter-circle. Guide them: Let’s gently fold and roll it to make a cone shape, with the point at the top. Help secure the edges with tape or glue. Ask: What decorations can we add? Let’s use crayons or stickers to make our cap colourful! Let children decorate it freely using crayons, stickers or markers.
Pro Tip DIY
Invite children to wear their birthday cap and sing the Happy Birthday song together.
WEEK 27
Domain
Topic of the Day
Circle Time All about Kindness
General Awareness Importance of Celebrations
DAY 133
Book & Page
Foundational Literacy Letter Uu Literacy Skillbook, page 53
Foundational Numeracy Count and Write Numeracy Workbook, page 42
DIY A Song on Festivals
CIRCLE TIME
1. Warm-Up: Sit in a circle, if possible. Say: Kindness means helping and caring for others. It makes everyone happy! Smile warmly at the children.
2. Story Time: Tell The Kind Little Tree using actions and expressions. Repeat 2–3 times to help children understand the story.
3. Discussion Time: Ask questions such as Was the little tree kind? / How can we be kind to our friends? Pass the soft toy around—each child holding it shares their answer. Praise every response warmly.
Pro Tip
Invite children to share a kind act they have done at school.
GENERAL AWARENESS
LO: Children will listen to a short story and explore kindness. Resources: a soft toy Introduction
The Kind Little Tree
Once there was a small tree that loved helping others. It gave shade to animals and let birds rest on its branches. Each kind act made the tree stronger and happier. Soon, it became the happiest tree in the whole field. Everyone loved the kind little tree.
LO: Children will learn that celebrations are for sharing love, joy, and special memories.
1. Talking about Happy Times: Gather children in a circle. Say: Celebrations make us feel happy! We celebrate with our families and friends. Ask: How do you feel when you celebrate something? Support with words like happy, excited or loved.
Practice
2. Sharing Happy Stories: Ask children to think of a time they celebrated something at home. Say: Can you tell us about a happy day with your family? Let a few children share if they wish.
3. Action Time: Invite children to act out their happy memory. Say: Can you show with your hands how you cut a birthday cake? Or how you dance at a festival? Offer ideas and praise each effort warmly. Say: You are showing your happy memory so nicely!
FOUNDATIONAL LITERACY
LO: Children will recognise and trace the symbol of letters Uu.
Resources: Literacy Skillbook, page 53
Introduction
1. Recap: Ask children to name words starting with the /u/ sound. Guide them to emphasise the /u/ sound as they say each word. For example: /u/ /u/ up.
2. Symbol Uu: Write capital U on the board and explain how to write it. Refer to the arrows on page 53 for help. Say: U is like an upward curve. Guide children to trace U in the air using their index fingers. Say: U says /u/ /u/ /u/. Repeat for lowercase u.
3. Tracing Letters Uu: Write capital U and lowercase u on the floor or board. Invite children one at a time to trace the letters using their index fingers.
Practice
4. Letters Uu: Ask children to open page 53 of the Skillbook. Guide them to trace letter Uu first with their fingers, then with crayons. Then say: Can you find the animal that is /u/ /u/ under? Ask them to circle it.
FOUNDATIONAL NUMERACY
LO: Children will count objects and write the corresponding numbers.
Resources: Numeracy Workbook, page 42; 10 ice cream sticks; countable objects (pencils, pens, crayons, books)
Introduction
1. Counting Activity: Place a few ice cream sticks on the table. Invite children, one by one, to count the sticks. Then, guide each child to pick the same number of objects and write the number on the board. Change the number for every child.
Practice
2. Count and Write: Ask children to open page 42 of the Workbook. Guide them to count the objects and colour the matching number of circles. Then ask them to write the correct numbers.
Draw five circles in your notebook and write the number 5.
DIY
LO: Children will sing a song about festivals.
1. Warm-Up: Sit in a circle and say: Festivals are times to celebrate with our family and friends! Today, we are going to sing a special song about festivals! Keep the tone lively and fun.
2. Singing Time: Sing the Festival Song. Teach the children line by line and repeat with hand movements, like clapping or swaying, to keep them engaged.
Festival Song
Festival time, festival time, Time to sing and dance and shine, Light the lamps and decorate, Celebrate with friends so great!
WEEK 27
Domain Topic of the Day
Circle Time Magic Actions
General Awareness Importance of Celebrations
Book & Page
Foundational Literacy Letter Uu Literacy Workbook, page 32
Foundational Numeracy Count and Write Numeracy Workbook, page 43
DIY Festival Song
CIRCLE TIME
LO: Children will play together, listen closely and follow fun actions.
1. Warm-Up: Gather children and say: Today we will use our imagination and bodies! Let’s listen and have fun together! Say it with excitement and a big smile.
2. Magic Actions: Say: I am a magician today! When I say a magic word, you must do the action! For example:
When I say “pop!” — you jump like popcorn. When I say “stretch!” — you stretch tall like a tree. When I say “curl!” — you curl up like a ball. Keep changing the magic word and action. Try fast and slow to make it even more fun!
GENERAL AWARENESS
LO: Children will recognise important festivals and special days.
Introduction
1. Talking about Festivals: Gather children and say: Festivals are special days when we come together with our families. Name a few simple ones like Diwali, Eid, Christmas, and Independence Day. Ask: What do you do on festival days?
2. Festival Actions: Pretend small actions linked to festivals—lighting a lamp (Diwali) or waving a flag (Independence Day). Say: We do special things on festivals! Let children copy your actions.
Practice
3. Sharing Time: Ask children to share how they celebrate festivals and what they do. Ask questions such as: What do you do? / What do you eat? / What do you wear? Ensure everyone gets a turn.
FOUNDATIONAL LITERACY
LO: Children will identify the symbol Uu and words beginning with the /u/ sound.
Resources: Literacy Workbook, page 32
Introduction
1. Listen and Clap: Say words in random order. Ask children to clap when they hear the /u/ sound. For example: apple, under, up, tree, queen, urn.
2. Symbol Uu: Write a mix of letters on the board or floor, including Uu. Invite children one by one to find and point to Uu. Ensure everyone has a turn.
Practice
3. Letter Uu: Ask children to open page 32 of the Workbook. Guide them to circle the pictures beginning with the /u/ sound and colour the umbrella labelled Uu.
FOUNDATIONAL NUMERACY
LO: Children will count objects and write the correct numbers.
Resources: Numeracy Workbook, page 43; some countable objects; number flashcards (from Skillbook)
Introduction
1. Counting Activity: Lay number flashcards on a table. Invite children one by one. Place a set of objects in front of each child, then guide them to count and pick the correct number flashcard.
Practice
2. Count and Write: Ask children to open page 43 of the Workbook. Guide them to count the objects in each oval and write the matching number. Put some flour in a plate and trace letter Uu with help from an adult.
LO: Children will sing a festival song.
1. Singing Time: Revise the festival song from the previous session. Sing with actions and expressions. Repeat 4–5 times for reinforcement.
2. Singing in Turns: Invite 3–4 children at a time to sing the song with actions. Guide them if needed and cheer each group warmly.
Pro Tip
Invite a few children to sing a festival song they know—this could be in their home language too.
CATCH UP CARNIVAL
Domain General Awareness
Learning Outcome Children will talk about how they celebrate their birthdays.
Resources A soft toy
Suggested Method Say: We celebrate our birthday each year. It’s the day we were born. Pass around a soft toy. When you say “STOP”, the child holding the toy shares how they celebrate their birthday. Ask guiding questions such as: Do you cut a cake? / What do you like to eat on your birthday? / What’s the best part about birthdays? Make sure everyone gets a turn and cheer for all.
Support for Struggling Learners
Gather children and say: We celebrate our birthday on the day we were born. Mention familiar birthday activities such as cutting a cake, blowing out candles and decorating with balloons. End by singing the Happy Birthday song together while pretending to cut a cake and blow out a candle.
Domain Foundational Literacy
Learning Outcome Children will identify the /u/ sound and recognise the letters Uu.
Resources Literacy Skillbook, page 52; Chalk
Suggested Method Invite children one by one to name two words beginning with the /u/ sound. Write Uu on the board and guide each child to trace it using chalk. Make sure everyone gets a turn.
Support for Struggling Learners
Gather children and write U and u on the board. Guide them to say: U says /u/ /u/ /u/. Show pictures of objects beginning with the /u/ sound from page 52 of the Skillbook. Say: /u/ /u/ umbrella. Finally, help them trace Uu in the air using their index fingers.
Domain Foundational Numeracy
Learning Outcome Children will write numbers from 7 to 10.
Resources Chalk
Suggested Method Invite children one by one. Give each child two numbers between 7 and 10, and ask them to write them on the board. Make sure everyone gets a turn and cheer each child warmly.
Support for Struggling Learners
Give children number flashcards from 7 to 10. Write the number 7 and say: This is 7. Ask children to hold up the flashcard showing 7 and trace it with their index fingers. Repeat for numbers 8 to 10.
WEEK 28
Domain
Circle Time
Topic
Making Music
General Awareness Diwali
of the Day
DAY 136
Book & Page
General Awareness, page 76
Foundational Literacy Once More Literacy Workbook, page 33
Foundational Numeracy Missing Numbers Numeracy Workbook, page 44
DIY Fun with Water STEM Exploration, pages 25-27
CIRCLE TIME
LO: Children will explore sound and rhythm using their hands and voices.
1. Warm-Up: Say: We can make music with our hands, feet, and voices! Let’s become musicians today! Show enthusiasm through clapping or tapping.
2. Music Time: Guide them to create sounds. Say:
• Clap your hands!
• Tap your knees!
• Stamp your feet!
• Say la-la-la!
Make a simple pattern by combining 2–3 actions. Repeat and enjoy the rhythm.
Pro Tip
Encourage children to create their own music patterns using different body parts.
GENERAL AWARENESS
LO: Children will talk about Diwali and discuss a Diwali-themed picture. Resources: General Awareness, page 76
Introduction
1. Warm-Up Discussion: Gather children and say: Diwali is a special festival when we celebrate with lights, sweets, and joy!
Families clean their homes, light lamps, and share sweets. Ask a few children to share how they celebrate Diwali.
2. Diwali Song: Recite the Diwali Song with actions and expressions. Repeat 3–4 times to support learning.
Diwali Song
Lights are shining, sweets are sweet, Happy Diwali to all we meet!
Lamps are glowing, hearts are bright, We smile and laugh in the soft light.
Practice
3. Diwali – Picture Talk: Ask children to open page 76 of the General Awareness book. Discuss the pictures with the children. Ask them questions like:
• What are the children doing?
• Who is holding sweets?
• What is the lady doing?
• What all decorations can you see?
FOUNDATIONAL LITERACY
LO: Children will identify the beginning sound and first letter of common items.
Resources: Literacy Workbook, page 33; individual letter flashcards (from Skillbook); sticker sheet
Introduction
1. Identifying the Beginning Letter: Arrange the letter flashcards in a sequence on the table. Call children one by one and say aloud the name of an object, emphasising the beginning sound. For example: /s/ /s/ sun. Guide children to identify the flashcard showing the first letter of the word. Ensure everyone gets a turn.
Practice
2. Once More: Ask children to open page 33 of the Workbook. First, help them identify the pictures and match them to the correct letters. Then, guide them to stick the correct letter sticker next to each picture.
FOUNDATIONAL NUMERACY
LO: Children will identify the missing numbers in number sequences.
Resources: Numeracy Workbook, page 44; individual number flashcards (1–10); chalk
Introduction
1. Completing the Track: Give the individual number cards to the children. Call children one by one and make a number track on the floor with some numbers missing. Guide children to complete the track by identifying and putting the correct missing number cards. Ensure everyone gets a turn.
Practice
2. Missing Number: Ask children to open page 44 of the Workbook. Guide them to complete only the first three number trains by filling in the missing numbers.
Refer to page 44 of the Workbook. Complete the last number train by filling in the missing numbers.
DIY
LO: Children will explore water through touch and learn that water is a liquid and can turn into a solid. Resources: STEM Exploration, pages 25–27; a bowl of water; some ice cubes
1. Feeling Water: Show a bowl of clean water. Say: This is water. It moves, it feels wet and we can touch it. Let children gently touch the water one by one. Say: Water is soft and cool.
2. Knowing Ice: Say: If we put water in a very cold place, like a freezer, it becomes hard. It turns into something called ice! Show some ice cubes to children and say: Look! Our water has changed. It is hard and cold now. This is ice!
Let each child gently touch the ice. Use simple words like It’s cold! It’s hard!
3. Rhyme Time: Recite the rhyme Water is Fun with actions and ask children to sing along. Repeat 3–4 times for reinforcement.
Water is Fun
Water, water, cool and clear, Splashing, moving, always near. When it’s cold, you change your way, You become ice for us to play!
WEEK 28
Domain
Topic of the Day
Circle Time Story Building
General Awareness What we do in Diwali
Book & Page
Foundational Literacy Story: Fun in the Winter Literacy Skillbook, pages 54-55
Foundational Numeracy Riddle Riddle Numeracy Workbook, pages 45-46
DIY Fun with Water STEM Exploration, pages 25-27
CIRCLE TIME
LO: Children will use imagination and listening to create a simple story. Resources: A soft toy
1. Talking about Stories: Say: Today, we will all make a story together! Everyone will add a little part! Use a cheerful, magical tone to spark imagination.
2. Making a Story: Start with a simple line: Once there was a little bird... Pass around the soft toy and the child holding the soft toy adds on to the story. Ask the child: And then what happened? Help if needed. Each child adds a small, simple part (e.g. It met a dog / It found a leaf, etc.) Keep it light and fun.
3. Concluding the Story: End the story with a concluding line such as: The bird flew away happily. / The bird made many new friends and so on.
GENERAL AWARENESS
LO: Children will identify simple Diwali traditions.
Introduction
1. Talking about Diwali: Say: On Diwali, we wear new clothes, eat sweets, light diyas, burst crackers and visit friends and family! Ask simple questions like What sweet do you like? / Do you like wearing new clothes? Welcome all responses.
2. Safe with Crackers: Say: On Diwali, some people burst crackers. We must stay safe! We should not touch crackers without an adult. We must stay at a safe distance and watch safely. Explain that noisy or smoky crackers can hurt people, animals and pollute the air we breathe. Use a calm, clear tone and simple gestures like ‘covering ears’ and ‘waving hands’ to show no sound and smoke.
Practice
3. Diwali Pretend Play: Pretend to prepare for Diwali. Use actions and give simple instructions like:
• Let’s pretend we are wearing shiny clothes!
• Let’s pretend to give sweets to a friend!
• Let’s pretend to make rangoli.
• Let’s pretend to light diyas.
• Let’s pretend to burst crackers.
LO: Children will discuss the pictures of the story Fun in Winter.
Resources: Literacy Skillbook, pages 54–55
Introduction
1. Warm-Up: Begin by asking: What do you like to do in winter? Let children share their responses freely. Encourage them to respond in their home language or mixed language if needed.
Practice
2. Picture Talk: Ask children to open pages 54 and 55 of the Skillbook. Discuss the pictures with them by asking questions like:
• What do you see in the picture?
• What is the girl doing?
• Where are the children?
• What are they eating?
FOUNDATIONAL LITERACY FOUNDATIONAL NUMERACY
LO: Children will listen carefully and guess numbers 1–10 through simple riddles.
Resources: Numeracy Workbook, pages 45–46
Fun in the Winter Misa wakes up. She looks out of the window. Wow!
She wears her jacket. gloves, boots and a big cap.
Out she goes to play with her friends Tara and Amir.
The wind blows and they feel cold. They run into the house. It is warm there.
Mumma gives them warm milk with pakoras. Winter in the mountains is the best.
Introduction
1. Warm-Up: Gather children and say: Today, we will play a number game! I will give you clues, and you have to guess the number! Revise numbers 1–10 quickly by counting together on fingers.
2. Riddle Time: Say simple riddles like:
• Nose to smell. How many? (1)
• You have eyes to see. How many? (2)
• There are fingers on one hand. How many? (5)
• A spider has legs. How many? (8)
• We walk with legs. How many legs do we have? (2)
• You see wheels on a car. How many? (4)
Keep the riddles simple and based on real life. Repeat if needed and warmly praise all guesses.
Practice
3. Riddle Riddle: Ask children to open pages 45 and 46. Read each riddle aloud and guide children to solve it.
Pro Tip
Encourage children to make up their own number riddles.
DIY
LO: Children will observe ice melting into water.
Resources: STEM Exploration, pages 25–27; ice cube tray (with ice); a jug of water; ziplock bag
1. Rhyme Time: Recite the rhyme Water is Fun with actions and expressions. Repeat 3–4 times for reinforcement.
2. Melting Fun: Put some ice in the ziplock bag and say: Ice does not like being warm. It starts to melt and becomes water again! Let children watch as small drips form. Say: Ice becomes water when it gets warm.
3. Fun with Water: Follow and demonstrate the steps given on pages 25–27 of the STEM Exploration book. Guide children to observe and answer the questions.
Place some ice in a bowl of water. Watch what happens to the ice after some time. Ask an adult for help.
Domain
Topic of the Day
Circle Time My Favourite Weather
General Awareness
Colouring Diya
Foundational Literacy Story: Fun in the Winter
Foundational Numeracy Meet Number 11
DIY Rhyme: If You’re Happy and You Know It
CIRCLE TIME
Book & Page
General Awareness, page 76
Literacy Skillbook, pages 54-55
Numeracy Skillbook, page 60
Rhymes and Stories, page 48
LO: Children will talk confidently about their favourite type of weather using simple sentences. Resources: A pretend microphone
1. Warm-Up: Gather children and say: There are many kinds of days! Some are hot, some are cold and some are rainy. Use simple actions: pretend to feel hot (wipe forehead), cold (shiver), and rainy (hold an imaginary umbrella). Revise words: hot, cold, rainy, using actions.
2. Modelling: Say: Now I will show you how to talk about my favourite day! Model by holding the pretend microphone: I like rainy days. I jump in puddles and carry an umbrella! (Act it out a little to show excitement.)
3. Sharing Time: Invite each child to talk about their favourite weather. Hand over the pretend microphone and guide them gently with prompts like: I like ____________ days because ____________. Help if needed with small hints like: Do you like playing in the rain?
GENERAL AWARENESS
LO: Children will understand that lighting lamps is part of Diwali and colour a Diya. Resources: General Awareness, page 76; a diya (if possible); crayons
Introduction
1. Warm-Up: Show a diya to the children and say: We light small lamps called diyas during Diwali. They make our homes bright and beautiful! Ask: How many of you light diyas on Diwali? Let children share their responses freely.
Explain that diyas must be lit only with an adult, and children should never play with or go near fire.
Pro Tip
If possible, light a diya and show it to the children with care. Ensure no children go near the flame.
Practice
2. Colouring Time: Ask children to open page 76 of the General Awareness book. Guide children to colour and decorate the diya with crayons. Demonstrate by drawing a diya on the board.
Bring a candle or a diya from home for an activity during the session.
FOUNDATIONAL LITERACY
LO: Children will listen to the story Fun in the Winter. Resources: Literacy Skillbook, pages 54–55
Introduction
1. Winter Game: Say aloud some things or activities in a random order. Ask children to show thumbs up if it belongs to winter, thumbs down if not. You can mention: having ice cream, warm soup, wearing a sweater, swimming in cold water, wearing gloves, etc.
Practice
2. Interactive Read Aloud: Read aloud the story Fun in the Winter with actions and expressions. Pause to show relevant pictures and ask questions about the story. Ask questions like:
• Who looks out of the window?
• What did Misa wear?
• Who are her friends?
• What did they make?
• What did Mumma give them to eat?
Fun in the Winter Misa wakes up. She looks out of the window. Wow!
She wears her jacket. gloves, boots and a big cap.
Out she goes to play with her friends
The snowman
The wind blows and they feel cold. They run into the house.
is warm there.
Mumma gives them warm milk with pakoras. Winter in the mountains is the best.
FOUNDATIONAL NUMERACY
LO: Children will recognise the quantity 11 through simple counting. Resources: Numeracy Skillbook, page 60; 11 countable objects (blocks, ice cream sticks, etc.)
Introduction
1. Quick Counting: Gather children and say: Let’s count together! Count aloud from 1 to 10 on fingers slowly and encourage children to join. Then say: Today we will meet a new number—11! It comes after 10.
2. Counting 11: Show 11 simple objects. Say: Let’s count together and see how many we have! Count slowly and clearly, touching each item: One, two, three...until eleven. Say: We have 11 things! Repeat the counting 3–4 times with excitement.
Practice
3. Meet Number 11: Ask children to open page 60 of the Skillbook. Guide them to count the 11 ducks. Repeat 3–4 times with children.
Refer to page 60 of the Skillbook and practise counting the 11 ducks. At home, find a few objects and count 11 with the help of an adult.
DIY
LO: Children will recite the rhyme If You’re Happy and You Know It. Resources: Rhymes and Stories, page 48; a happy smiley picture
1. Warm-Up Discussion: Show the happy smiley to children and ask: What do you see? Take a few responses and say: This is a happy face. Then ask children to share what makes them happy. Ensure everyone gets a turn.
2. Rhyme Time: Recite the rhyme ‘If You’re Happy and You Know It’ with actions and expressions. Repeat 3–4 times to help children learn the song.
WEEK 28
DAY 139
Domain
Topic of the Day
Circle Time Flower Printing
General Awareness Diwali Decorations
Foundational Literacy Winter Fun
Book & Page
Foundational Numeracy Meet Number 11 Numeracy Skillbook, page 60
DIY Rhyme: If You’re Happy and You Know It Rhymes and Stories, page 48
CIRCLE TIME
LO: Children will explore patterns and colours by creating flower prints.
Resources: Some local flowers; paint; drawing sheet (one per child)
1. Talking about Flowers: Gather children and say: Flowers are so pretty! They have bright colours and soft petals. Show a real flower and say: Today, we will make beautiful flower prints!
2. Flower Printing Activity: Give each child a drawing sheet and call them one at a time. Give each child a simple flower (like a marigold or a local flower). Dip the flower gently in paint and press it onto paper. Say: Dip, press and lift! Look—a flower print!
Repeat using different colours if possible. Help children where needed and encourage free exploration.
GENERAL AWARENESS
LO: Children will create a simple Diwali craft to express joy and creativity.
Resources: A ready-made simple rangoli pattern (with chalk) in the corner of the class; diyas or candles brought by children, paint; paint brush; flower petals (marigold or any local flowers); leaves
Introduction
1. Warm-Up: Say: Today we will make something colourful for Diwali! Talk about how colours make festivals joyful. Then ask: What do we use to decorate our homes during Diwali? Let children share their answers freely.
Practice
2. Rangoli Making: Call children one by one. Guide them to place the leaves and flowers along the pattern to complete the rangoli. Ensure everyone gets a turn and cheer for each child.
3. Diya Painting: Guide children to paint and decorate the diyas or candles. After children are done with the painting, ask them to place the diyas or candles around the rangoli. Ensure everyone has a turn to place their diyas.
Error Alert!
Do not light the diyas or candles in the class. Just guide children to place them around the rangoli.
Pro Tip
Keep extra diyas or candles ready in case children forget to bring theirs.
FOUNDATIONAL LITERACY
LO: Children will use imagination and movement to explore how winter feels and sounds. Resources: winter clothes (sweater, gloves, scarves, etc.)
Introduction
1. Warm-Up: Show the winter clothes to children and ask: When do we wear these clothes? Let children share their responses, then say: We wear these in winter so we do not feel cold. Say: In some places, it snows during winter. The ground becomes white and soft!
Ask: Can you walk like you’re on soft snow?
Mime slow, careful steps and say: Let’s try a snow walk!
Practice
2. Winter Walk: Play gentle tapping sounds (or clap softly). Say: Let’s tiptoe through the snow! Slow and quiet! Add fun actions like:
• Let’s make a snowball! (Mime it)
• Let’s blow warm air on our hands–haaa!
• Let’s jump over a snow puddle!
Let children move, imagine, and follow along joyfully.
3. Cool Down: Say: Now it’s cold, let’s give ourselves a big warm hug! Wrap arms around yourself and breathe in deeply. Say: Breathe in… and out… like warm air in winter. Repeat 2–3 times to calm the body and mind.
FOUNDATIONAL NUMERACY
LO: Children will identify the number 11 and write its symbol.
Resources: Numeracy Skillbook, page 60; some countable objects (books, pencils, pens, crayons)
Introduction
1. Recap: Count 11 objects aloud and have the children repeat after you. Then, invite a few children to count 11 objects.
2. Symbol 11: Write 11 on the board and say: This is 11. Guide children to trace the number 11 in the air with their index fingers
3. Tracing 11: Write the number 11 on the board or on the floor. Call children one at a time and guide them to trace the number with their index fingers. Ensure each child has a turn.
Practice
4. Meet Number 11: Ask children to open page 60 of the Skillbook. Guide them to trace the dots first with their index fingers and then with crayons.
Refer to page 60 of the Skillbook. Look at the numbers carefully and circle number 11.
DIY
LO: Children will recite the rhyme If You’re Happy and You Know It and play a fun action game.
Resources: Rhymes and Stories, page 48
1. Rhyme Time: Recite the rhyme If You’re Happy and You Know It with actions and expressions. Repeat 3–4 times and encourage children to sing along.
2. Action Game: Explain that children will come up with new actions for others to follow. Guide them by giving a demo, for example: If you’re happy and you know it, jump two times. Encourage children to say their own actions aloud and guide them if needed.
If You’re Happy and You Know It
CATCH UP CARNIVAL
Domain General Awareness
Learning Outcome
Children will share how Diwali is celebrated.
Resources General Awareness, page 76; A soft toy
Suggested Method Say: Diwali is a festival of lights. We celebrate Diwali with our friends and family. We burst crackers, wear new clothes, make rangoli, light diyas and eat sweets. Pass around a soft toy. When you say STOP, the child holding the soft toy shares one way Diwali is celebrated. Ensure everyone gets a turn and cheer for all children.
Support for Struggling Learners
Domain
Gather the learners together and say: Diwali is a festival of lights. We celebrate Diwali with our family and friends. Encourage a few children to share what they do on Diwali. Then, refer to page 76 of the General Awareness book and discuss the picture on Diwali.
Foundational Literacy
Learning Outcome Children will discuss the picture from the story Fun in the Winter.
Resources Literacy Skillbook, pages 54–55
Suggested Method Call children one by one. Guide them to narrate the story Fun in the Winter with the help of the pictures given on pages 54 and 55 of the Skillbook. Ask them simple questions from the story to help them remember it. For example: What is the name of the girl? / What did Mother give them to eat? Cheer for each child and give them a smiley.
Support for Struggling Learners
Domain
Gather the struggling learners together. Read aloud the story Fun in the Winter from Skillbook. Pause in between to show them pictures from the book and ask them questions to discuss the story.
Foundational Numeracy
Learning Outcome Children will count 11 objects and identify the number 11.
Resources Chalk; some countable objects (crayons, pencils, toys, books, etc.)
Suggested Method Call children one by one. Ask them to count and pick 11 objects. Then, write the number 11 on the board and ask them to trace the number with chalk. Cheer for each child and give them a smiley.
Support for Struggling Learners
Gather the learners and show 11 simple objects. Say: Let’s count together and see how many we have! Count slowly and clearly, touching each item: One, two, three... until eleven. Say: We have 11 things! Repeat the counting 3–4 times with excitement. Then write 11 on the board and say: This is 11 and, guide children to trace the number with their index fingers on the board.
Domain
Circle Time
Topic
Compliment Circle
General Awareness Christmas
of the Day
Book & Page
General Awareness, page 77
Foundational Literacy Letter Vv Literacy Skillbook, page 56
Foundational Numeracy Meet Number 12
DIY House of Mr Sponge
CIRCLE TIME
LO: Children will share kind words and build social-emotional skills. Resources: A soft toy or a ball
Numeracy Skillbook, page 61
Art and Craft, page 25
1. Warm-Up: Say: Let’s learn to say kind things to our friends! Model a response: You have a lovely smile. / You shared your toy.
2. Compliment Chain: Pass a soft ball around the circle. With your help, each child says a kind word to the friend next to them. Say: We are passing love around the circle!
GENERAL AWARENESS
LO: Children will learn about Christmas and talk about a picture of the festival. Resources: General Awareness, page 77
Introduction
1. Warm-Up: Gather children and say: Christmas is a happy festival. People put up a Christmas tree, give gifts, and decorate their homes. Use hand actions to show placing a star and giving a gift. Say: It’s a time to smile, share, and be kind.
Practice
2. Picture Talk: Discuss the picture on page 77 of the General Awareness book. Ask children to look closely and talk about what they see.
• What do you see in the picture?
• What are the children doing?
• What decorations can you see?
77
3. Selecting Gifts: Say: At Christmas, we give gifts to each other. Show the toys on page 77 and name them clearly (puzzle, car, ball, doll). Ask children to circle the gifts they’d like to get.
LO: Children will identify objects that start with the /v/ sound of letters Vv.
Resources: Literacy Skillbook, page 56
Introduction
1. Warm-Up: Name some objects that start with the letter V, and say the /v/ sound clearly. Focus on the beginning sound of each word. Say: /v/ /v/ vegetables. Ask children to repeat after you.
Practice
2. Looking at Pictures: Turn to page 56 of the Skillbook and point to each picture. Say the names aloud, focusing on the /v/ sound. Encourage children to speak clearly. Example: /v/ /v/ vulture.
3. Reinforcing /v/ Sound: Read the text on page 56 several times, stressing the /v/ sound. Ask children to listen closely and repeat after you.
FOUNDATIONAL LITERACY FOUNDATIONAL NUMERACY
LO: Children will recognise and understand the quantity 12 by counting objects.
Resources: Numeracy Skillbook, page 61; some countable objects (ice cream sticks, blocks, leaves, etc.)
Introduction
1. Counting 12: Place 12 small, safe objects in front of the children and say: Let’s count how many we have! Count aloud together from 1 to 12, pointing to each item slowly. Repeat 3–4 times.
2. Clap and Count: Say: Let’s clap and count to 12! Ask children to clap 12 times with you while counting aloud. Say: We are clapping 12 times—that’s the number 12!
Practice
3. Meet Number 12: Ask children to open page 61 of the Skillbook. Guide them in counting the 12 butterflies. Repeat 3–4 times together. 61
Use objects at home and practise counting 12 with the help of an adult.
DIY
LO: Children will paint the roof of a house using a sponge.
Resources: Art and Craft, page 25; a small sponge block (per child); red paint
1. Warm-Up: Say: We all live in a house. Encourage children to name parts of a house (window, door, walls, roof). Say: Today we will paint the roof of a house using a sponge.
Pro Tip
You can draw a picture of a simple house on the board while talking about the parts of a house.
2. House of Mr. Sponge: Ask children to open page 25 of the Art and Craft book. Guide them to dip the sponge in red paint and press it on the roof of the house to paint it.
DAY 142
Domain
Topic of the Day
Circle Time Circle Weather Dance
General Awareness Song: Jingle Bells
Book & Page
Foundational Literacy Letter Vv Literacy Skillbook, page 56
Foundational Numeracy Meet Number 12 Numeracy Skillbook, page 61
DIY A Christmas Tree
CIRCLE TIME
LO: Children will use their bodies and imagination to explore different weather types in a fun and active way.
1. Talking about Weather: Gather children in a circle and say: Let’s move and show the weather around us! Ask: What can you see in the sky? Sometimes we see rain, wind, thunder, or sunshine. Show actions one by one and let children copy:
• Wiggle fingers like falling rain.
• Wave arms like blowing wind.
• Stomp feet like loud thunder.
• Lift arms in a big circle for the sun!
2. Pass the Weather: Say: Let’s pass the weather around the circle! Begin with wiggling fingers for rain, and let the child next to you copy. Continue around the circle. Repeat with wind, thunder, and sun.
3. Weather Freeze Game: Now say: When I call out a weather, you do the action—then freeze! Call out in any order: Rain! Wind! Thunder! Sun! Let children act and freeze like statues.
GENERAL AWARENESS
LO: Children will sing the song Jingle Bells with actions and expressions. Resources: A bell
Introduction
1. Warm-Up Activity: Ask children to close their eyes. Ring the bell and ask: What sound do you hear? Let them respond. Say: This is the sound of a bell. Then ask: Can you show how a bell rings?
2. Meeting Santa: Say: Do you know someone with a red coat, white beard, and a big laugh—Ho Ho Ho? Mime
Santa’s laugh and say: He brings gifts and smiles. Pretend to hand out gifts and say: He shares because he is kind. Tell children they will learn a rhyme about Santa.
Pro Tip
Show a picture of Santa if available during discussion.
Practice
3. Rhyme Time: Recite Jingle Bells with actions and expressions. Teach slowly, line by line, repeating 4–5 times for reinforcement.
FOUNDATIONAL LITERACY
LO: Children will identify the sound and symbol of letter Vv.
Resources: Literacy Skillbook, page 56
Introduction
1. Recap: Point to pictures on page 56 of the Skillbook and say their names, stressing the /v/ sound. Ask children to repeat.
2. Reinforcing /v/ Sounds: Read the text on page 56 aloud a few times, emphasising the /v/ sound. Encourage children to repeat after you.
Practice
3. Blackboard Practice: Write the letter V on the board and say: V says /v/ /v/. Repeat 7–8 times, asking children to repeat each time.
4. Blackboard Show: Invite children to trace letter V on the board with a finger or chalk, saying: V says /v/ /v/.
FOUNDATIONAL NUMERACY
Jingle Bells
Dashing through the snow
In a one-horse open sleigh
Over the fields we go
Laughing all the way.
Bells on bob-tail ring
Making spirits bright
What fun it is to ride and sing
A sleighing song tonight.
Jingle bells, jingle bells
Jingle all the way,
Oh what fun it is to ride
In a one-horse open sleigh!
LO: Children will identify number 12 and its symbol. Resources: Numeracy Skillbook, page 61; some objects for counting (books, crayons, pencils, etc.)
Introduction
1. Recap: Recall number 12 by counting objects, and ask children to repeat after you. Invite a few children to count 12 items.
2. Symbol 12: Write 12 on the board and say: This is 12. Guide children to trace 12 in the air with their index fingers.
3. Tracing 12: Write 12 on the board and call children one by one to trace with chalk. Ensure everyone gets a turn.
Practice
4. Meet Number 12: Ask children to open page 61 of the Skillbook. Guide them to trace the dots first with their fingers, then use crayons to complete number 12. Refer to page 61 of the Skillbook. Look at all the numbers carefully and circle number 12.
DIY
LO: Children will create a Christmas tree using paper and ice cream sticks. Resources: Pre-cut triangle paper (one per child); crayons; ice cream sticks; glue; sticker stars (small, colourful)
1. Introduction: Gather the children and say: Today we are going to make our own Christmas tree! First, we will colour our triangle paper—this will be our tree. Show them the triangle paper and encourage them to choose green crayons. Remind them to colour inside the lines. Praise their efforts as you walk around.
2. Trunk of the Tree: Show the children a few ice cream sticks and say: Let’s use these to make the trunk of our tree. Assist each child in gluing an ice cream stick to the bottom of their tree.
3. Sticking Stars: Finally, say: Now it’s time to decorate! Let’s stick the stars on our trees to make them shine! Help children pick and place the sticker stars on their trees. Encourage them to be creative in arranging the stars.
Domain
Circle Time
Topic of the Day
Colour Hunt Circle
General Awareness Rhyme: Jingle Bell
DAY 143
Book & Page
Foundational Literacy Letter Vv Literacy Skillbook, page 57
Foundational Numeracy Meet Number 13 Numeracy Skillbook, page 62
DIY Rhyme: Eeny, Meeny, Miny, Moe Rhymes and Stories, page 49
CIRCLE TIME
LO: Children will recognise and name common colours, and match them to objects in their environment.
Resources: Common classroom objects of different colours
1. Guess the Colour: Sit in a circle with several everyday coloured items (cloth, cup, toy, etc.). Hold one up and ask: What colour is this? Let the children call out their answers. Do this with 2–3 colours.
2. Spot the Colour Around: Say: Now let’s look around the room and find something that is the same colour! Start with one colour (e.g. red). Ask three children to take turns naming or pointing to something red nearby. Then say: Let’s change the colour! Repeat the activity with a new colour (e.g. blue, then yellow), changing after every three children.
GENERAL AWARENESS
LO: Children will sing Jingle Bells with actions and make an origami bell. Resources: A square paper (per child)
Introduction
1. Rhyme Time: Recite the rhyme Jingle Bells with actions and expressions. Ask the children to follow and repeat 4–5 times for reinforcement.
Pro Tip
Invite a few confident or eager learners to perform the song with actions while others follow.
Practice
2. Origami Bell: Say: We enjoyed the rhyme Jingle Bells. Now let us make a bell using paper. Give a square sheet to each child and guide them in folding it to create a bell. Follow the steps shown in the picture.
Bring a small Christmas gift to give to a friend in class tomorrow. You may bring useful items like an eraser or pencil and wrap them with gift paper. DO NOT bring chocolates or any edible items.
FOUNDATIONAL LITERACY
LO: Children will identify and trace the letters Vv.
Resources: Literacy Skillbook, page 57; chalk
Introduction
1. Recap: Ask, children to name words that begin with the /v/ sound. Encourage emphasis on the sound: /v/ /v/ violin.
2. Symbol Vv: Write capital V on the board and explain how to form it. Refer to the arrows on page 57 for guidance. Say: V is made of a right slanting line and a left slanting line. Guide children to trace V in the air using their index fingers. Say: V says /v/ /v/ /v/. Repeat for lowercase v.
3. Tracing Vv: Write capital V and small v on the board. Invite children one by one to trace the letters with chalk on the board.
Practice
4. Letter Vv: Ask children to open page 57 of the Skillbook. Guide them to trace Vv first with their fingers, then with crayons. Say: /v/ /v/ vegetables, and ask them to circle all the vegetables.
FOUNDATIONAL NUMERACY
LO: Children will recognise and understand the quantity 13 by counting objects.
Resources: Numeracy Skillbook, page 62; 13 countable objects (crayons, ice cream sticks, blocks, etc.)
Introduction
1. Counting 13: Place 13 small, safe objects in front of the children and say: Let’s count how many we have! Count aloud together from 1 to 13, pointing to each item slowly. Repeat 3–4 times for reinforcement.
2. Count and Pick: Call children one by one. Guide each child to count and pick 13 objects and place them in a box. Ensure everyone gets a turn.
Practice
3. Meet Number 13: Ask children to open page 62 of the Skillbook. Guide them to count the 13 bees. Repeat 3–4 times for reinforcement.
DIY
LO: Children will learn and recite the rhyme Eeny, Meeny, Miny, Moe. Resources: Rhymes and Stories, page 49
1. Be a Little Tiger: Tell the children: Let’s pretend to be tigers now! Guide them through simple, slow tiger actions:
• Stretch your arms like a sleepy tiger.
• Show me your quiet paws – tiptoe in place.
• Let’s give a soft tiger roar – not too loud!
2. Rhyme Time: Recite the rhyme Eeny, Meeny, Miny, Moe with actions and expressions. Ask the children to follow along. Repeat 3–4 times.
Eeny, Meeny, Miny, Moe
Domain Topic of the Day
Circle Time
Butterfly Game
General Awareness Christmas Gift Exchange
DAY 144
Book & Page
Foundational Literacy Letter Vv Literacy Workbook, page 34
Foundational Numeracy Meet Number 13 Numeracy Skillbook, page 62
DIY Rhyme: Eeny, Meeny, Miny, Moe Rhymes and Stories, page 49
CIRCLE TIME
LO: Children will follow simple actions, take turns, and enjoy imaginative play as butterflies.
1. Action Time: Say: Let’s learn how butterflies move! Show and say: Flap your arms like wings... now tiptoe like a butterfly... now freeze! Repeat the actions together a few times to help children understand the movement.
2. Butterfly Walk: Ask children to stand in a straight line or gather in a circle. Choose one child to be the butterfly. Say: Now our butterfly will flap and walk around the circle! Everyone chants together while the butterfly walks: Butterfly fly, soft and high! At the end, the butterfly gently taps a friend, then stands still. That friend becomes the next butterfly.
Pro Tip
GENERAL AWARENESS
LO: Children will experience the joy of giving and receiving, and learn to share with friends. Resources: Gifts brought by children, a bag; small rectangles of paper (pre-cut); crayons; a sticker (star, heart, or smiley—optional); small piece of string or tape
Introduction
1. Talking about Giving: Gather children and say: Christmas is a time to give! Giving makes others happy— and us too. Show a small bag and explain: Everyone will bring one small gift to put in this bag. Don’t worry, everyone will get one gift in return. If possible, conduct the activity in an open space.
2. Making Tags: Give each child one rectangle of paper. Say: This is your gift tag! Let’s make it colourful. Let them scribble or colour freely with crayons. If you have stickers, each child may add one. Help children tape or tie the tag to their gift. Say: Now your gift is ready to go in the gift bag! Let children place their gifts in the bag.
Practice
3. The Gift Circle: Sit in a circle with the gift bag, if possible. Say: Now it’s time for a surprise gift! Call children one by one and hand them a random gift from the bag (avoid names to keep it fair). Encourage each child to say Thank you! after receiving a gift.
Pro Tip
Keep some gift items like pencils, erasers, sharpeners, etc. handy in case some children miss bringing gifts. Ensure every child gets one.
FOUNDATIONAL LITERACY
LO: Children will identify objects beginning with the /v/ sound and recognise letters Vv.
Resources: Literacy Workbook, page 34
Introduction
1. Identifying /v/ Sounds: Say aloud names of several words. Ask children to show a thumbs up only if they hear the /v/ sound at the beginning. Say words like: bag, van, tree, violin, vulture, and so on. Monitor and guide children as required.
2. Identifying Symbol Vv: Write several letters on the board, including Vv. Call children one by one, and ask them to identify the symbol Vv. Ensure everyone gets a turn.
Practice
3. Letter Vv: Ask children to open page 34 of the Workbook. Guide them to match Vv with pictures that begin with the /v/ sound. Then, guide them to colour the vases with the letters Vv.
FOUNDATIONAL NUMERACY
LO: Children will identify and trace the number 13.
Resources: Numeracy Skillbook, page 62; some objects for counting (pencils, crayons, toys, books, etc.)
Introduction
1. Recap: Recall the number 13 by counting some objects. Ask children to repeat after you. Then, call forward a few children to count 13 objects.
2. Symbol 13: Write 13 on the board and say: This is 13. Guide children to trace 13 in the air with their index fingers.
3. Tracing Number 13: Write 13 on the board. Call children one by one and guide them to trace the number using chalk. Ensure everyone gets a turn.
Practice
4. Meet Number 13: Ask children to open page 62 of the Skillbook. Guide them to trace the dots first with their index fingers and then with crayons to form number 13. Refer to page 62 of the Skillbook. Look carefully at the numbers given below, and circle number 13.
DIY
LO: Children will recite the rhyme Eeny, Meeny, Miny, Moe and play a fun game. Resources: Rhymes and Stories, page 49
1. Rhyme Time: Recite the rhyme Eeny, Meeny, Miny, Moe with actions and expressions. Encourage the children to sing along. Repeat 3–4 times.
2. Point and Play: Say: Now we will say the rhyme and gently point to each child, one by one. Use the rhyme to point from child to child. At moe, pause and say: Your turn to jump in place! Let the chosen child do one happy jump. Ensure everyone gets a turn.
Eeny, Meeny, Miny, Moe
CATCH UP CARNIVAL
Domain General Awareness
Learning Outcome
Children will share how Christmas is celebrated with others.
Resources General Awareness, page 77; a soft toy
Suggested Method Say: This week we learned about Christmas. It is a happy festival—people decorate their houses and share gifts with friends and family. Pass around a soft toy. When you say STOP, the child holding the toy shares one point about Christmas. Ask guiding questions if needed. Ensure everyone gets a turn. Cheer for all children and give them a smiley.
Support for Struggling Learners
Gather the learners together and say: Christmas is a happy festival. People put up a Christmas tree, give gifts and decorate their homes. Then refer to page 77 of the General Awareness book and discuss the Christmas picture.
Domain Foundational Literacy
Learning Outcome Children can identify the /v/ sound and recognise the letter Vv.
Resources Literacy Skillbook, page 56; Chalk
Suggested Method Call children one by one and ask them to name any two words that start with the /v/ sound. Then write letter Vv on the board and ask them to trace it with chalk. Ensure everyone gets a turn.
Support for Struggling Learners
Gather the struggling learners together. Write V and v on the board and guide children to say: V says /v/ /v/ /v/. Show pictures of objects beginning with /v/ from page 56 of the Skillbook. Say: /v/ /v/ van. Guide them to trace the letter Vv in the air using their index fingers.
Domain Foundational Numeracy
Learning Outcome Children count up to 13 and recognise the numbers 12 and 13.
Resources Chalk; some countable objects; flashcards of numbers 12 and 13 (from Skillbook)
Suggested Method Call children one by one and ask them to count and pick 12 or 13 objects. Then write numbers 12 and 13 on the board and ask them to trace the numbers with chalk. Cheer for each child and give them a smiley.
Support for Struggling Learners
Gather the learners and write 12 on the board. Say: Let’s count together and see how many we have! Count slowly and clearly, touching each item: One, two, three... until twelve. Say: We have 12 things! Repeat 3–4 times with excitement. Then guide children to count 12 butterflies from the number flashcard. Repeat the same for 13.
WEEK 30
Domain
Topic of the Day
Circle Time Break the Tower
General Awareness Eid
DAY 146
Book & Page
General Awareness, page 78
Foundational Literacy Letter Ww Literacy Skillbook, page 58
Foundational Numeracy Meet Number 14
DIY The Postman
CIRCLE TIME
Numeracy Skillbook, page 63
Art and Craft, page 26
LO: Children will develop eye–hand coordination by aiming and rolling a ball to gently knock down a small tower.
Resources: Cardboard boxes or blocks; a ball
1. Explaining the Game: Gather children in a circle and show a small tower made of cardboard boxes. Say: We are going to play a fun game—roll the ball and knock down the tower! Demonstrate gently rolling a soft ball to knock it over, then say: Let’s take turns!
2. Game Time: Place the tower a short distance away. Let each child roll the ball toward the tower one at a time. Say encouraging phrases like Aim and roll! and Well done, you hit it! Rebuild the tower quickly between turns. Keep the mood cheerful and celebratory. Ensure everyone gets a turn.
GENERAL AWARENESS
LO: Children will discuss the festival of Eid and recite a poem about Eid.
Resources: General Awareness, page 78
Introduction
1. Talking about Eid: Gather children and say: Eid is a special day for many families. People wear nice clothes, go to the mosque, and eat yummy sweets! Mention that people greet each other by saying ‘Eid Mubarak’!
Practice
2. Reciting a Poem: Recite the poem from page 78 of the General Awareness book with actions and expressions and ask children to recite. Repeat 3–4 times for reinforcement.
3. Picture Discussion: Ask children to observe the picture given on page 78 of the General Awareness book and discuss it. Ask questions like: What do you see in the picture? / What are the children doing? / How does the moon look? etc.
We will celebrate Eid in class tomorrow! You can wear your favourite kurta or dress and bring some of your favourite food to share with your friends in class.
FOUNDATIONAL LITERACY
LO: Children will identify the objects starting with the /w/ sound of letters Ww.
Resources: Literacy Skillbook, page 58
Introduction
1. Warm-Up: Name some objects starting with letter W, emphasising the /w/ sound and say its name clearly. Draw their attention to the beginning sound of the words. Say: /w/ /w/ watch. Ask children to repeat after you.
Pro Tip
You can give examples of different objects starting with /w/ sound from the surrounding, for example: wall, water bottle, watch etc.
Practice
2. Looking at Pictures: Turn to page 58 of the Skillbook and point to each picture one by one. Say the names aloud emphasising the beginning sound /w/. Encourage children to say the words clearly, focusing on the /w/ sound. Example: /w/ /w/ watch.
3. Reinforcing /w/ Sound: Read the text given on page 58 several times, highlighting the /w/ sound. Encourage children to listen carefully and repeat after you.
Try to spot different things starting with the /w/ sound at home.
FOUNDATIONAL NUMERACY
LO: Children will recognise the quantity 14 by counting objects.
Resources: Numeracy Skillbook, page 63; some objects for counting (ice cream sticks, blocks, crayons, etc.)
Introduction
1. Counting 14: Take 14 small, safe objects and place them in front of the children and say: Let’s count how many we have! Count aloud together from 1 to 14 as you point to each item slowly. Repeat 3–4 times for reinforcement.
2. Clap and Count: Say: Let’s clap and count to 14! Ask children to do 14 claps with you as everyone counts aloud. Say: We are clapping 14 times—that’s the number 14!
Practice
3. Meet Number 14: Ask children to open page 63 of the Skillbook. Guide them to count the 14 books. Repeat 3–4 times with children.
DIY
LO: Children will trace dots to make an envelope and colour it.
Resources: Art and Craft, page 26; an envelope
1. Warm-Up Discussion: Show the envelope to children and ask: Do you know what this is? Take a few responses and say: This is an envelope. An envelope is a paper pocket for letters or cards.
2. The Postman: Ask children to open page 26 of the Art and Craft book. Show the postman and say: A postman comes to deliver letters to our homes. Then, guide them to trace the dotted lines to complete the envelope and colour it with a blue crayon.
Bring an old small box, an old can or an old paper cup or glass for an activity in the next session.
Domain
Topic of the Day
Circle Time Story: The Monkey and the Basket
General Awareness Eid Celebration
DAY 147
Book & Page
Foundational Literacy Letter Ww Literacy Skillbook, page 58
Foundational Numeracy Meet Number 14 Numeracy Skillbook, page 63
DIY Best out of Waste: Pencil Stand
CIRCLE TIME
LO: Children will listen to and discuss a story about honesty.
1. Story Time: Begin the session by narrating the story
The Monkey and the Basket with expressions and voice modulation. Repeat the story 3–4 times to help children grasp the story. You can also narrate in home language or a mixed language.
2. Discussing the Story: Discuss the story with children by asking questions like:
• What happened to the banana basket?
• Did the monkey hide or tell the truth?
• What did the animals say?
• Do you tell the truth too?
The Monkey and the Basket
One day, a little monkey was playing in the jungle. He broke a banana basket by mistake. The other animals asked, “Who did this?” The monkey stood up and said, “I did it. I’m sorry.” The animals were happy and said, “Thank you for telling the truth!” They fixed the basket together and gave the monkey a big hug.
Encourage children to share their responses and end with: It’s always good to tell the truth—even when we make a mistake.
GENERAL AWARENESS
LO: Children will celebrate Eid by dressing up and sharing food with friends.
Resources: Food brought from home by children
Introduction
1. Dress up and Greeting: Begin circle time by saying: We are celebrating Eid today! Let them walk around and greet friends with “Eid Mubarak!” and a big smile.
2. Reciting a Poem: Recite the poem on Eid from page 78 of the General Awareness book and ask children to repeat after you. Repeat 3–4 times.
Practice
3. Sharing Food: Ask children to sit in a circle, if possible. Encourage and help them to share their food with their friends. Say: On Eid, people love to share food with everyone! As they eat, lead a short moment of thanks. Say: We are happy and thankful to be together.
FOUNDATIONAL LITERACY
LO: Children will identify the sound and recognise the symbol of letters Ww.
Resources: Literacy Skillbook, page 58
Introduction
1. Recap: Point to the pictures on page 58 of the Skillbook and say their names aloud, emphasising the /w/ sound at the beginning. Ask children to repeat after you.
2. Reinforcing /w/ Sound: Read the text given on page 58 aloud a few times, emphasising the /w/ sound. Encourage children to repeat after you.
Practice
3. Blackboard Practice: Write the letter W on the board. Point to letter W and ask children to repeat after you: W says /w/ /w/ /w/. Repeat 7–8 times.
4. Blackboard Show: Invite children to trace letter W on the board with their finger or a piece of chalk. Encourage them to say W says /w/ /w/ /w/.
FOUNDATIONAL NUMERACY
LO: Children will recognise the symbol of number 14 and trace it.
Resources: Numeracy Skillbook, page 63
Introduction
1. Recap: Recall number 14 by counting some objects and ask children to repeat after you as you count. Then, call forward a few children to count 14 objects.
2. Symbol 14: Write 14 on the board and say: This is 14. Then, guide children to trace 14 in the air with their index fingers.
3. Tracing 14: Write 14 on the board. Call children one by one and guide them to trace the number using chalk. Ensure everyone gets a turn.
Practice
4. Meet Number 14: Ask children to open page 63 of the Skillbook. Guide them to trace the dots first with their index fingers and then with crayons to make number 14.
Refer to page 63 of the Skillbook. Look at the numbers carefully and circle number 14.
DIY
LO: Children will reuse waste materials to make a pencil stand.
Resources: Materials brought by children; old newspapers; stickers; glue; crayons
1. Talking about Reuse: Show an empty container like a clean paper cup, small box, or a can. Say: This is something we don’t need anymore. But we can use it to hold pencils and crayons! Let’s make our own pencil stand!
2. Making a Pencil Stand: Ask each child to keep their containers on their desk. Help them:
• Wrap it with old newspaper.
• Decorate with stickers or crayons
• Let them put crayons or pencils inside.
Say: This is how we can make something useful instead of throwing it away!
DAY 148
Domain Topic of the Day Book & Page
Circle Time
What’s Missing?
General Awareness Gurpurab
Foundational Literacy Letter Ww
Foundational Numeracy Meet Number 15
DIY Story: Grandma’s Lost Phone
CIRCLE TIME
General Awareness, page 79
Numeracy Skillbook, page 59
Numeracy Skillbook, page 64
Rhymes and Stories, pages 50–54
LO: Children will observe carefully, take turns, and recall visual details using simple materials. Resources: Some common dressing items like dupattas, scarves, cap, hat, bindis, hairbands; shades, etc.; a basket
1. Warm-Up Game: Begin by saying: Today we will play a dress up game with a twist. Show the different dressing items to the children, name them and show how to wear them.
2. Dressing Up Fun: Call 4–5 children at a time. Pass around a small basket with simple, common items like a dupatta, cap, socks, bindi, or a bracelet. Say: Let’s wear or hold something fun! Look at what your friends are wearing too! Let children enjoy observing each other.
3. What’s Missing: Ask one child to step out of the group and turn around. Quietly remove or change one item (e.g., someone removes a scarf or swaps a cap).
Say: Let’s see who can guess what is missing! Bring the child back and let them guess the change. Ensure everyone gets a turn.
GENERAL AWARENESS
LO: Children will discuss the festival of Gurpurab and colour a picture related to the festival. Resources: General Awareness, page 79; crayons
Introduction
1. Warm-Up Discussion: Gather children and say: Gurpurab is a special birthday. It is Guru Nanak’s birthday. He was a kind and wise teacher who helped people. Explain simply: People go to the Gurudwara, they sing songs, eat yummy food called langar, and light candles.
Practice
2. Picture Talk: Ask children to open page 79 of the General Awareness book. Discuss the picture by asking simple questions to the children: What do you see in the picture? / What are the children doing?
3. Colouring Time: Ask children to colour the dress of the children on page 79 of the General Awareness book.
Pro Tip
You can ask children to share if they have visited a Gurudwara and what they saw there.
FOUNDATIONAL LITERACY
LO: Children will identify and trace the letters Ww.
Resources: Literacy Skillbook, page 59; cotton buds, black paint
Introduction
1. Recap: Ask children to name some words starting with /w/ sound. Guide them to emphasise the /w/ sound as they say each word. For example: /w/ /w/ watch.
2. Symbol Ww: Write capital W on the board and explain the steps for writing W. Refer to the arrows on page 59 for guidance. Say: W is made with 4 slanting lines. Guide them to trace letter W in the air with their index fingers. Ask them to say: W says /w/ /w/ /w/. Repeat the same for small letter w.
3. Tracing Ww: Write capital letter W and small letter w on the board. Call the children one by one and guide them to trace the letters with chalk on the board.
Practice
4. Letter Ww: Ask children to open page 59 of the Skillbook. Guide children to trace Ww with fingers, then crayons. Show the picture below and say: /w/ /w/ watermelon. Help them to dip the cotton buds in black paint to make the seeds of the watermelon.
FOUNDATIONAL NUMERACY
LO: Children will recognise and understand the number 15 by counting objects.
Resources: Numeracy Skillbook, page 64; some countable objects (ice cream sticks, blocks, toys, etc)
Introduction
1. Counting 15: Take 15 small, safe objects and place them in front of the children and say: Let’s count how many we have! Count aloud together from 1 to 15 as you point to each item slowly. Repeat 3–4 times for reinforcement.
2. Picking 15: Call children one by one. Guide them to count and pick 15 objects and keep them in a basket. Ensure everyone gets a turn.
Practice
3. Meet Number 15: Ask children to open page 64 of the Skillbook. Guide them to count the 15 caps. Repeat 3–4 times with children.
Ask an adult to help you count 15 things at home.
DIY
LO: Children will discuss the pictures of the story Grandma’s Lost Phone.
Resources: Rhymes and Stories, pages 50–54
1. Warm-Up Discussion: Begin by asking: How do you spend time with your grandmother? Let children share their answers freely. Listen to all the responses.
2. Picture Talk: Discuss the pictures from the story Grandma’s Lost Phone. Ask questions like:
• Where are the boy and grandmother?
• What is the boy doing?
• Who is sleeping on the sofa?
• What else do you see on the sofa?
Grandma’s Lost Phone
WEEK 30
Domain Topic of the Day
Circle Time Fun Game: Hot Potato
General Awareness
Gurunanak’s Teachings of Kindness
Foundational Literacy Letter Ww
Foundational Numeracy Meet Number 15
DAY 149
Book & Page
Literacy Workbook, page 35
Numeracy Skillbook, page 64
DIY Story: Grandma’s Lost Phone Rhymes and Stories; pages 50–54
CIRCLE TIME
LO: Children will improve attention and hand coordination while playing a group game.
Resources: A soft toy or a ball; audio music (optional)
1. Getting Ready: Gather the children in a circle, if possible and show a soft ball or toy. Say: This is our hot potato! We will pass it quickly when the music plays. When the music stops, freeze!
Let them practise passing once or twice so they understand.
2. Playing the Game: Play a short song or clap a steady beat. Children pass the soft toy around quickly. When the music or clapping stops, the child holding the toy says their name aloud and performs a fun action like jumping or waving. Say: Who has the hot potato? Say your name and jump like this! Then the game continues and ensure everyone gets a turn.
GENERAL AWARENESS
LO: Children will understand kindness as a core value and practise small acts of kindness.
Introduction
1. Story Time: Begin by telling the children a short story about Guru Nanak. Say: Once, Guru Nanak was given some money to buy things for himself. But instead of spending it on himself, he chose to use the money to feed hungry people. He believed that helping others is one of the best things we can do.
Pause to let the children reflect, and gently ask: Why do you think Guru Nanak did that? Encourage a few responses before moving on.
2. Kindness in Action: Guide children to do simple kind acts like:
• Give a crayon to a friend.
• Say something nice.
• Help to collect toys.
Say: That’s how we show kindness like Guru Nanak!
Practice
3. Sharing Time: Sit in a circle and gently ask: Did you do something kind? Let children share small acts like: I gave my toy. / I helped my friend. Celebrate each child’s answer with a clap or smile!
FOUNDATIONAL LITERACY
LO: Children will identify objects starting with the /w/ sound and letters Ww.
Resources: Literacy Workbook, page 35
Introduction
1. Setting Up the Game: Use chalk to write large letters on the board, including Ww and a few other letters (like Aa, Mm, Tt). Say: Let’s look at these letters. Can you find the capital and small letter W?
Mention: W says /w/ like in water. Let children point and repeat the sound together.
2. Identifying /w/ Sound: Call children one by one. Say: When you hear a word that begins with /w/, point to the capital letter W and the small letter w. If it does not, stay where you are.
Call out simple words like: mango, wall, watch, cap, nut, watermelon, and so on. Ensure everyone gets a turn.
Practice
3. Letter Ww: Ask children to open page 35 of the Workbook. Guide them to identify and match Ww with the picture starting with /w/ sound. Then, guide them to identify and circle the letters Ww.
FOUNDATIONAL NUMERACY
LO: Children will recognise and trace the symbol for number 15.
Resources: Numeracy Skillbook, page 64; some countable objects like crayons, sticks, pencils, etc.
Introduction
1. Recap: Recall number 15 by counting some objects and ask children to repeat after you as you count. Then, call forward a few children to count 15 objects.
2. Symbol 15: Write 15 on the board and say: This is 15. Then, guide children to trace 15 in the air with their index fingers.
3. Tracing 15: Write 15 on the board. Call children one by one and guide them to trace the number using chalk. Ensure everyone gets a turn.
Practice
4. Meet Number 15: Ask children to open page 64 of the Skillbook. Guide them to trace the dots first with their index fingers and then with crayons to form number 15.
Refer to page 64 of the Skillbook. Look at the numbers carefully and circle number 15.
DIY
LO: Children will listen to and discuss the story Grandma’s Lost Phone. Resources: Rhymes and Stories, pages 50–54
1. Story Time: Read aloud the story Grandma’s Lost Phone with expressions and voice modulation. Pause in between to show pictures and ask questions to discuss the story. Ask questions like:
• What is Aman watching on the TV?
• What is Aman and Grandma finding in the kitchen?
• What is the name of their dog? Where is he sleeping?
• What buzzing sound did they hear?
• Where did they find the phone?
2. Finding Time: Hide any classroom object somewhere inside the classroom, say a duster. Call children in groups of 2 or 3, give them some clues to help them find the object. For example, say: It is somewhere near the place where we keep our bags / It is behind the place where we keep our books. Cheer for the children as they find and ensure everyone gets a turn.
Pro Tip
You can also ask children to share instances where they had lost something and how they found it.
Grandma’s Lost Phone
CATCH UP CARNIVAL
Domain General Awareness
Learning Outcome
Children will share one point about Eid and one point about Gurpurab.
Resources General Awareness, pages 78–79; a soft toy
Suggested Method Say: People celebrate Eid with their friends and family. They say Eid Mubarak on the day of Eid. Then, mention Gurpurab, say: It is celebrated on the birthday of Guru Nanak and people wear new clothes and visit the Gurudwara. Pass around a soft toy. When you say STOP, the child holding the soft toy shares one point on Eid and one point on Gurpurab. Ensure everyone gets a turn and cheer for all children.
Support for Struggling Learners
Gather the learners together and say: We will look at a picture and discuss the festival of Eid. Then, refer to page 78 of the General Awareness book and discuss the picture on Eid. Recite the poem given on the page. Repeat the same for Gurpurab, referring to page 79.
Domain Foundational Literacy
Learning Outcome Children can identify the /w/ sound and recognise the letters Ww.
Resources Literacy Skillbook, page 58; chalk
Suggested Method Call children one by one and ask them to name any two words that start with /w/ sound. Then, write letters Ww on the board and ask them to trace it on the board with chalk. Ensure everyone gets a turn.
Support for Struggling Learners
Gather the struggling learners together. Write letters W and w on the board and guide them to say: W says /w/ /w/ /w/. Then, show them pictures of objects starting with /w/ sound from page 58 of the Skillbook. Say, for example: /w/ /w/ watch. Finally, guide the children to trace the letter Ww in the air with their index fingers.
Domain Foundational Numeracy
Learning Outcome Children can count up to 15 and identify the symbols 14 and 15.
Resources Chalk; some countable objects—pencils, crayons etc.; number 14 and 15 flashcards (from Skillbook)
Suggested Method Call children one by one. Ask them to count and pick 14 or 15 objects. Then, write numbers 14 and 15 on the board and ask them to identify and trace the numbers with chalk. Cheer for each child and give them a smiley.
Support for Struggling Learners
Gather the learners and write 14 on the board. Say: Let’s count together and see how many we have! Count slowly and clearly, touching each item: One, two, three until fourteen. Say: We have 14 things! Repeat the counting 3–4 times with excitement. Then, guide children to count 14 objects given in the number flashcard of 14 (from Skillbook). Repeat the same for number 15.
DAY 151
Domain
Topic of the Day
Circle Time Pass the Expression
General Awareness Story: The Bear Family
Foundational Literacy Letter Xx
Foundational Numeracy Meet Number 16
Book & Page
General Awareness, pages 81–82
Literacy Skillbook, page 60
Numeracy Skillbook, page 65
DIY Sink or Float STEM Exploration, pages 28–29
CIRCLE TIME
LO: Children will recognise and express basic emotions while developing social skills.
1. Warm-Up: Sit in a circle. Say: Today we will play a fun game with our faces! We will pass an emotion like a smile or surprised face around the circle. Show a simple expression, such as a big smile, and ask everyone to copy it together. Practise a few expressions: smile, frown, surprised face, angry face, and other simple emotions.
2. Pass the Expression: Choose one expression to start, e.g., a smile. Make eye contact with the child next to you, and pass the smile to them. Say: Now, you pass the same smile to your friend next to you! The expression goes around the circle, one child at a time, until it comes back to you. Repeat the game with 1–2 other expressions (e.g., frown, surprised face).
GENERAL AWARENESS
LO: Children will listen to and discuss the story The Bear Family. Resources: General Awareness, pages 81–82
Introduction
1. Warm-Up Discussion: Ask children to share what they do in the morning after waking up. Ask them guiding questions like: Who wakes you up in the morning? / What do you do after waking up? / What do you eat for breakfast? Encourage all children to share their responses. Say: Today we will listen to a story about a bear family and what they do in the morning.
Practice
2. Picture Talk: Ask children to open pages 81 and 82. Guide them to observe the pictures and discuss them. Ask them questions like: What do you see in this picture? / What is the bear doing in this scene?
3. Interactive Read Aloud: Read aloud the story The Bear Family with expressions and voice modulation. Pause in between to show pictures and ask questions:
• Who wakes up with the alarm?
• What did Mummy bear make for breakfast?
• Who says ‘Good morning’?
• What did Papa bear do while going out?
• What will Papa bear bring while coming back?
Pro Tip
You can help children to make text to self-connections by asking questions like: Who makes breakfast in the morning at your home? / Who goes out for work? and other similar questions.
FOUNDATIONAL LITERACY
LO: Children will identify words ending with the /ks/ sound of letters Xx and the symbol of letters Xx.
Resources: Literacy Skillbook, page 60
Introduction
1. Warm-Up: Name some objects that end with letter X, emphasising the /ks/ sound and say its name clearly. Draw their attention to the ending sound of the words. Say: /ks/ /ks/ wax. Ask children to repeat after you.
Practice
2. Looking at Pictures: Turn to page 60 of the Skillbook and point to each picture one by one. Say the names aloud emphasising the ending sound /ks/. Encourage children to say the words clearly, focusing on the /ks/ sound. Example: /ks/ /ks/ fox. Read the text given on page 60 several times, highlighting the /ks/ sound.
3. Blackboard Show: Write letter X on the board. Point to letter X and ask children to repeat after you: X says /ks/ /ks/ /ks/. Repeat 5–6 times. Invite children to trace letter X on the board with their finger or a piece of chalk.
FOUNDATIONAL NUMERACY
LO: Children will recognise and understand the quantity 16 by counting objects. Resources: Numeracy Skillbook, page 65; some countable objects (pencils, crayons, chalk); a box
Introduction
1. Counting 16: Take 16 small, safe objects and place them in front of the children and say: Let’s count how many we have! Count aloud together from 1 to 16, pointing to each item slowly. Repeat 3–4 times for reinforcement.
2. Picking and Counting: Call children one by one. Guide them to count and pick 16 objects and place them in a basket. Ensure everyone gets a turn.
Practice
3. Meet Number 16: Ask children to open page 65 of the Skillbook. Guide them to count the 16 ladybirds. Repeat 3–4 times with children.
Take some objects and practice counting up to 16 with the help of an adult.
DIY
LO: Children will observe and begin to understand sinking and floating. Resources: STEM Exploration, pages 28–29; objects like a leaf, stone, crayon, plastic lid, and, paper; a bucket of water
1. Introduction: Show a bowl or bucket of water. Gather 4–5 simple objects like a leaf, stone, crayon, plastic lid, and paper. Say: We are going to see which things go down (sink) and which stay on top (float)! Hold up each object one at a time. Ask: What do you think will happen? Will it sink or float? Let children guess by raising hands.
2. Drop and Watch: Let children take turns gently placing the object in water. Say: Let’s see what happens! Watch together and say clearly: It floats! or It sinks! Clap and cheer after each turn to keep the activity engaging.
Domain
Topic of the Day
Circle Time Fun with Spoon
General Awareness Common Gadgets around Me
Foundational Literacy Letter Xx
Foundational Numeracy Meet Number 16
DIY Sink or Float
CIRCLE TIME
LO: Children will practise using a spoon to transfer materials carefully. Resources: a spoon; two bowls; some puffed rice, rice, or dal
Book & Page
Literacy Skillbook, page 61
Numeracy Skillbook, page 65
STEM Exploration, pages 28–29
1. Show and Tell: Sit in a circle if possible and show two small bowls and a spoon. One bowl has rice, puffed rice, or dal. Say: Today, we will use a spoon to move this from one bowl to another. We will do it slowly, without spilling any! Demonstrate once, holding the spoon properly.
2. Pouring with a Spoon: Give each child a turn. Place a spoon and two small bowls in front of them with a small amount of dry material. Guide them by saying: Hold your spoon like this… now scoop... and pour it here. Encourage gently and say: Well done! You are being so careful! Ensure everyone gets a turn.
GENERAL AWARENESS
LO: Children will identify household gadgets and their everyday uses. Resources: Common gadgets like – a phone, torch, fan (in class), watch, etc.
Introduction
1. Talking about Gadgets: Show or describe gadgets children may have seen at home: Mobile phone: We use this to call people.
• Fan: It gives us cool air when we feel hot.
• Mixer/Grinder: We use this to make chutney or juice.
• Torch: It gives light when it is dark.
• Television: We watch stories and songs on it.
• Watch or Clock: It tells us the time.
Ask: Have you seen this at home? What do you do with it? Encourage children to name familiar ones.
Practice
2. Pretend and Play: Invite children to act out using these gadgets:
• Pretend to hold a phone and say: Hello, how are you?
• Move hands like turning on a fan and feel the ‘wind.’
• Turn hands in circles like running a mixer, making a buzzing sound ‘vrrr’
• Pretend to hold a torch, shining it to ‘look for something in the dark.’
• Pretend to hold a remote and watch TV, smiling or dancing to a song. Encourage laughter and joyful acting together.
Pro Tip
If possible, take children around the school to observe different gadgets (speakers, lights, computer, microphone, etc.) that are available in school.
FOUNDATIONAL LITERACY
LO: Children will identify and trace the letters Xx.
Resources: Literacy Skillbook, page 61; sticker sheet (from Skillbook)
Introduction
1. Recap: Ask children to name some words ending with /ks/ sound. Guide them to emphasise the /ks/ sound as they say each word. For example: /ks/ /ks/ fox.
2. Symbol Xx: Write capital X on the board and explain the steps for writing X. Refer to the arrows on page 61 for guidance. Say: X is made of one left slanting line and one right slanting line. Guide them to trace letter X in the air with their index fingers. Ask them to say: X says /ks/ /ks/ /ks/. Repeat the same for small letter x.
3. Tracing Xx: Write capital letter X and small letter x on the board. Call the children one by one and guide them to trace the letters with chalk on the board.
Practice
4. Letter Xx: Ask children to open page 61 of the Skillbook. Guide children to trace letter Xx first with their fingers, and then with crayons. Then, guide them to say /ks/ /ks/ fox and paste the correct stickers from the sticker sheet.
FOUNDATIONAL NUMERACY
LO: Children will identify and trace the symbol for number 16.
Resources: Numeracy Skillbook, page 65; some countable objects like pencils, crayons, books, etc.
Introduction
1. Recap: Count 16 objects aloud. Ask children to repeat each number. Invite a few children to count 16 objects themselves.
2. Symbol 16: Write 16 on the board and say: This is 16. Then, guide children to trace 16 in the air with their index fingers.
3. Tracing 16: Write 16 on the board. Call children one by one and guide them to trace the number with a piece of chalk. Ensure everyone gets a turn.
Practice
4. Meet Number 16: Ask children to open page 65 of the Skillbook. Guide them to trace the dots first with their index fingers and then with crayons to make the number 16.
Refer to page 65 of the Skillbook. Look at the numbers carefully and circle number 16.
DIY
LO: Children will identify objects that float and sink.
Resources: STEM Exploration, pages 28–29; a stone; pencil; crayon; empty plastic bottle; iron nail; a blown balloon; a tub of water
1. Experiment Time: Call children one by one. Ask each child to choose an object, place it in the water, and observe. Help them decide if it floats or sinks. Explain: Usually heavy things sink and light things float.
2. Float or Sink: Ask children to open page 29 of the STEM Exploration book. Guide them to colour the correct boxes based on whether the object floats or sinks. Demonstrate the activity as you guide them.
WEEK 31
Domain
Topic of the Day
Circle Time Clap and Change
General Awareness At Home
DAY 153
Book & Page
General Awareness, page 83
Foundational Literacy Letter Xx Literacy Workbook, page 36
Foundational Numeracy Meet Number 17
DIY Bonfire Time
CIRCLE TIME
Numeracy Skillbook, page 66
Art and Craft, page 27
LO: Children will develop listening and attention skills by responding to sound cues in a group activity. Resources: A soft toy or a ball
1. Warm-Up: Gather children in a circle, if possible. Say: We are going to play a sound game. You must listen carefully to the claps. Demonstrate and say: If I clap once, pass the ball this way (point right). If I clap twice, the direction changes. (point left).
2. Pass the Ball: Choose one child to begin. Say: Let’s pass the ball (point and show direction). Start with one clap—the child passes the ball to the next person.
Add two claps—and they reverse direction. Go slowly, with lots of encouragement and reminders: Oops, we heard two claps! Let’s change the direction.
GENERAL AWARENESS
LO: Children will identify some common gadgets used at home and their names. Resources: General Awareness, page 83
Introduction
1. Recap: Ask: Can you name some gadgets that we see around us? Let children share their responses. Listen to all responses.
2. Rhyme Time: Recite the rhyme Fun with Gadgets using actions and expressions and ask them to sing along with you. Repeat 3–4 times for reinforcement.
Fun with Gadgets
Click goes the fan, round and round, Light turns on without a sound! TV shows us things so bright, Mobile rings—what a sight!
Washing machine goes swish and spin, Gadgets help—we all win!
Practice
3. At Home: Say: Gadgets make our everyday work easier. Let us learn the names of a few gadgets. Ask children to open page 83 of the General Awareness book. Point and show the pictures one by one and mention their names and uses. For example, say: This is a headphone. It helps us to listen to music.
With help from an adult, look for gadgets at home. Refer to page 83 and circle the ones you see in your home.
FOUNDATIONAL LITERACY
LO: Children will identify words ending with the /ks/ sound of the letter X and the symbols Xx.
Resources: Literacy Workbook, page 36; 2 ice cream sticks (per child); flashcard of letter X (from Skillbook)
Introduction
1. Identifying the /ks/ Sound: Give the letter X flashcards to children. Say aloud some words one by one. Ask them to hold up the flashcard only if they hear the /ks/ sound. For example, say: cat, box, dog, fox, wax, mat and so on.
2. Making Letter X: Write letter X on the board and say: Letter X says /ks/ /ks/ /ks/. Give 2 ice cream sticks per child and guide them to place the sticks on their desks to make letter X. Monitor and guide, if required.
Pro Tip
You can also ask the children to form letter X by crossing their hands.
Practice
3. Letter Xx: Ask children to open page 36 of the Workbook. Guide them to match letters Xx with the pictures ending with /ks/ sound. Then, ask them to colour the boxes that show letters Xx.
FOUNDATIONAL NUMERACY
LO: Children will recognise and understand the number 17 by counting objects.
Resources: Numeracy Skillbook, page 66; some countable objects (crayons, leaves, pebbles, etc.)
Introduction
1. Counting 17: Take 17 small, safe objects and place them in front of the children and say: Let’s count how many we have! Count aloud from 1 to 17 as you point to each item slowly. Repeat 3–4 times for reinforcement.
2. A Line of 17: Invite children one by one to count and arrange 17 objects in a line. Ensure everyone gets a turn.
Practice
3. Number 17: Ask children to open page 66 of the Skillbook. Guide them to count all 17 cars shown on the page.
DIY
LO: Children will discuss fire and make prints with a spoon to create a bonfire.
Resources: Art and Craft, page 27; spoon (1 per child); red and yellow paint
1. Warm-Up Discussion: Begin by asking: How do you feel when you see fire? Let children share their responses. Say: Fire gives us warmth. Then ask: Where have you seen fire at home or outside? Listen to all responses. Explain clearly: Fire can give warmth but it is very hot and must always be handled safely by adults.
2. Bonfire Time: Ask children to open page 27 of the Art and Craft book. Guide them to dip their spoons in the paint and make spoon prints with red and yellow paint to create the flames of a bonfire. Say: Bonfire keeps us warm during the winters.
WEEK 31
Domain
DAY 154
Topic of the Day Book & Page
Circle Time Who Knows my Name?
General Awareness Riddle Riddle
General Awareness, page 84
Foundational Literacy Once More Literacy Workbook, page 37
Foundational Numeracy Meet Number 17
DIY Red Light, Green Light Game
CIRCLE TIME
Numeracy Skillbook, page 66
LO: Children will recognise and recall the names of their classmates through playful interaction.
1. Warm-Up: Start by saying: We all have special names! Let’s say our names one by one. Say your own name first with a big smile: My name is (teacher’s name)! Encourage each child to say: My name is ___! and wave to the group.
2. Name Chain Game: Explain the game: One friend will say their name and point to another friend. That friend stands up and says the first friend’s name. Example, Minal says: I am Minal, and points to Amir. Amir stands and says: This is Minal, then says his own name: I am Amir, and points to the next friend. Continue until everyone has had a turn. Help gently as needed.
GENERAL AWARENESS
LO: Children will observe, listen, and guess everyday gadgets, using simple clues and riddles. Resources: General Awareness, page 84
Introduction
1. Warm-Up Discussion: Say: We all use some gadgets at home. Can you name some gadgets that you see at home? Let children share their responses. Listen to all responses. Then, recite the rhyme, Fun with Gadgets, from the previous session with actions and expressions. Repeat 3–4 times, ask children to recite along with you.
2. Guess the Gadget: Say: Today, I will act to show a gadget or how to use a gadget—you guess which one! Act out gadgets using body and voice. For example: Spin hands in the air and make whirrrr sound → Fan
Pretend to hold a phone and say ring ring! → Phone
Pretend to look at the time on your watch and say tick tock → Watch
Pretend to iron your clothes → Iron
After each act, ask: What gadget am I? Praise their guesses: Yes! You are right!
Practice
3. Riddle Riddle: Ask children to open page 84 of the General Awareness book. Read aloud the riddles and help children identify and circle the correct gadget.
FOUNDATIONAL LITERACY
LO: Children will identify objects starting with letters V, W and X.
Resources: Literacy Workbook, page 37; flashcards of letters V, W and X—(from Skillbook); sticker sheet—(from Skillbook)
Introduction
1. Identifying the Letters: Give the letter flashcards to the children. Say aloud the name of a letter (V, W or X) and ask children to hold up the correct flashcards. Monitor and guide, as required.
2. Identifying the Beginning Letters: Call out names of objects starting with /v/, /w/ sounds, and ending with /ks/ sound in a random order, for example: wheel, box, van, fox, vegetable, wind and so on. Guide children to identify the sounds and hold up the letter showing the correct sound.
Practice
3. Once More: Ask children to open page 37 of the Workbook. Guide them to identify the objects and match them with the correct letters. Then, guide them to identify the objects and paste the correct letter beside each picture.
FOUNDATIONAL NUMERACY
LO: Children will identify and trace the symbol of number 17.
Resources: Numeracy Skillbook, page 66; some countable objects—(crayons, pencils, books, etc.)
Introduction
1. Recap: Recall number 17 by counting some objects. Ask children to repeat after you as you count. Then, call forward a few children to count 17 objects.
2. Symbol 17: Write 17 on the board and say: This is 17. Then, guide children to trace 17 in the air with their index fingers.
3. Tracing 17: Write 17 on the board. Call children one by one and guide them to trace the number using chalk. Ensure everyone gets a turn.
Practice
4. Meet Number 17: Ask children to open page 66 of the Skillbook. Guide them to trace the dots first with their index fingers and then with crayons to make number 17.
Refer to page 66 of the Skillbook. Look at the numbers carefully and circle number 17.
DIY
LO: Children will follow instructions, control their movements, and take turns during a fun classroom game. Resources: A green colour object; a red colour object
1. Knowing the Colours: Show something red (a red crayon, cloth, etc.) and say: This is red. Red means stop! Then show green: This is green. Green means go! Let children repeat the colours with you.
2. Learning the Signals: Say: Today we will play a game with colours! Green means go, red means stop! Show with actions: Walk in place and say Green light!, then freeze and say Red light!
Pro Tip
You can also add yellow light to make it more fun, and ask children to walk slowly.
3. Game Time: Call 2–3 children at a time and have them line up at one end of the classroom, clearing a small path to walk. Call out: Green light!—children walk slowly forward. Call: Red light!—everyone freezes. Repeat until they reach the end. Ensure everyone gets a turn.
CATCH UP CARNIVAL
Domain General Awareness
Learning Outcome
Children will talk about some common gadgets they use at home.
Resources General Awareness, page 83 A soft toy
Suggested Method Call children one by one. Ask each child to name one gadget and explain what it is used for. Cheer for each child and give them a smiley. Ensure everyone gets a turn.
Support for Struggling Learners
Gather the learners together and say: Let us look at some gadgets and learn about their uses. Refer to page 83 of the General Awareness book. Discuss the names and functions of the gadgets.
Domain Foundational Literacy
Learning Outcome Children can identify the /ks/ sound and recognise letters Xx.
Resources Literacy Skillbook, page 60; chalk
Suggested Method Call children one by one and ask each child to say two words that end with the /ks/ sound. Then, write letters Xx on the board and ask them to trace it on the board with chalk. Ensure everyone gets a turn.
Support for Struggling Learners
Gather the struggling learners together. Write X and x on the board, and guide them to say: X says /ks/ /ks/ /ks/. Then, show them pictures of objects ending with /ks/ sound from page 60 of the Skillbook. Say, for example: /ks/ /ks/ fox. Finally, guide the children to trace letters Xx in the air with their index fingers.
Domain Foundational Numeracy
Learning Outcome Children can count up to 17 and identify the number symbols 16 and 17.
Resources Chalk; some countable objects like pencils, pens, books, crayons, etc.; flashcards of numbers 16 and 17 (from Skillbook)
Suggested Method Call children one by one. Ask them to count and pick 16 or 17 objects. Then, write the numbers 16 and 17 on the board and ask them to identify and trace the numbers with chalk. Cheer for each child and give them a smiley.
Support for Struggling Learners
Gather the learners and write 16 on the board. Say: Let’s count together and see how many we have! Count slowly and clearly, touching each item: One, two, three... until sixteen. Say: We have 16 things! Repeat counting 3–4 times with excitement. Then, guide children to count 16 ladybirds shown on the flashcard. Repeat the same for number 17.
WEEK 32
Domain Topic of the Day
Circle Time What Makes me Happy?
General Awareness Vehicles to Travel
DAY 156
Book & Page
General Awareness, page 85
Foundational Literacy Letter Yy Literacy Skillbook, page 62
Foundational Numeracy Meet Number 18
DIY Rhyme: I Can Fly in a Plane
CIRCLE TIME
Numeracy Skillbook, page 67
Rhymes and Stories, page 55
LO: Children will express emotions and build confidence by sharing something that makes them happy.
1. Warm-Up: Sit in a circle and say: Let’s talk about happy things today! A happy face looks like this (show a big smile to the children). Can you all show me a big smile? Ask: What makes you smile? Is it your toys, your mother, playing with friends, or yummy food?
2. Sharing Time: Invite each child to share one thing that makes them happy. Guide them to say makes me happy. / I feel happy when ____________. If they feel shy, guide them to act it out or point to something in the room (like a toy, drawing, or food item). Say after each: That’s lovely! Thank you for sharing.
Pro Tip
If required, encourage children to share their responses in their home language or in a mixed language.
GENERAL AWARENESS
LO: Children will identify different vehicles and understand their uses for travel. Resources: General Awareness, page 85
Introduction
1. Talking about Vehicles: Begin with a friendly question: How do we go to school or the market? Let children share their responses and listen to what they say. Then, say: We use vehicles to travel! Some vehicles move on roads, some fly in the sky, and some travel on water.
Magic Vehicles
Car goes fast, bike goes zoom, Bus takes us all around the room! Train says chug and plane goes high, Boats can float and ships can sail by!”
Mimic sounds and actions together. Example: ‘Vroom vroom’ for a car, arms out like an aeroplane, pretending to row a boat.
2. Rhyme Time: Recite the rhyme Magic Vehicles, with actions and expressions and ask children to sing along with you. Repeat 3–4 times.
Practice
3. Vehicles to Travel: Ask children to open page 85 of the General Awareness book. First, encourage children to share what they see in the picture. Then, point and name the different vehicles shown in the picture. Guide them to identify the vehicles that move in the air, on water, and on roads.
Look around your home and on your way to school. Observe the vehicles you see.
FOUNDATIONAL LITERACY
LO: Children will identify words starting with the /y/ sound of letters Yy.
Resources: Literacy Skillbook, page 62
Introduction
1. Warm-Up: Name some objects starting with the letter Y, emphasising the /y/ sound and say its name clearly. Draw their attention to the beginning sound of the words. Say: /y/ /y/ yellow. Ask children to repeat after you.
Practice
2. Looking at Pictures: Turn to page 62 of the Skillbook and point to each picture one by one. Say the names aloud, emphasising the beginning sound /y/. Encourage children to say the words clearly, focusing on the /y/ sound. Example: /y/ /y/ yak.
3. Reinforcing /y/ Sound: Read the text on page 62 several times, highlighting the /y/ sound. Encourage children to listen carefully and repeat after you.
FOUNDATIONAL NUMERACY
LO: Children will recognise and understand the quantity 18 through counting objects. Resources: Numeracy Skillbook, page 67; some objects for counting (crayons, pebbles, leaves, chalk, etc.); a basket
Introduction
1. Counting 18: Take 18 small, safe objects and place them in front of the children and say: Let’s count how many we have! Count aloud together from 1 to 18 as you point to each item slowly. Repeat 3–4 times for reinforcement.
2. Count and Pick: Call children one by one. Guide them to count and pick 18 objects and keep them in the basket. Ensure everyone gets a turn.
Practice
3. Meet Number 18: Ask children to open page 67 of the Skillbook. Guide them to count the 18 balls. Repeat 3–4 times with the children.
DIY
LO: Children will recite the rhyme I Can Fly in a Plane with actions.
Resources: Rhymes and Stories, page 55
1. Warm-Up Talk: Ask children to open page 55 of the Rhymes and Stories book. Ask children to observe the picture and identify the vehicles shown. Help them identify the boat and the plane.
2. Rhyme Time: Recite the rhyme, I Can Fly in a Plane, with actions and expressions, and ask the children to recite along with you. Repeat 3–4 times to help children learn the rhyme.
3. Action Time: Ask children to do the following actions:
• Pretend to fly a plane.
• Pretend to row a boat.
• Pretend to drive a car.
• Pretend to ride in a train.
Domain
Topic of the Day
Circle Time Giant Steps and Tiny Steps
General Awareness Vehicles Around Me
Book & Page
General Awareness, page 86
Foundational Literacy Letter Yy Literacy Skillbook, page 62
Foundational Numeracy Meet Number 18
DIY Rhyme: I Can Fly in a Plane
CIRCLE TIME
Numeracy Skillbook, page 67
Rhymes and Stories, page 55
LO: Children will move their bodies with control by following simple movement instructions.
1. Introducing the Activity: Say: Today we will take giant steps like elephants when I say ‘Giant Step’. Tiny steps like ants when I say ‘Tiny Step’! Demonstrate both with actions, then let children try. Explain that when you say Freeze, they must stop.
2. Action Game: Call forward 2–3 children at a time. Call out: Giant step!, Tiny step!, Freeze! in random order. Children must change their steps quickly. Keep it playful and cheer for their effort.
GENERAL AWARENESS
LO: Children will identify common vehicles around them and find the odd one out. Resources: General Awareness, page 86
Introduction
1. Warm-Up: Ask children to share names of some vehicles they see around them. Listen to all responses.
2. Guess the Vehicle: Say: I will act like a vehicle. You have to watch and guess which one I am! Examples:
• Pretend to drive a vehicle and say: Vroom vroom! → Ask: What am I? (Children guess: Car).
• Walk with big steps and say: Choo choo with arms like a train → Ask: Guess now! (Train)
• Flap arms like wings and say: Zoom in the sky! → (Aeroplane)
Pro Tip Practice
You can also ask children to pretend to drive a vehicle.
3. Odd One Out: Ask children to open page 86 of the General Awareness book. Guide them to identify the vehicles and circle the odd one out in each row.
FOUNDATIONAL LITERACY
LO: Children will identify the symbol of letters Yy and trace it.
Resources: Literacy Skillbook, page 62
Introduction
1. Recap: Point to the pictures on page 62 of the Skillbook and say their names aloud, emphasising the /y/ sound at the beginning. Ask children to repeat after you.
2. Reinforcing /y/ Sound: Read the text given on page 62 aloud a few times, emphasising the /y/ sound. Encourage children to repeat after you.
Practice
3. Blackboard Practice: Write letter Y on the board. Point to letter Y and ask children to repeat after you: Y says /y/ /y/ /y/. Repeat 7–8 times.
4. Blackboard Show: Invite children to trace letter Y on the board with their finger or a piece of chalk. Encourage them to say: Y says /y/ /y/ /y/.
FOUNDATIONAL NUMERACY
LO: Children will identify the symbol of the number 18 and trace it.
Introduction
Resources: Numeracy Skillbook, page 67; some objects for counting (crayons, pencils, etc.)
1. Recap: Recall the number 18 by counting some objects. Ask children to repeat after you as you count. Then, call forward a few children to count 18 objects.
2. Symbol 18: Write 18 on the board and say: This is 18. Then, guide children to trace 18 in the air with their index fingers.
3. Tracing 18: Write 18 on the board. Call children one by one and guide them to trace the number using chalk. Ensure everyone gets a turn.
Practice
4. Meet Number 18: Ask children to open page 67 of the Skillbook. Guide them to trace the dots first with their index fingers and then with crayons to make the number 18.
Refer to page 67 of the Skillbook. Look at the numbers carefully and circle the number 18.
DIY
LO: Children will recite the rhyme I Can Fly in a Plane and play a fun game.
Resources: Rhymes and Stories, page 55
1. Rhyme Time: Recite the rhyme I Can Fly in a Plane with actions and expressions, and ask children to recite along. Repeat 3–4 times.
2. Action Game: Tell children: If it’s a real vehicle, show me your driving arms (pretend to steer a wheel). If it’s not a vehicle, stand still and show an X with your arms! Say statements like:
• I can drive a bus! → children steer
• I can ride a spoon! → stand still, show X
• I can fly a plane! → children steer
• I can ride a pillow! → stand still, show X
• I can sail a boat! → children steer
• I can drive a watermelon! → stand still, show X
• I can row a boat. → children steer Encourage cheers when they get it right and repeat for fun.
I Can Fly in a Plane
Domain Topic of the Day
Circle Time Story Time: Brave Little Squirrel
General Awareness Missing Wheels
Foundational Literacy Letter Yy
Foundational Numeracy Meet Number 19
DIY Jingle Bell
CIRCLE TIME
DAY 158
Book & Page
General Awareness, page 87
Literacy Skillbook, page 63
Numeracy Skillbook, page 68
Art and Craft, page 28
LO: Children will listen to a story on bravery and talk about simple ways to be brave.
1. Warm-Up: Sit in a circle and say: Bravery means doing something even when we feel a little scared, like trying something new or speaking up. Ask: Have you ever been scared of something but still tried it? Give examples like climbing a slide, or trying a new food.
2. Story Time: Narrate the story, Brave Little Squirrel, with expressions and voice modulations. Ask them questions to discuss the story:
• Where was the baby squirrel stuck?
• Why was the squirrel scared to climb down?
• Who saved the squirrel’s brother?
• Why did all the animals clap?
• Why did the squirrel feel proud?
Brave Little Squirrel
Once there was a little squirrel who lived in a big tree. One day, his baby brother was stuck on a low branch. The squirrel was scared to climb down—he had never done it before. But he took a deep breath and tried. Slowly, carefully, he went down and helped his brother. All the animals clapped. The squirrel felt proud because he was brave!
3. Sharing Time: Ask: What brave thing have you done? (Answers can be simple, like answering in class, trying a new food, or talking to someone new.)
GENERAL AWARENESS
LO: Children will identify the importance of wheels and draw the missing wheels of the given vehicles. Resources: General Awareness, page 87; a toy car; a box or a duster
Introduction
1. Warm-Up Experiment: Gather children in a circle. Hold up a toy car and say: Look! This car has round wheels. Let’s roll it and see how it moves. Roll it a short distance. Then hold up a box or duster and say: This has no wheels. Let’s push it. Gently push to show it doesn’t move easily. Say: It is hard to move without wheels. Wheels help things roll far.
Practice
3. Missing Wheels: Ask children to open page 87 of the General Awareness book. Guide them to identify the vehicles and draw the missing wheels.
Pro Tip
2. Let Us Try: Call children one by one to try pushing the toy car and then the box or duster. Say: Which one moves better? Why? Let them feel the difference. Say: Yes! Wheels help it move easily. You can also mention the number of wheels in different vehicles—2 in bicycles, and motorbikes and 4 in cars and buses.
FOUNDATIONAL LITERACY
LO: Children will identify and trace the symbol of letters Yy. Resources: Literacy Skillbook, page 63
Introduction
1. Recap: Ask children to name some words starting with /y/ sound. Guide them to emphasise the /y/ sound as they say each word. For example: /y/ /y/ yak.
2. Symbol Yy: Write capital Y on the board and explain the steps for writing Y. Refer to the arrows on page 63 for guidance. Say: Y is made with two slanting lines and one straight line. Guide them to trace letter Y in the air with their index fingers. Ask them to say: Y says /y/ /y/ /y/. Repeat the same for small letter y.
3. Tracing Yy: Write capital letter Y and the small letter y on the board. Call the children one by one and guide them to trace the letters with chalk on the board.
Practice
4. Letter Yy: Ask children to open page 63 of the Skillbook. First, ask them to trace letter Yy with their fingers and then with crayons. Then, guide children to say /y/ /y/ yoga and help them perform the yoga poses given.
Take some flour on a plate and trace the letters Yy in flour on a plate with the help of an adult.
FOUNDATIONAL NUMERACY
LO: Children will recognise and understand the quantity of 19 through counting objects. Resources: Numeracy Skillbook, page 68; some countable objects (crayons, chalk, pebbles, etc.); a basket or a bag
Introduction
1. Counting 19: Take 19 small, safe objects and place them in front of the children and say: Let’s count how many we have! Count aloud together from 1 to 19 as you point to each item slowly. Repeat 3–4 times for reinforcement.
2. Picking 19: Call children one by one. Guide them to count and pick 19 objects and keep them in a basket. Ensure everyone gets a turn.
Practice
3. Meet Number 19: Ask children to open page 68 of the Skillbook. Guide them to count the 19 apples. Repeat 3–4 times for reinforcement.
DIY
LO: Children will draw patterns and colour to complete a picture of a bell. Resources: Art and Craft, page 28; a bell; crayons; glitter or sequins
1. Warm-Up: Ask children to close their eyes. Then, ring the bell and ask: Can you guess the sound? Take a few responses and say: This is the sound of a bell. Today we will complete a bell by drawing patterns on it and colouring it.
2. Tracing Patterns: Draw the patterns given on page 28 of the book (slanting lines, standing lines, circles, spirals). Call children one by one and guide them to trace the lines and patterns with the help of chalk. Ensure everyone gets a turn.
3. Jingle Bell: Ask children to open page 28 of the Art and Craft book. First, ask them to trace the dotted lines to complete the patterns and colour the bell. Then, guide them to decorate the bell with glitter or sequins.
WEEK 32
Domain
Circle Time
Topic of the Day
Handprint Activity
General Awareness Trace and Colour
DAY 159
Book & Page
General Awareness, page 88
Foundational Literacy Letter Yy Literacy Workbook, page 38
Foundational Numeracy Number 19
DIY Sunflower
CIRCLE TIME
Numeracy Skillbook, page 68
Art and Craft, page 29
LO: Children will do simple movements with their hands and make handprints.
Resources: Chart paper; a bowl of paint
1. Talking about Hands: Show your hands and say: Look at our hands! We can wave, clap, and also make art! Ask children to show their hands and wiggle their fingers. Say: Today, we will make handprints using paint! Show how to press your hand on the table softly and lift it—no paint yet; just a pretend practice.
2. Making Handprints: Pour a little paint (one colour at a time) onto a plate or tray and lay the chart paper on the table. One by one, help children dip their palms in paint and press it gently onto paper. Say: Push your hand down and up! Wow! That’s your handprint! Allow the handprint to dry. Encourage smiles and clapping after each child’s turn.
GENERAL AWARENESS
LO: Children will solve some riddles on vehicles, trace dots to complete the vehicles and colour them.
Resources: General Awareness, page 88
Introduction
1. Riddle Time: Ask some simple riddles to children and guide them to guess the names of the vehicles:
• I have two wheels and go ‘vroom vroom’—who am I? (bike)
• I carry many people and stop at every stand—what am I? (bus)
• I fly up high above the trees—what can I be? (aeroplane)
• I run on tracks and make a loud chug sound—who am I? (train)
• I take people across water—what am I? (boat)
• I have four wheels and take you to some places—what am I? (car) 88
Practice
2. Trace and Colour: Ask children to open page 88 of the General Awareness book. First, guide them to identify the vehicles. Then, ask them to trace the dots to complete the vehicle and colour it.
FOUNDATIONAL LITERACY
LO: Children will identify objects starting with the /y/ sound and the symbol of letters Yy.
Resources: Literacy Workbook, page 38
Introduction
1. Identifying /y/ Sound: Say aloud some words in a random order. Ask children to listen and jump only if they hear the /y/ sound at the beginning of a word. For example: bag, yak, yellow, cat, mat, yam and so on.
2. Identifying Symbol Yy: Write down some letters, including Y, on the board in a random order. Call children one by one and ask them to point and identify the letters Yy. Ensure everyone gets a turn.
Practice
3. Letter Yy: Ask children to open page 38 of the Workbook. Guide them to match the letter with objects starting with the /y/ sound and then circle the letters Yy.
FOUNDATIONAL NUMERACY
LO: Children will identify and count up to 19 and trace the number 19.
Resources: Numeracy Skillbook, page 68; some countable objects (crayons, pencils, etc.); chalk
Introduction
1. Recap: Recall number 19 by counting some objects. Ask children to repeat after you as you count. Then, call forward a few children to count 19 objects.
2. Symbol 19: Write 19 on the board and say: This is 19. Then, guide children to trace the number 19 in the air with their index fingers.
3. Tracing 19: Write 19 on the board. Call children one by one and guide them to trace the number 19 using chalk. Ensure everyone gets a turn.
Practice
4. Meet Number 19: Ask children to open page 68 of the Skillbook. Guide them to trace the dots first with their index fingers and then with crayons to make the number 19.
Refer to page 68 of the Skillbook. Look at the numbers carefully and circle number 19.
DIY
LO: Children will trace dots to complete a sunflower and colour it.
Resources: Art and Craft, page 29; crayons
1. Warm-Up Discussion: Ask children to share names of flowers and mention their colours. They can also say the name of the flowers in their home language. Then, say: Today we will make a sunflower. It is yellow.
Pro Tip
Show a real sunflower or picture of a sunflower to the children, if possible.
2. A Sunflower: Ask children to open page 29 of the Art and Craft book. Guide them to trace the dots to complete the sunflower and colour it.
CATCH UP CARNIVAL
Domain General Awareness
Learning Outcome Children will talk about different vehicles used for travelling.
Resources General Awareness, page 85; a soft toy
Suggested Method Call children one by one. Ask them to name a vehicle and say whether it moves through air, water, or on land. Clap for each child and give them a smiley. Ensure everyone gets a turn.
Support for Struggling Learners
Gather the learners together and say: Let us look at some vehicles used for travelling. Refer to page 85 of the General Awareness book and help children identify different vehicles shown in the picture.
Domain Foundational Literacy
Learning Outcome Children can identify the /y/ sound and recognise the letter Yy.
Resources Literacy Skillbook, page 62; chalk
Suggested Method Call children one by one and ask them to name any two words that begin with the /y/ sound. Then, write letter Yy on the board and ask them to trace it on the board with chalk. Ensure everyone gets a turn.
Support for Struggling Learners
Gather the struggling learners together. Write Y and y on the board and guide them to say: Y says /y/ /y/ /y/. Then, show them pictures of objects starting with the /y/ sound from page 62 of the Skillbook. Say, for example: /y/ /y/ yak. Finally, guide the children to trace the letter Yy in the air with their index fingers.
Domain Foundational Numeracy
Learning Outcome Children can count up to 19 and identify the symbols 18 and 19.
Resources Chalk; some countable objects (crayons, pencils, toys, etc.), numbers 18 and 19 flashcards (from Skillbook)
Suggested Method Call children one by one. Ask them to count and pick 18 or 19 objects. Then, write numbers 18 and 19 on the board and ask them to identify and trace the numbers with chalk. Cheer for each child and give them a smiley.
Support for Struggling Learners
Gather the learners and write 18 on the board. Say: Let’s count together and see how many we have! Count slowly and clearly, touching each item: One, two, three... until eighteen. Say: We have 18 things! Repeat the counting 3–4 times with excitement. Then, guide children to count the 18 balls shown on the number 18 flashcard. Repeat the same for number 19.
WEEK 33
Domain
Topic of the Day
Circle Time Fun Body Movements
General Awareness My Body and Cleanliness
Foundational Literacy Letter Zz
DAY 161
Book & Page
Literacy Skillbook, page 64
Foundational Numeracy Meet Number 20 Numeracy Skillbook, page 69
DIY Heavy and Light
CIRCLE TIME
STEM Exploration, pages 30–32
LO: Children will develop body awareness, balance, and motor coordination through fun, active participation.
1. Fun with Movements: Gather children in a circle or open space, if possible. Use friendly, clear cues with matching actions:
• Stretch up high like a tall tree! (Model reaching up)
• Curl down like a tiny mouse. (Model crouching down)
• Wiggle your fingers like raindrops.
• Stomp your feet like an elephant!
Encourage children to copy you and say what they are doing.
2. Balance Challenge: Say: Can you stand on one foot like a flamingo? Try both feet one by one. Add challenges:
Now close one eye and try!
Can you balance and touch your nose?
Celebrate attempts, even if they wobble. Say: Great job trying!
GENERAL AWARENESS
LO: Children will revise the names of body parts and recall simple cleanliness habits through play and discussion.
Resources: Some cleanliness objects like: toothbrush, soap, towel, comb, etc.
Introduction
1. Our Body Parts: Point to different body parts and ask, for example: These are our eyes. What do we do with our eyes? Let children share their responses and say: We see with our eyes. Guide them through other parts: nose, mouth, ears, hands, legs, feet.
Ask questions like:
• What do we do with our hands?
• Can you show me your arms?
• What do we do with our legs?
2. Objects for Cleanliness: Show the objects used for cleanliness and guide children to identify them and what they are used for. Ask questions like What is this? What do we do with it?
Practice
3. Cleanliness Action Game: Say: Let’s show how we take care of ourselves! Call children one by one and ask them to enact simple cleanliness actions like: brushing teeth, washing hands, wiping face, combing hair, etc.
FOUNDATIONAL LITERACY
LO: Children will identify words starting with the /z/ sound of letters Zz. Resources: Literacy Skillbook, page 64
Introduction
1. Warm-Up: Name some objects that start with the letter Z, emphasising the /z/ sound and say its name clearly. Draw their attention to the starting sound of the words. Say: /z/ /z/ zebra. Ask children to repeat after you.
Practice
2. Looking at Pictures: Turn to page 64 of the Skillbook and point to each picture one by one. Say the names aloud, emphasising the starting sound /z/. Encourage children to say the words clearly, focusing on the /z/ sound. Example: /z/ /z/ zigzag. Read the text given on page 64 several times, highlighting the /z/ sound.
3. Blackboard Show: Write letter Z on the board. Point to letter Z and ask children to repeat after you: Z says /z/ /z/ /z/. Repeat 5–6 times. Invite children to trace letter Z on the board with their finger or chalk.
FOUNDATIONAL NUMERACY
LO: Children will recognise and understand the quantity 20 through counting objects. Resources: Numeracy Skillbook, page 69; some countable objects (ice cream sticks, crayons, pencils, etc.)
Introduction
1. Counting 20: Take 20 small, safe objects and place them in front of the children and say: Let’s count how many we have! Count aloud together from 1 to 20 as you point to each item slowly. Repeat 3–4 times for reinforcement.
2. Picking and Counting: Call children one by one. Guide them to count and pick 20 objects and keep them in a basket. Ensure everyone gets a turn.
Practice
3. Meet Number 20: Ask children to open page 69 of the Skillbook. Guide them to count the 20 smileys. Repeat 3–4 times with children.
Take some objects and practise counting up to 20 with the help of an adult.
LO: Children will identify objects that are heavy and light.
Resources: STEM Exploration, pages 30–32; a book; a feather; a cup of cotton balls; a cup of stones; a basket of different objects (paper, ball, bottles with water, empty bottles, books of different sizes, different toys, etc.)
1. Show and Tell: Show two objects: a book and a feather (or ball and paper). Ask: Which one feels heavy? Which one is light? Pass the objects around for children to feel. Repeat the same for the cup of stones and a cup of cotton balls.
2. Movement Game: Say: Pretend to carry something heavy… Now something light! Encourage children to act it out: heavy—slow steps, light—bouncy steps.
3. Sort the Basket: Prepare a mix of heavy (blocks, toy car) and light (scarf, paper cup) items in a basket. Let each child pick two objects and identify the heavy and the light object. Help as needed and sort into two piles.
Tip
You can point to different objects around and ask children to guess whether they are heavy or light.
WEEK 33
Domain
Circle Time Friendship
General Awareness My Family
Foundational Literacy Letter Zz
Topic of the Day
DAY 162
Book & Page
Literacy Skillbook, page 65
Foundational Numeracy Meet Number 20 Numeracy Skillbook, page 69
DIY Heavy and Light
CIRCLE TIME
LO: Children will listen to a story on friendship and discuss it.
1. Talking About Friends: Ask: What is a friend? Listen to all responses by children. Give simple prompts:
• A friend plays with you.
• A friend helps when you fall.
• A friend waits for their turn.
2. Story Time: Narrate the story The Lost Toy and the Friend with expressions and voice modulation. Use the home language or a mixed language if required. Discuss the story by asking: What did Raju do for Meena?
STEM Exploration, pages 30–32
The Lost Toy and the Friend
One day, Meena lost her teddy bear in the park and felt very sad. Her friend Raju saw her crying and asked, “Can I help you?” Together, they looked under the bench, behind the slide, and near the swing. Finally, Raju found the teddy under the slide! Meena smiled and said, “Thank you!” They played happily together—and stayed best friends!
3. Sharing Time: Ask children to share one good thing they have done for their friends or their friends have done for them. Give them an example: One day my friend shared her food with me. / One day I helped my friend with colouring. Ensure everyone gets a chance to share.
GENERAL AWARENESS
LO: Children will name their family members and share one way they spend time with their family.
Introduction
1. Talking About Family: Start a discussion by saying: Family means the people who live with us and love us. Ask: Who lives in your house? Listen to all responses. Ask questions like: What do you call your grandmother? (Help children say “Dadi” or “Nani”)
Encourage each child to say: I live with my ___ and ___.
Practice
2. Spending Time with Family: Ask children to share a fun moment with their family. Model and share how you like to spend time with your family, for example, say: I like to play with my sister. Ensure everyone gets a chance.
FOUNDATIONAL LITERACY
LO: Children will identify and trace the symbol Zz.
Resources: Literacy Skillbook, page 65
Introduction
1. Recap: Ask children to name some words starting with /z/ sound. Guide them to emphasise the /z/ sound as they say each word. For example: /z/ /z/ zebra.
2. Symbol Zz: Write capital Z on the board and explain the steps for writing Z. Refer to the arrows on page 65 for guidance. Say: Z is made of a sleeping line, a slanting line, and again a sleeping line. Guide them to trace letter Z in the air with their index fingers. Ask them to say: Z says /z/ /z/ /z/. Repeat the same for small letter z.
3. Tracing Zz: Write capital letter Z and small letter z on the board. Call the children one by one and guide them to trace the letters with chalk on the board.
Practice
4. Letter Zz: Ask children to open page 65 of the Skillbook. Guide them to trace letter Zz first with their finger and then with crayons. Then, guide them to say /z/ /z/ zigzag and trace the dots to complete the zigzag.
FOUNDATIONAL NUMERACY
LO: Children will identify and trace the symbol of number 20.
Resources: Numeracy Skillbook, page 69; some countable objects (crayons, pencils, toys, etc.)
Introduction
1. Recap: Recall number 20 by counting some objects and ask children to repeat after you as you count. Then, call forward a few children to count 20 objects.
2. Symbol 20: Write 20 on the board and say: This is 20. Then, guide children to trace 20 in the air with their index fingers.
3. Tracing 20: Write 20 on the board. Call children one by one and guide them to trace the number using chalk. Ensure everyone gets a turn.
Practice
4. Meet Number 20: Ask children to open page 69 of the Skillbook. Guide them to trace the dots first with their index fingers and then with crayons to make the number 20.
Refer to page 69 of the Skillbook. Look at the numbers carefully and circle number 20.
DIY
LO: Children will identify objects that are heavy and objects that are light and sort them.
Resources: STEM Exploration, pages 30–32; a cup filled with stones and a cup filled with cotton balls
1. Recap: Call children one by one and ask them to pick the two cups. Guide them to identify and compare which cup is heavy and which is light. Ensure everyone gets a turn.
2. Sorting Stones and Cotton Balls: Mix the stones and cotton balls in one cup. Call children one by one and guide them to sort the stones and the cotton balls. Ensure everyone gets a turn.
3. Heavy and Light: Ask children to open pages 30–32 of the STEM Exploration book. Read aloud the questions and guide children to solve the questions by marking the correct answers.
Domain
Topic of the Day
Circle Time Places Around Us
General Awareness My Home
DAY 163
Book & Page
Foundational Literacy Letter Zz Literacy Workbook, page 39
Foundational Numeracy Numbers 1 to 20
DIY Raindrops Art and Craft, page 30
CIRCLE TIME
LO: Children will talk about different places around them and share a place they like to visit.
1. Warm-Up: Begin by asking: Name some places you see around you. Encourage children to share their responses.
2. Guess the Place: Give some hints to children and encourage them to guess the names of the places: Hospital: Doctors help sick people and we see beds and bandages.
School: We learn, play, and meet our teachers and friends here.
Toy Shop: There are many toys like cars, dolls, and teddy bears to buy.
Petrol Pump: Cars and bikes stop here to get petrol.
Park: We see swings, trees, and children playing all around.
Market: A place where we buy clothes, vegetables, fruits, etc.
Pro Tip
You can ask children to enact and show some activity that happens in these places.
3. Sharing Time: Ask children to share a place they like to visit and why. Give them an example, like: I like to go to the park because I get to play on the swings. Ensure everyone gets a chance to share and encourage them to speak in their home language, if required.
GENERAL AWARENESS
LO: Children will recall different parts of a house and identify familiar objects in each room.
Introduction
1. Talking About Home: Start with a friendly question: Where do we live? Let children share their answers, and say: We all live in our homes. Show a simple picture or draw a house outline with doors, windows, a wall and a roof. Help children identify different parts of the house.
2. Rooms in a House: Discuss names of different rooms in the house. Ask:
• Which room do you sleep in? (Bedroom)
• Where do we cook? (Kitchen)
• Where do we sit with our family? (Living room)
• Where do we take a bath? (Bathroom)
Practice
3. Guess the Room: Say: I am thinking of a room. It has a bed, a pillow, and a blanket.
Let children guess: Bedroom! Repeat with:
• Sofa, TV (Living room)
• Stove, spoon, plate (Kitchen)
• Soap, bucket (Bathroom)
FOUNDATIONAL LITERACY
LO: Children will identify objects starting with /z/ sound and the symbol Zz. Resources: Literacy Workbook, page 39
Introduction
1. Identifying /z/ Sound: Call out names of some objects one by one in a random order. Ask children to clap only if they hear /z/ sound in the beginning. For example: nut, mango, zip, tap, zebra, zigzag, apple, etc.
2. A Zig-Zag Line: Draw a zig-zag line on the floor with the help of chalk. Call children one by one and ask them to walk along the zig-zag line. Ensure everyone gets a turn.
Practice
3. Letter Zz: Ask children to open page 39 of the Literacy Workbook. Guide them to match the letter with the objects starting with the /z/ sound. Then, ask children to colour the shapes with letter Zz.
FOUNDATIONAL NUMERACY
LO: Children will count numbers from 1 to 20 in a sequence and identify their symbols.
Resources: 1 to 20 Number flashcards—(from Skillbook)
Introduction
1. Counting from 1 to 20: Count aloud from 1 to 20 in a sequence and ask children to repeat after you. Repeat 3–4 times for reinforcement.
Pro Tip
You can call forward a few children and ask them to recite from 1 to 20 and ask others to repeat after them.
2. Identifying Symbols: Give the number flashcards to children from Skillbook. Then call out numbers from 1 to 20 in a random order and ask children to hold up the correct number symbol. Monitor and guide children if required.
Practice
3. Sequencing Numbers: First, ask children to place the number cards of 1 to 10 in a sequence. Walk around to check children’s work and guide them if required. Repeat the same for numbers from 11 to 20.
Practice counting from 1 to 20 in a sequence with the help of the number flashcards from the Skillbook.
DIY
LO: Children will colour a rainy-day picture.
Resources: Art and Craft, page 30; crayons
1. Warm Up Discussion: Ask: What do we see on a rainy day? Listen to all responses and say: We see raindrops, clouds, puddles on a rainy day. Then, ask: What do we do to protect ourselves from rain? Let children share their responses and say: We use an umbrella or wear a raincoat.
2. Raindrops: Ask children to open page 30 of the Art and Craft book. First, ask them to trace the dotted lines to make raindrops with a blue crayon, then colour the raincoat with a yellow crayon.
Domain
Topic of the Day
Circle Time Missing Classroom Objects
General Awareness My School
DAY 164
Book & Page
Foundational Literacy Once More Literacy Workbook, page 40
Foundational Numeracy Join the Dots Numeracy Skillbook, page 70
DIY Origami: Blue Whale
CIRCLE TIME
LO: Children will identify the classroom objects and guess the missing ones.
Resources: Some common classroom objects
1. Show and Tell: Place some classroom objects neatly on the table (chalk, markers, duster, crayons, etc.) Point to each item and say aloud their names clearly.
2. Guess the Vanishing Objects: Place 4 objects on a table and ask children to look at them clearly. Then, ask children to close their eyes and remove one object. Encourage the children to guess the missing object. Repeat 4–5 times.
3. Swapping Objects: Now, show 3 objects to children (example: a book, pen and a crayon). Then, ask them to close their eyes and replace one item with another, for example: replace a book with a pencil. Ask children to guess which object was swapped.
Pro Tip
You can also ask a child to swap or remove an object and let others guess the change.
GENERAL AWARENESS
LO: Children will revise activities done in school and identify familiar classroom items. Resources: Classroom objects
Introduction
1. Warm Up: Ask: Where are we right now? Let children share their responses and say: We are in school. Then, ask: What do we do here? Encourage answers like: play, learn, eat, sing, read.
2. Objects in Classroom: Show or point to objects around: blackboard, chair, table, crayons, bag, books. Ask questions like:
• What do we use to colour? (crayons)
• What do we sit on? (chair)
• Where does the teacher write? (blackboard)
Let children walk to or point at the item when you say its name.
Practice
3. Yes or No: Say some activities or things in a random order. If children do or find them in school, ask them to answer ‘Yes’. If not, ask them to say ‘No’. Give them examples like:
• We sleep in school. (No)
• We listen to stories in school. (Yes)
• We see books and chalk in school. (Yes)
• We see shops in school. (No)
• We draw and colour in school. (Yes)
Look around your house. Try to spot at least three things that you see both at home and at school.
FOUNDATIONAL LITERACY
LO: Children will identify the first letter of objects by looking at pictures. Resources: Literacy Workbook, page 40; sticker sheet (from Workbook)
Introduction
1. Guess the First Letter: Call children one by one and give them a word. Guide them to say aloud the word emphasising the beginning sound, for example: /t/ /t/ tomato. Then, ask them to guess the first letter of the word. Ensure everyone gets a turn and give different words to each child.
Practice
2. Once More: Ask children to open page 40 of the Workbook. First, guide them to identify the picture and circle the correct letter. Then, help them to paste the correct letter from the sticker sheet beside the pictures.
FOUNDATIONAL NUMERACY
LO: Children will join numbers from 1 to 20 in a sequence to complete a picture.
Resources: Numeracy Skillbook, page 70
Introduction
1. Counting 1 to 20: Begin by counting numbers from 1 to 20 in sequence and ask children to repeat after you. Write the number symbols on the board as you count. Repeat 3–4 times for reinforcement.
Practice
2. Join the Dots: Ask children to open page 70 of the Skillbook. Guide them to join the dots in a sequence to complete the picture. At the end ask them to guess the picture. Say: We made a vase.
DIY
LO: Children will make a blue whale using origami art.
Resources: square origami paper (per child); black markers or black bindis
1. Warm-Up Discussion: Begin by asking: Can you name some animals that live in water? Listen to all responses. Then, say: Today we will make a blue whale using paper. A blue whale lives under water.
2. Origami Art: Give the square papers to children. Demonstrate and guide them to fold the paper to make the blue whale. Follow the steps shown in the picture. At the end, guide them to make the eye using a black marker or by pasting bindis.
CATCH UP CARNIVAL
Domain General Awareness
Learning Outcome
Children will share information about their home and school.
Resources A soft toy
Suggested Method Pass around a soft toy. Ask one of the following questions to the child holding the soft toy:
• Who is there in your family?
• How do you spend time with your family?
• What are the different parts of a house?
• Name any one room in a house and mention what you find there.
• What different objects do you find in the classroom?
• Share one activity that you do in school. Cheer for each child and give them a smiley.
Support for Struggling Learners
Pair the learners with a buddy. The buddy shares one thing they do in school, and the learner repeats it. For example: Buddy: I play with friends in school. The learner repeats after the buddy.
Domain Foundational Literacy
Learning Outcome Children can identify the /z/ sound and recognise letters Zz.
Resources Literacy Skillbook, page 64; chalk
Suggested Method Call children one by one and ask them to name two words that begin with the /z/ sound. Then, write letter Zz on the board and ask them to trace it on the board with chalk. Ensure everyone gets a turn.
Support for Struggling Learners
Gather the struggling learners together. Write Z and z on the board and guide them to say: Z says /z/ /z/ /z/. Then, show them pictures of objects starting with /z/ sound from page 64 of the Skillbook. Say, for example: /z/ /z/ zip. Finally, guide the children to trace the letter Zz in the air with their index fingers.
Domain Foundational Numeracy
Learning Outcome Children can count up to 20 and identify the number symbol 20.
Resources Chalks; some countable objects (crayons, pencils, toys, etc.); number 20 flashcard –(from Skillbook)
Suggested Method Call children one by one. Ask them to count and pick 20 objects. Then, write number 20 on the board and ask them to identify and trace the number with chalk. Cheer for each child and give them a smiley.
Support for Struggling Learners
Gather the learners and write 20 on the board. Say: Let’s count together and see how many we have! Count slowly and clearly, touching each item: One, two, three ... until twenty. Say: We have 20 things! Repeat the counting 3–4 times with excitement. Then, guide children to count 20 smileys on the number 20 flashcard.
WEEK 34
Domain
Topic of the Day
Circle Time Asking Simple Questions
General Awareness Animals and Birds
Foundational Literacy Revising A to Z
DAY 166
Book & Page
Foundational Numeracy Caterpillar! Caterpillar! Numeracy Skillbook, page 71
DIY Rhyme: Red, Green, Yellow Rhymes and Stories, page 56
CIRCLE TIME
LO: Children will learn to ask simple questions to their friends.
Resources: a ball or a soft toy
1. Warm-Up: Today we will learn about our friends by asking simple questions. Give an example like: What do you like to eat? If required, ask the question in their home language as well.
2. Question Circle: Pass around a soft toy or a ball. The child holding the soft toy asks a question to a friend. Guide them to ask questions and encourage the friends to reply. Ensure everyone gets a turn to ask questions. You can give them hints like: Would you like to ask your friends about what they like to eat? / Would you like to know about their favourite colour?
GENERAL AWARENESS
LO: Children will identify some common birds and animals.
Resources: Animals and birds flashcards (from General Awareness book)
Introduction
1. Fun with Movements: Begin the session with a fun activity. Call out the names of a few animals and let children act them out. For example:
• Hop like a frog
• Waddle like a duck
• Flap like a bird
• Crawl like a cat
2. Picture Quiz: Give the animals and birds flashcards to children. Ask them some questions and guide them to respond by holding up the correct animal or bird flashcard. You can ask questions like:
• Show one animal that lives on the farm.
• Show one animal that lives in the wild.
• Show me a bird with colourful feathers.
• Show me a bird that says ‘caw caw’.
• Show me an animal with yellow and black stripes.
Practice
3. Bird or Animal: Say aloud names of some birds and animals in a random order. Ask children to say aloud ‘Animal’ if it is an animal and ‘Bird’ if it is a bird. For example: tiger, crow, duck, dog, cat, peacock, and so on.
FOUNDATIONAL LITERACY
LO: Children will revise letters A to Z and identify the symbols.
Resources: A to Z flashcards (from Skillbook)
Introduction
1. Letter Song: Begin the session by singing the letter song (A B C D…) and ask children to sing along with you. Repeat the song 3–4 times for reinforcement.
2. Letter Hunt: Write letters in a random order on the board or lay the flashcards in a random order on a table or on the floor. Call children one by one, call out a letter sound, and guide them to find the correct letter. For example, ask: Which letter makes the /f/ sound?
Practice
3. Letter Show: Give the letter flashcards to children. Say aloud the name of an object emphasising the beginning sound, for example: /a/ /a/ apple. Guide children to guess the beginning letter, and hold up the correct flashcard. Monitor and guide as required.
FOUNDATIONAL NUMERACY
LO: Children will write the numbers 1 to 20 in sequence.
Resources: Numeracy Skillbook, page 71
Introduction
1. Reciting 1 to 20: Begin with reciting the numbers from 1 to 20 in a sequence and ask children to recite along. Repeat 3–4 times for reinforcement.
2. Missing Numbers: Write numbers from 1 to 20 in a sequence with some numbers missing in between. Guide children to find the missing numbers, and then write them in the blanks. Ask questions like: What comes after 10? / What comes after 15?
Practice
3. Caterpillar! Caterpillar!: Ask children to open page 71 of the Skillbook. Guide them to write down the missing numbers to complete the caterpillar. Write down the numbers on the board for reference.
Write down numbers from 1 to 20 in a sequence in your notebooks.
DIY
LO: Children will identify red, green and yellow colours and recite the rhyme Red, Green, Yellow. Resources: Rhymes and Stories, page 56; objects in red, green and yellow
1. Identifying Colours: Show the red colour object to children and ask: What colour is this? Let children share their responses and then say: This is red. Repeat the same for green and yellow objects.
Pro Tip
Ask children to identify red, yellow, and green colour objects from the surrounding.
2. Discussion Time: Ask: Did you see traffic signals on the road? Let children share their responses. Then, explain: A traffic signal has three colours. Red means STOP, yellow means SLOW DOWN and green means GO. Then refer to picture given on page 56 of the Rhymes and Stories book to show them the traffic signal.
3. Rhyme Time: Recite the rhyme Red, Green, Yellow with actions and expressions. Ask children to recite along. Repeat 3–4 times.
Red, Green, Yellow
Domain
Topic of the Day
Circle Time Fun with Claps
General Awareness Insects and Plants
Foundational Literacy Revising A to Z
Book & Page
Foundational Numeracy Count and Write Numeracy Skillbook, page 72
DIY Rhyme: Red, Green, Yellow Rhymes and Stories, page 56
CIRCLE TIME
LO: Children will listen to the number of claps and perform the action corresponding to the number of claps.
1. Introduction and Demonstration: Say: Today we will listen closely to my claps! Each number of claps means something special.
Model the actions as you explain:
1 clap = jump once
2 claps = walk on the spot
3 claps = turn around
Do each action slowly and encourage the children to copy.
2. Play Time: Start mixing up the claps in different sequences and encourage children to do the correct actions:
1 clap… pause
3 claps… pause
2 claps… pause
Encourage children to listen carefully and perform the correct action.
Pro Tip
Keep your clap pace steady and clear—not too fast. Use visual cues, like raised fingers (to show the number of claps), if some children need extra support while learning.
GENERAL AWARENESS
LO: Children will identify some common insects and parts of plants. Resources: Real parts of plants – flowers, leaves, twigs; a fruit; some other objects like crayons, pencils; a basket or a tray
Introduction
1. Insect Talk: Begin by asking: Name some common insects that you see around you. Let children share their responses. Then give examples of a few insects like: ant, bee, mosquito, butterfly, etc.
2. Parts of Plants: Say: We see many trees and plants around us. Can you name some parts of plants? Let children share their responses. Then say: Leaves, flowers, stems, fruits, and roots are the common parts of plants.
Practice
3. Insect Hop: Call out names of a few insects and other animals in random order. Ask children to hop only when they hear the name of an insect. For example: ant, peacock, tiger, butterfly, bee, lion, mosquito, and so on.
4. Sort Parts of Plants: Mix the parts of plants with other objects and place them in a basket or tray. Call children one by one and guide them to identify and sort all the parts of the plant and name them. Ensure everyone gets a turn.
FOUNDATIONAL LITERACY
LO: Children will revise letters A to Z and identify them.
Resources: A to Z letter flashcards—(from Skillbook); some objects starting with different sounds in a bag
Introduction
1. Sequencing Letters A to Z: First recite the Letter Song (A B C D…) and ask children to sing along. Then, write the letters in a sequence on the board and give the letter flashcards to children. Guide them to arrange the letters in a sequence (from A to Z) on their tables or on the floor. Monitor and guide as needed.
Pro Tip
You can make it a pair activity, if space is limited, and let 2 children lay a set of cards in a sequence on a table.
Practice
2. Mystery Bag: Call children one by one and ask them to take out an object from the bag. Guide them to say aloud the name of the object, emphasising the beginning sound, for example: /p/ /p/ pencil. Then ask them to guess the first letter of the word pencil. Ensure everyone gets a turn.
Practise sequencing the letters in the order of A to Z using the letter flashcards (from Skillbook). Take help from an adult, if required.
FOUNDATIONAL NUMERACY
LO: Children will count and write numbers from 11 to 20.
Resources: Numeracy Skillbook, page 72; a box with 10 objects (for example, crayons, pencils, chalk, etc.) and an empty box; some countable objects
Introduction
1. Counting Objects: Choose a number from 11 to 20, for example 12, and show it to the children while counting. Count up to 10 and put them in one box. Say: This box can hold only 10 objects. Then count 2 objects and put them in the other box. Say: We have 12 objects. Repeat with 2 more numbers.
2. Counting Practice: Call children one by one and give them a number between 11 and 20. Let them count the objects and put them in a box. Guide them to put 10 objects in one box and the rest in the other box. Ensure everyone gets a turn.
Practice
3. Count and Write: Ask children to open page 72 of the Skillbook. Guide them to count the dots and write the correct number.
DIY
LO: Children will recite the rhyme Red, Green, Yellow and create a traffic signal art.
Resources: Rhymes and Stories, page 56; a rectangle cut-out (per child); circle cut-outs (3 per child); glue; crayons
1. Rhyme Time: Recite the rhyme Red, Green, Yellow with actions and expressions. Ask the children to recite along. Repeat 3–4 times.
2. Traffic Signal: Give the materials to the children. Guide them to paste the circles in a vertical line on the rectangle paper. Then, ask them to colour the circles red, yellow and green. Say: We have made our own traffic signal.
Red, Green, Yellow
Domain
Topic of the Day
Circle Time Whose Sound is That?
General Awareness Fruits, Vegetables and Healthy Food
DAY 168
Book & Page
Foundational Literacy Do and Learn Literacy Skillbook, page 66
Foundational Numeracy Count and Circle Numeracy Skillbook, page 73
DIY An Aeroplane Art and Craft, page 31
CIRCLE TIME
LO: Children will develop listening and thinking skills by linking sounds to real objects. Resources: Some common objects like: keys, paper, spoon, bottle, etc.
1. Warm-Up: Say: I will make a sound... can you guess what made it? Hide an object behind your back or a small box. Make a sound using it (e.g., shake keys, tap a spoon, crumple paper).
2. Guessing Time: Show 2–3 objects (including the one used) and ask: Was it the keys? The spoon? Or the bottle? Let children point or name what they think. Reveal the correct one and cheer together!
Pro Tip
Keep objects safe and familiar. Encourage all responses, even surprising ones—it builds confidence and curiosity.
GENERAL AWARENESS
LO: Children will identify fruits and vegetables and discuss healthy food. Resources: Some common vegetables and fruits; two baskets
Introduction
1. Fruits and Vegetables: Ask children to name some fruits and vegetables. Then show some fruits and vegetables from the basket and ask children to identify and guess their names.
2. Sorting Time: Call children one by one. Keep the fruits and vegetables in a basket and guide children to sort them in two different baskets. Ensure everyone gets a turn.
3. Healthy Food: Say: We should eat food that is healthy and good for our body and avoid eating junk food. Say aloud names of some foods in random order and let children guess whether they are healthy or junk. For example: curd, chocolate, milk, burger, eggs, pizza, and so on.
Practice
4. Making a Healthy Plate: Draw a plate on the board and say: We have to make a healthy plate. We cannot put any junk food on this plate. Call children one by one and ask: Can we put this food in a healthy plate? For example, say: Can we put an apple on this healthy plate? / Can we put a slice of pizza on this plate? Ensure everyone gets a chance to answer.
Look for different foods at home with the help of an adult. Identify the healthy food and junk food.
FOUNDATIONAL LITERACY
LO: Children will identify pictures and the correct letter for the pictures. Resources: Literacy Skillbook, page 66
Introduction
1. Guess the Correct Letter: Call children one by one, say aloud the name of an object and write two letters on the board (one letter that the object starts with, and another letter). For example, say: Nut and write N and U on the board. Ask children to identify the beginning sound and the correct letter. Ensure everyone gets a turn.
Practice
2. Do and Learn: Ask children to open page 66 of Skillbook. Guide them to identify the pictures and say aloud their names, for example: /e/ /e/ elephant. Then help children to identify and circle the correct letter.
FOUNDATIONAL NUMERACY
LO: Children will count the number of objects, from 1 to 20, and identify the correct number symbols.
Resources: Numeracy Skillbook, page 73; some objects for counting; chalk or board markers
Introduction
1. Counting Time: Place some objects neatly on the table. Ask children to count them and guide them to write the correct number on the board. Ensure everyone gets a turn and give each child a different number of objects for counting.
Practice
2. Count and Circle: Ask children to open page 73 of the Skillbook. Guide them to count the objects and circle the number that is correct.
DIY
LO: Children will colour the picture of an aeroplane.
Resources: Art and Craft, page 31; crayons
1. Warm-Up Talk: Ask: Can you name a vehicle that has two wings and flies in the sky? Let children respond. Then introduce the word aeroplane. Today, we will colour the picture of an aeroplane.
2. An Aeroplane: Ask children to open page 31 of the Art and Craft book. Guide them to identify the colours—red, yellow, and blue, and colour the aeroplane using the crayons.
Domain
Topic of the Day
Circle Time My Favourite Colour
DAY 169
Book & Page
General Awareness Safety at Home, School and on Road General Awareness, pages 57–59
Foundational Literacy Do and Learn Literacy Skillbook, page 67
Foundational Numeracy Numbers 11 to 20 Numeracy Workbook, page 47
DIY A Car Art and Craft, page 32
CIRCLE TIME
LO: Children will talk about their favourite colour and identify that colour.
1. Warm-Up: Say: Today we will talk about our favourite colour. Look! I am wearing red. Red is my favourite colour! Can you see something red in the room?
2. Sharing Time: Say: Now it’s your turn. What is your favourite colour? Let each child answer with help if needed. Help them form a short sentence: My favourite colour is __. Say: Can you find something in the room with your favourite colour? Guide children to point or walk to an object, and help name colours again.
Draw a flower using your favourite colour and bring it to the class the next day.
GENERAL AWARENESS
LO: Children will recall and identify different safety measures to be taken at home, school and on road Resources: General Awareness, pages 57–59
Introduction
1. Warm-Up: Say: Safety means we are careful so we don’t get hurt. Ask: Where should we be safe—at home, at school or outside? Let children respond. Reinforce that safety is important everywhere.
2. Discussing Safety Measures: Ask children to share some safety measures that they should follow at school. Let children respond and then refer to page 57 of the General Awareness book and discuss the safety measures given along with the pictures. Repeat the same for safety at home and on the road.
Practice
3. Quick Check: Ask some questions on safety to children. Guide them to respond by saying Yes or No. You can ask questions like:
• Do we run in class? (No)
• Should we touch sharp things at home? (No)
• Can we play near the stove or gas? (No)
• Should we climb stairs carefully? (Yes)
• Do we take turns to get up in the bus? (Yes)
• Should we hold hands with an adult while walking outside? (Yes)
• Can we push others when we play? (No)
• Should we throw toys or books in school? (No)
• Should we walk on the footpath? (Yes)
Pro Tip
Ask children to act out safe and unsafe situations to understand better.
FOUNDATIONAL LITERACY
LO: Children will match the pictures with the correct letters.
Resources: Literacy Skillbook, page 67; A–Z letter flashcards—(from Skillbook)
Introduction
1. Matching the Letters: Give each child two letter flashcards from the Skillbook. Make sure all letters are covered. Say a word aloud, clearly emphasising the beginning sound, for example: /m/ /m/ mango Children holding that letter flashcard come forward and show them. Repeat with different words and sounds.
Practice
2. Do and Learn: Ask children to open page 67 of Skillbook. Guide them to look at the pictures, say their names aloud and match each picture with the correct letter.
FOUNDATIONAL NUMERACY
LO: Children will count and write numbers from 11 to 20.
Resources: Numeracy Workbook, page 47; some objects for counting; chalk (crayons, toys, pencils, etc.); a box
Introduction
1. Counting and Hopping: Write numbers 11 to 20 in a line on the floor. Call children one by one, give them a number from 11 to 20, and ask them to hop on that number. Then ask them to count and pick that many objects and put them in the box. Ensure everyone gets a turn.
Practice
2. Numbers 11 to 20: Ask children to open page 47 of the Workbook. Guide them to count the objects and write the number. You can write the numbers on the board for reference.
DIY
LO: Children will trace the dots to complete a car and colour it.
Resources: Art and Craft, page 32; a toy car; crayons
1. Warm-Up: Show the toy car to children and ask: What is this? Let them respond and then say: This is a car. Discuss features of the car such as its colour, number of wheels, etc.
2. A Car: Ask children to open page 32 of the Art and Craft book. Ask them to join the dots first, and then colour the car using crayons.
CATCH UP CARNIVAL
Domain General Awareness
Learning Outcome Children will talk about fruits, vegetables and some healthy food.
Resources A soft toy; some real fruits and vegetables
Suggested Method Pass around a soft toy. Ask the child holding the soft toy to share the name of a fruit, a vegetable and a healthy food. Clap for each child and give them a smiley. Ensure that everyone gets a turn.
Support for Struggling Learners
Gather the learners together. Show some real fruits and vegetables. Name each one and ask children to repeat. Then, call children one by one to pick one fruit and one vegetable.
Domain Foundational Literacy
Learning Outcome Children can identify objects starting with letters A to Z.
Resources Letter flashcards – (from Literacy Skillbook)
Suggested Method Call children one by one and say aloud the name of an object. Guide children to guess the beginning sound of the object and the letter. Clap for each child and give them a smiley. Ensure everyone gets a turn.
Support for Struggling Learners
Pair a struggling learner with a confident learner. Give each pair A–Z letter flashcards. The buddy guides the learner to arrange the letters in order and says the letters aloud while arranging them.
Domain Foundational Numeracy
Learning Outcome Children can count and write numbers from 1 to 20.
Resources Chalk; some countable objects (pen, crayons, books, toys, etc.)
Suggested Method Call children one by one. Give them a number from 1 to 20. Ask children to count that many objects and write the correct number on the board. Clap for each child and give them a smiley. Ensure everyone gets a turn.
Support for Struggling Learners
Pair a struggling learner with a confident learner. Give each pair number flashcards (1 to 20). The buddy guides the learner to arrange the numbers in order and says the numbers aloud while arranging them.
Domain
Circle Time
Topic of the Day
Rhyme: Finger Family
General Awareness Who Needs Water?
Book & Page
Foundational Literacy The Alphabet Animals Literacy Skillbook, pages 68–69
Foundational Numeracy Hop! Hop! Numeracy Workbook, pages 48–49
DIY Guess My Animal
CIRCLE TIME
LO: Children will recite the rhyme Finger Family with actions and expressions.
1. Warm-Up: Show your hand and wiggle each finger. Name each finger (Daddy, Mummy, Brother, Sister, Baby). Children copy and repeat 3–4 times (start showing from the thumb). Let children copy you and name their fingers. Repeat 3–4 times.
2. Rhyme Time: Sing the rhyme slowly with finger actions and expressions. Children repeat 4–5 times.
Pro Tip
Finger Family Daddy finger, daddy finger, where are you?
Here I am, here I am. How do you do? Mommy finger, Mommy finger, where are you? Here I am, here I am. How do you do?
(Repeat the same with Brother finger, Sister finger and Baby finger)
You can also draw faces on your fingers to make the rhyme more exciting.
GENERAL AWARENESS
LO: Children will recall uses of water and know that all living things need water. Resources: A glass or cup of water
Introduction
1. Warm-Up Discussion: Hold up a cup of water and ask: What do we do with water? Encourage children to answer. Support with prompts like:
• Do we drink water?
• Do we use water to wash things?
• Do we use water for plants?
2. Think and Tell: Ask: Who needs water, a plant or a car? Let children guess.
Emphasise:
• People need water to drink
• Animals need water to stay alive
• Plants need water to grow
Practice
3. Who Needs Water: Say aloud names of a few objects in a random order. Ask children to show a thumbs up if it needs water and a thumbs down if it does not need water. For example: fish, ball, hat, tiger, flower, cat, mat and so on.
FOUNDATIONAL LITERACY
LO: Children will identify the names of animals in alphabetical order.
Resources: Literacy Skillbook, pages 68–69
Introduction
1. Guess the Sounds: Say aloud names of a few birds or animals and ask children to guess the beginning sounds and the letters. For example, ask: What is the beginning sound of the word ‘dog’ ? / What is the beginning sound of the word ‘parrot’? Ask for at least 5–6 animals and encourage children to share their responses.
Practice
2. Guess the Animals: Ask children to open pages 68–69 of the Skillbook. First, guide them to look at the animals and identify as many animals as they can. Guide them to say the animal names emphasising the beginning sound, for example: /m/ /m/ monkey; /k/ /k/ cat.
3. The Alphabet Animals: Now call out the names of the animals in alphabetical order and guide children to identify the animal by pointing at the pictures. Ask: Can you find /a/ /a/ alligator? / Can you find /b/ /b/ bear? / Can you find /k/ /k/ cat?, and so on.
FOUNDATIONAL NUMERACY
LO: Children will identify number symbols and count from 1 to 20.
Resources: Numeracy Workbook, pages 48–49; 11 to 20 number flashcards (from Skillbook); crayons
Introduction
1. Counting from 1 to 20: Recite numbers from 1 to 20 in a sequence and ask children to recite along. Repeat 3–4 times for reinforcement.
2. Matching Number Symbols: Give number flashcards to children. Write numbers between 11 and 20 on the board and ask children to hold up the correct flashcard to show the matching number. For example, say: Who has number 15? Hold it up! Good! Now, who has number 19?
Practice
3. Numbers 11 to 20: Ask children to open page 48 of the Workbook. Guide them to read the numbers in each row and colour the fruits with the same numbers.
4. Hop! Hop!: Ask children to open page 49 of the Workbook. Guide them to join the numbered leaves from 1 to 20 with a crayon to help the frog reach from 1 to 20.
Refer to page 49 of the Workbook. Practise writing 1 to 20 in your notebooks.
DIY
LO: Children will play a game to revise animal names and their beginning sounds.
1. Mystery Animal Clues: Give simple clues on animals and encourage children to guess the correct animal. For example, say: This animal starts with /l/. It has a mane and roars loudly. What is it? (Lion) / This animal starts with /e/. It has big ears and a long trunk. What is it? (Elephant). Prepare 5–6 simple animal clues in advance to keep the game lively.
2. Alphabet Animal Hunt: Call out a letter (e.g., M) and ask: Who can tell me an animal that starts with /m/? Accept multiple answers (e.g., monkey, mouse) and cheer for all responses. Ensure to cover all the letters.
Domain
Circle Time
Topic of the Day
Rhyme: Finger Family
General Awareness Saving Water
DAY 172
Book & Page
Foundational Literacy Once More Literacy Workbook, pages 41–42
Foundational Numeracy Count and Match Numeracy Workbook, pages 50–51
DIY Wheels Art and Craft, page 33
CIRCLE TIME
LO: Children will recite the rhyme Finger Family and complete an art activity.
Resources: Drawing sheet (per child); paint; crayons
1. Rhyme Time: Recite the rhyme, Finger Family, from the previous session and ask children to sing along. Repeat 3–4 times, keeping the pace lively so children stay engaged.
2. Making Finger Family: Give the materials to the children. Demonstrate and guide them to dip their palms in paint and press gently on the paper to make handprints. Then, help them colour each finger in different colours to show the family members.
Pro Tip
Display the art work made by the children in a corner of the classroom.
Error Alert!
Ensure children do not put paint in their mouths and wash hands after the activity.
GENERAL AWARENESS
LO: Children will understand the importance of water and ways to save it.
Resources: A cup of clean water; an empty cup
Introduction
1. Talk and Show: Hold a cup of clean water and say: This is water. We need it to drink, bathe, wash, and grow plants.
Now, slowly pour a little into another cup and say: If we waste water, we have less left. That is not good.
2. Examples from Daily Life: Ask: Where do we use water? (bathing, brushing, watering plants, drinking). Then ask: Should we leave the tap on? Let them respond—guide if needed.
Say: We can turn off the tap when we do not use water. That saves water!
Practice
3. Saving or Wasting Water: Call out some situations in a random order. Ask children to show a thumbs up if it saves water and a thumbs down if it shows wasting water. Call out situations like:
• Drinking water
• Playing with water
• Watering plants
• Leaving the tap open while brushing teeth
• Taking a bath
• Washing clothes
• Letting a bucket overflow with water
FOUNDATIONAL LITERACY
LO: Children will identify the correct letters and match them with pictures. Resources: Literacy Workbook, pages 41–42
Introduction
1. Identify the Correct Symbol: Write a correct letter symbol and an incorrect letter symbol on the board. For example, write K and Ʞ and ask children to identify the correct letter symbol. Repeat with 4–5 different letters.
2. Guess the First Letter: Call children one by one. Tell them the name of an object, for example: mango. Ask them to identify the beginning sound and the correct letter. Ensure everyone gets a turn.
Practice
3. Identifying the Incorrect Letter: Ask children to open page 41 of the Workbook. Guide them to look at the letters and cross out the incorrect letter in each row.
4. Matching Letters with Pictures: Ask children to open page 42 of the Workbook. Guide them to identify the pictures and match them with the correct letters.
FOUNDATIONAL NUMERACY
LO: Children will count objects and match them to the correct number symbols.
Resources: Numeracy Workbook, pages 50–51; some objects for counting (toys, books, crayons, pencil etc.); 1 to 20 number flashcards (from Skillbook)
Introduction
1. Counting and Matching: Lay number flashcards 1–20 on a table. Call children one by one, give a number, ask them to count that many objects, and then pick the correct flashcard. Then, ask them to identify the correct number symbol from the flashcards. Ensure everyone gets a turn and give each child a different number.
Practice
2. Count and Write: Ask children to open page 51 of the Workbook. Guide them to count the number of objects and write the correct number symbol. Count the objects on page 50, and match them with the correct number symbol.
DIY
LO: Children will create a path to help a school bus reach the school.
Resources: Art and Craft, page 33; earbuds (one per child); white paint; a toy car
1. Warm-Up: Ask: How do we travel from one place to another? Let children share their responses. Then say: We walk to some places or we use vehicles like car, bus, train, etc. to travel. Explain that the wheels on the vehicles help them to move. Show a toy car to explain, if possible.
2. Wheels: Ask children to open page 33 of the Art and Craft book. Show them the picture of the bus and school. Say: We have to help the bus reach the school by drawing dots on the road. Demonstrate and guide children to dip their earbuds in white paint and make the dots on the road.
Domain
Topic of the Day
Circle Time Jumping Hurdles
General Awareness Hot and Cold Day
DAY 173
Book & Page
Foundational Literacy Writing Practice Literacy Workbook, pages 43–46
Foundational Numeracy Writing Numbers Numeracy Workbook, pages 52–53
DIY An Astronaut
CIRCLE TIME
Art and Craft, pages 34–35
LO: Children will develop gross motor skills, balance, and confidence through jumping.
Resources: Folded newspapers; cushions; chalk; or tapes.
1. Setting Up the Space: Use cushions, folded newspapers, or chalk/tape lines to make low hurdles. Clear space for 2–3 children to move safely.
2. Explaining the Game: Say: Today we will jump like little bunnies over small hurdles. Take turns and cheer for each other! Explain and demonstrate how to jump over a cushion slowly and land safely.
3. Jumping Hurdles: Call children in small groups (2–3 at a time) to line up and try jumping. Use simple prompts: Jump now! or Your turn! Encourage children to land with both feet and keep it playful. Ask the seated children to clap and say Great job! after each turn.
Pro Tip
If possible, conduct the activity in an open space outside the classroom.
GENERAL AWARENESS
LO: Children will recall hot and cold days through actions and hands-on activities.
Resources: Sweater; cap; hand fan; cold water bottle; sunglasses; gloves
Introduction
1. Object Talk: Place items on the table. Pick each and ask: Do we use this on a hot or cold day? Let children answer and explain why.
2. Movement Game: Say a word and let children act:
Hot tea! → pretend to blow and sip
Cold ice! → hug arms and shiver
Hot sun! → fan themselves
Cold wind! → rub hands together
Keep it short and fun.
Practice
3. Hot Day or Cold Day: Say aloud some situations. Ask children to respond by saying Hot day or Cold Day. Give them situations like:
• Having an ice cream. (Hot day)
• Wearing a sweater. (Cold Day)
• Eating watermelon. (Hot day)
• Drinking warm soup. (Cold Day)
• Sitting near a fireplace. (Cold Day)
FOUNDATIONAL LITERACY
LO: Children will trace letters using standing lines and sleeping lines. Resources: Literacy Workbook, pages 43–46; ice cream sticks (4 per child)
Introduction
1. Standing Lines and Sleeping Lines: Draw a standing line. Say: This line goes straight from top to bottom. Guide children to trace a standing line in the air with their fingers. Repeat the same for a sleeping line, say: We draw a straight line from left to right.
2. Letters with Standing Line and Sleeping Line: Write L on the board. Say: L has a standing line and a sleeping line. Trace in the air 3–4 times with your finger. Then, guide children to make the letter with ice cream sticks. Repeat for T, I, H, F, E.
Practice
3. Tracing Standing Lines and Sleeping Lines: Ask children to open pages 43 and 44 of the Workbook. Ask them to trace only the first three rows using a pencil.
4. Writing Letters: Refer to pages 45 and 46 of the Workbook. Ask children to trace only the first 2 rows for each letter (L, T, I and H).
Complete pages 43–46 by tracing the standing lines, sleeping lines and the letters.
FOUNDATIONAL NUMERACY
LO: Children will identify and write numbers 11–14.
Resources: Numeracy Workbook, pages 52–53
Introduction
1. Number Symbols: Write 11 on the board and say: This is number 11. Guide children to trace the number in the air with their index fingers. Call children one by one to trace the number on the board with chalk. Repeat for numbers 12, 13 and 14.
Practice
2. Writing Numbers: Ask children to open pages 52 and 53 of the Workbook. Guide them to trace the dotted numbers and then write them in the spaces provided.
DIY
LO: Children will crumple paper to make moon craters.
Resources: Art and Craft, pages 34–35; grey colour sheet (from Art and Craft book); glue
1. Warm-Up: Ask: What do you see in the night sky? Let children share their responses. Say: We see the moon and stars. Today we will make moon craters. Explain that craters are round holes made when rocks from space hit the moon.
2. An Astronaut: Ask children to open pages 34 and 35 of the Art and Craft book. Show the picture and say: This is an astronaut, standing on the moon. Guide children to tear grey paper, crumple them into balls, and stick them on the moon to make craters.
WEEK 35
Domain
DAY 174
Topic of the Day Book & Page
Circle Time Mime and Guess
General Awareness Rainy Day
Foundational Literacy Writing Practice Literacy Workbook, pages 47–49
Foundational Numeracy Writing Numbers Numeracy Workbook, pages 54–56
DIY Our Happy Earth
CIRCLE TIME
LO: Children will use actions to communicate ideas without speaking.
Art and Craft, page 36
1. Introduction and Modelling: Say: Today we will play a fun game without talking. I will show you some actions. You try to guess!
Begin by miming common actions like:
• Eating a banana
• Colouring a book
• Brushing teeth
• Sleeping
2. Let’s Mime: Say: Now it’s your turn! Call one child at a time and ask them to do an action. Let the others guess the action. Guide them gently if they need help acting. Appreciate each child’s effort with a clap or cheer.
GENERAL AWARENESS
LO: Children will recall what happens during rainy weather and what we use or see. Resources: umbrella; raincoat
Introduction
1. Discussion Time: Begin with: Let’s talk about rainy days. What falls from the sky? Let children share their responses and then say: Rain. Ask: What do we wear when it rains? Show real objects if possible: a raincoat and an umbrella. If not, describe them clearly with gestures.
2. Sound and Action: Say: How does rain sound? Encourage children to tap their fingers softly on their desks like raindrops. Then say: Pretend you are holding an umbrella. Walk slowly and carefully like it’s raining.
Practice
3. Rainy Day Talk: Pass around a soft toy. The child holding the soft toy answers a question on a rainy day with ‘Yes’ or ‘No’.
Ask questions like:
• Do we see clouds on a rainy day? (Yes)
• Do you see the sun? (No)
• Do we go out without an umbrella on a rainy day? (No)
• Do our clothes get wet if we put them outside in the rain? (Yes)
• Do we see puddles on a rainy day? (Yes)
FOUNDATIONAL LITERACY
LO: Children will trace slanting lines and letter E, F, A and N.
Resources: Literacy Workbook, pages 47–49; ice cream sticks (4–5 per child)
Introduction
1. Slanting Lines: Draw a right slanting line and say: We go up from bottom left to top right. Then, guide children to trace the right slanting line with their index fingers. Repeat the same for the left slanting line, say: We go from top left to bottom right.
2. Letters: Write letter A on the board and say: Letter A is made of a right slanting line, a left slanting line and a sleeping line. Guide them to trace the letter with their index finger and then help them to make the letter with ice cream sticks on their desks. Repeat the same for letters E, F and N.
Practice
3. Tracing Time: Refer to pages 47–49 of the Workbook. Ask children to trace the first two rows for letters E, F, A and N (pages 47 and 49) and the first two columns for slanting lines (page 48).
Complete pages 47–49 by tracing the letters and the slanting lines.
FOUNDATIONAL NUMERACY
LO: Children will identify and write numbers 15–20.
Resources: Numeracy Workbook, pages 54–56
Introduction
1. Number Symbol: Write 15 on the board and say: This is number 15. Guide children to trace the number in the air with their index fingers. Then, call children one by one and let them trace the number on the board with chalk.
Repeat the same for numbers 16 to 20.
Practice
2. Writing Numbers: Ask children to open pages 54 and 55 of the Workbook and trace the dotted lines and write the numbers in the given spaces.
Complete writing numbers 19 and 20 on page 56 of the Workbook.
DIY
LO: Children will learn about the Earth and colour it.
Resources: Art and Craft, page 36; a ball
1. Show and Tell: Hold a ball and say: This is like our Earth—it’s round! We all live on Earth with trees and animals. Let children gently touch and roll the ball to understand the shape. Explain: Some parts of Earth are covered with land and the rest with water.
Pro Tip
Ask children to name things they see on Earth, like trees, houses, animals, or people.
2. Our Happy Earth: Ask the children to open page 36 of the Art and Craft book, and guide them to observe the picture carefully. Explain that the green areas show land and the blue areas show water. Then, ask them to colour the picture using green for land and blue for water.
CATCH UP CARNIVAL
Domain General Awareness
Learning Outcome
Children will talk about hot, cold and rainy days.
Resources General Awareness, pages 67, 69, and 71; a soft toy
Suggested Method Pass around a soft toy. The child holding it shares one point about a hot day, a cold day, or a rainy day. Ask guiding questions like: What do you like to do on a hot day? What do you wear on a cold day? What do you eat on a rainy day? Clap for each child and give them a smiley. Ensure everyone gets a turn.
Support for Struggling Learners
Gather the learners together. Show pages 67, 69, and 71 of the General Awareness book. Talk about what people wear, eat, and do on a hot, a cold day, and a rainy day.
Domain Foundational Literacy
Learning Outcome Children can write letters using standing and sleeping lines (L, T, I, H, F, E)
Resources Chalk
Suggested Method Call children one by one. Say a letter aloud and guide them to write it on the board with chalk. Clap for each child and give them a smiley. Ensure everyone gets a turn.
Support for Struggling Learners
Write letter L on the board and say: L says /l/. It has a standing line and a sleeping line. Ask children to trace it with chalk. Repeat for other letters.
Domain Foundational Numeracy
Learning Outcome Children can write numbers from 11 to 20.
Resources Chalk, 11 to 20 number flashcards—(from Skillbook)
Suggested Method Call children one by one. Give each child a number between 11 and 20. Ask them to write the number on the board with chalk. Clap for each child and give them a smiley. Ensure everyone gets a turn.
Support for Struggling Learners
Gather struggling learners. Distribute the number flashcards (11–20) from the Skillbook. Write 11 on the board and say: This is number 11. Ask children to hold the flashcard showing 11, trace it in the air, and then trace the number on the card with their fingers. Repeat for numbers 12–20.
WEEK 36
Domain
Topic of the Day
Circle Time My Best Time in School
General Awareness Festivals: Diwali and Christmas
DAY 176
Book & Page
Foundational Literacy Writing Letters Literacy Workbook, pages 50–52
Foundational Numeracy Numbers 21 to 30
DIY A Friendship Song
CIRCLE TIME
LO: Children will recall and confidently talk about something they enjoyed doing at school.
1. Setting the Context: Gather children in a circle. Sit at their level. Smile and say: We do so many fun things in school – we play, paint, sing, and run! Today we will talk about our favourite time at school.
2. Sharing Time: Call each child’s name and gently ask: Can you tell us your best time in school? For shy or quiet children, give two clear options: Did you like painting or playing outside? / Did you enjoy circle time, singing or dancing?
Let them nod, point, or say one word. Listen to all responses.
GENERAL AWARENESS
LO: Children will recall the festivals of Diwali and Christmas through conversation and guided discussion.
Introduction
1. Warm-Up: Say: We have talked about two big festivals. Let’s remember their names!
Ask: Do you remember the festival with lights, diyas, and sweets? (Diwali)
Ask: Which festival has a big tree and Santa Claus? (Christmas)
Ask: Do we celebrate Diwali at night or in the morning? (Night)
Ask: Do we celebrate Christmas in winter or summer? (Winter)
Encourage children to say the names aloud and repeat after you.
Practice
2. Festival Fun: Guide children to remember key things we do in each festival.
For Diwali:
Say: During Diwali, we light diyas, eat sweets, and wear new clothes. Do you remember doing this?
Ask questions like:
• Do we burst crackers or light diyas?
• Do we eat sweets or fruits?
• Do we decorate our home with lights or balloons?
For Christmas:
Say: During Christmas, we decorate a tree and wait for Santa. We sing songs and give gifts! Ask questions like:
• Do we decorate a tree or a table?
• Who comes with gifts? (Santa!)
• Do we hang socks or shoes? (Socks!)
Praise children’s answers and keep the tone cheerful and playful.
FOUNDATIONAL LITERACY
LO: Children will trace dots to write letters – M, V, W, X, K, Y and Z.
Resources: Literacy Workbook, pages 50–52; ice cream sticks (4 per child)
Introduction
1. Forming Letters: Write letter M on the board and say: Letter M is made of two slanting lines and two standing lines. Guide them to trace the letter with their index finger and then help them to make the letter with ice cream sticks on their desks. Repeat the same for letters V, W, X, K, Y and Z.
Practice
2. Tracing Time: Refer to pages 50–52 of the Workbook. Ask children to trace the first two rows for the letters M, V, W and X (pages 50 and 51) and the first row for letters K, Y and Z (page 52).
Complete pages 50–52 by tracing the letters M, V, W, X, K, Y and Z.
FOUNDATIONAL NUMERACY
LO: Children will count from 21 to 30 and recognise the numbers. Resources: 3 boxes; some countable objects like pebbles; bottle caps, marbles, etc.
Introduction
1. Oral Counting: Say: Let’s learn some new numbers after 20! Start by counting aloud from 21 to 30 with a clear voice and gestures. Ask children to repeat after you in small groups. Use claps, finger taps or light marching to keep rhythm and build interest. Repeat the oral counting 3–4 times for reinforcement.
Practice
2. Counting with Objects: Say: Let’s count by putting things in groups! Place two boxes with 10 objects each. Count all 20 objects and explain: Two boxes of 10 make 20. Add 1 loose object and say: 20 and 1 more is 21. Then add 2 and say: 20 and 2 more is 22. Continue up to 30 (20 and 10 more). Count aloud with children each time to reinforce the total.
3. Knowing Number Symbols: Say: These are the number names we say—now let’s see how they look! Write numbers 21 to 30, one at a time, on the board. Point and say each number slowly, asking children to repeat. Let children trace the numbers in the air with their fingers.
DIY
LO: Children will sing a friendship song with actions and expressions.
1. Warm-Up: Say: Friends are special! Let’s sing a happy song about being good friends. Talk briefly: What do friends do? They play, help, and smile together! Let children give simple answers like play blocks, hold hands, etc.
2. Singing Time: Recite the Friendship Song with actions and expressions and ask children to sing along. Repeat 2–3 times with children joining in.
Pro Tip
Friendship Song
I have a friend, and so do you, We play together, me and you! We smile and laugh, we help and share, I am so happy that you care!
Encourage children to sing to a partner or a small group. Say: Can you sing it to your friend? Celebrate everyone’s effort with cheerful claps!
Domain
Circle Time
Topic of the Day
Sharing Fun Day at School
General Awareness Festivals: Gurpurab and Eid
Book & Page
Foundational Literacy Writing Letters Literacy Workbook, pages 53–55
Foundational Numeracy Numbers 31–40
DIY
Exchanging Handmade Gifts
CIRCLE TIME
LO: Children will share a fun moment they experienced at school.
1. Warm-Up: Say warmly: We do so many fun things in school! Today, we will think about one time when you felt really happy or laughed a lot here.
Make eye contact and smile. Say: Sometimes we feel happy when we play, paint, listen to stories, or talk to friends.
2. Modelling: Give a personal, simple example to guide them:
• I felt happy when I saw you all dancing and laughing during music time!
• I laughed when someone made a funny face during pretend play!
Use expressions and gentle gestures to make it engaging. You can also share in their home language or a mixed language.
3. Sharing Time: Prompt children gently with guiding questions:
• Can you remember a happy time in school?
• What were you doing?
• Were you playing with a friend?
• Did someone say something funny?
Let each child say a short sentence. For shy children, offer choices:
• Was it when we went outside? (Yes/No)
• Was it during block play?
Encourage children to share in their home language or in a mixed language, if needed.
GENERAL AWARENESS
LO: Children will recall the festivals of Gurpurab and Eid through conversation and guided discussion.
Introduction
1. Warm-Up: Say: Festivals are happy days. We celebrate them with our family. We wear nice clothes, eat yummy food, and visit special places like a temple, mosque, or Gurudwara.
Ask children:
• Do you like festivals?
• What do you do at home on festival days?
Listen to all responses.
Practice
2. About Eid: Say: Eid is a special festival for many families. Tell children:
• People say ‘Eid Mubarak’ to each other.
• They wear new clothes and eat tasty food like sweets.
Ask: Can you say Eid Mubarak? (Let all children repeat)
3. About Gurpurab: Say: Gurpurab is the birthday of Guru Nanak. Tell children:
• On Gurpurab, people go to the Gurudwara.
• They wear colourful clothes and pray.
Ask: Where do people go on the day of Gurpurab? (Gurudwara)
Close with: We enjoy all festivals by being happy, kind, and together!
FOUNDATIONAL LITERACY
LO: Children will trace curves and letters C, O, Q and D.
Resources: Literacy Workbook, pages 53–55
Introduction
1. Curves: Draw a right curve, a left curve and a circle on the board and show children. Guide them to trace the curves in the air with their index fingers. Then, call children one by one and ask them to trace the curves on the board with chalk.
2. Forming Letters: Write letter C on the board and say: Letter C is like a left curve. Guide them to trace the letter with their index fingers. Repeat the same for letters O, Q and D.
Practice
3. Tracing Time: Refer to pages 53–55 of the Workbook. Ask children to trace the curves and circle from page 53. Then ask them to trace the first two rows of each letter, C, O, Q and D, on pages 54 and 55.
Complete pages 54 and 55 by tracing the letters C, O, Q and D.
FOUNDATIONAL NUMERACY
LO: Children will count numbers from 31 to 40 and recognise the numbers. Resources: 4 boxes; some countable objects like pebbles, bottle caps, marbles, etc.
Introduction
1. Oral Counting: Say: Let’s learn some new numbers after 30! Start by counting aloud from 31 to 40 with a clear voice and gestures. Ask children to repeat after you in small groups. Use claps, finger taps or light marching to keep rhythm and build interest. Repeat oral counting 3–4 times for reinforcement.
Practice
2. Counting with Objects: Say: Let’s count by putting things in groups! Place three boxes with 10 objects each. Count all 30 objects and explain: Three boxes of 10 make 30. Add 1 loose object and say: 30 and 1 more is 31. Then add 2 and say: 30 and 2 more is 32. Continue up to 40 (30 and 10 more). Count aloud with children each time to reinforce the total.
3. Knowing Number Symbols: Say: These are the number names we say—now let’s see how they look! Write numbers 31 to 40, one at a time, on the board. Point and say each number slowly, asking children to repeat. Let children trace the numbers in the air with their fingers for better recall.
DIY
LO: Children will make a bookmark and give it to their friends as a gift. Resources: A rectangular strip of paper; crayons; stickers; ribbon (optional); a ready-made bookmark; glue
1. Warm-Up: Say: Friends are special. We play, laugh, and help each other. Today, we will make a small gift for a friend to show we care! Ask: What do you like to do with your friend? Listen to all responses and then say: We will make a bookmark for our friends today.
2. Making a Bookmark: Show the bookmark and say: This is a bookmark. We use it to mark a page in a book. Give the materials to children. Let children decorate their paper strip with colours and stickers. Help them write or draw a smiley or heart. Stick a ribbon on top, if possible.
3. Sharing Gifts: Make pairs of children in the classroom. Ask them to exchange their gifts with each other. Guide them to say ‘Thank You’ and ‘Welcome’. If there is an odd number of children, let three children exchange the bookmarks among themselves.
Pro Tip
Take a book and show children how they can use the bookmark.
Domain Topic of the Day
Circle Time Saying Something Nice about Friends
General Awareness Gadgets
DAY 178
Book & Page
Foundational Literacy Writing Letters Literacy Skillbook, pages 56–58
Foundational Numeracy Numbers 41 to 50
DIY
Making Cards for Teachers
CIRCLE TIME
LO: Children will share one good thing they like about their friends.
1. Warm-Up: Say: We all have friends in class. Today, we will say something nice about our friends. This makes them feel happy!
Ask: How do you feel when someone says something kind to you? Listen to all responses.
2. Sharing Time: Call one child at a time. Say: Can you say something good about your friend? If needed, guide with simple prompts like:
• Who shares blocks with you?
• Who helps you pack your bag?
• Who plays with you outside?
Help the child complete the sentence: I like ___ because ___. For example: I like Aanya because she shares toys.
For shy children, offer choices: Do you like playing with Aryan or Meher? Let them nod or point, then help them finish the sentence.
GENERAL AWARENESS
LO: Children will talk about different gadgets. Resources: Some common gadgets, like mobile phone, torch, headphones, clock, laptop, etc.
Introduction
1. Recap: Say: We use different things at home and school that help us. These are called gadgets. Can you name some? Let children share their responses. If needed, gently prompt with clues like:
• What shows us the time? (watch/clock)
• What helps us dry our hair? (hairdryer)
• What do we use to talk to someone far away? (mobile phone)
2. Guess the Gadgets: Hold up real gadgets if possible, or mime how they are used.
Say: Look at this (show using a blender). What am I using?
Let children guess. Repeat with others:
• Pretend to wear headphones
• Pretend to iron a shirt
• Pretend to toast bread, type on a laptop, or shine a torch.
Praise every correct answer, for example: Yes! That’s a blender!
Practice
3. Sharing Time: Ask each child: Which gadget do you like the most?
Encourage simple sentences: I like the clock because it ticks! / I like the mobile because we can talk to others! Celebrate all answers by saying: We use so many gadgets every day—they help us in different ways!
FOUNDATIONAL LITERACY
LO: Children will trace letters P, B, R, J, U and S.
Resources: Literacy Workbook, pages 56–58
Introduction
1. Forming Letters: Write letter P on the board and say: Letter P is a standing line and a right curve. Guide them to trace the letter with their index fingers. Repeat the same for letters B, R, J, U and S.
Practice
2. Tracing Time: Refer to pages 56–58 of the Workbook. Ask children to trace the first two rows for each letter on pages 56 to 58 for letters P, B, R, J, U and S.
Complete pages 56–58 from the Workbook by tracing the letters P, B, R, J, U and S.
FOUNDATIONAL NUMERACY
LO: Children will count numbers from 41 to 50 and identify the symbols.
Resources: 5 boxes; some countable objects like pebbles, bottle caps, marbles, etc.
Introduction
1. Oral Counting: Say: Let’s learn some new numbers after 40! Start by counting aloud from 41 to 50 with clear voice and gestures. Ask children to repeat after you in small groups. Use claps, finger taps or light marching to keep rhythm and build interest. Repeat oral counting 3–4 times for reinforcement.
Practice
2. Counting with Objects: Say: Let’s count by putting things in groups! Place four boxes with 10 objects each. Count all 40 objects and explain: Four boxes of 10 make 40. Add 1 loose object and say: 40 and 1 more is 41. Then add 2 and say: 40 and 2 more is 42. Continue up to 50 (40 and 10 more). Count aloud with children each time to reinforce the total.
3. Knowing Number Symbol: Say: These are the number names we say—now let’s see how they look! Write numbers 41 to 50, one at a time, on the board. Point and say each number slowly, asking children to repeat. Let children trace numbers in the air with their fingers for better recall.
DIY
LO: Children will express gratitude and build fine motor skills through a simple card-making activity for teachers.
Resources: Half-folded paper (per child); crayons, stickers; sketch pens
1. Warm-Up: Say: Do you know what we say when someone helps us, teaches us, or is kind?
Encourage them to say: Thank you! Add: Our teachers help us every day.
Let’s make a Thank You card for them!
2. Making a Card: Distribute half-folded sheets of paper to each child. Say: This is your Thank You card. Decorate it for your teacher! Children can:
• Draw hearts, flowers, stars or anything they like using crayons or sketch pens.
• Add handprints or thumbprints if materials allow.
• With help, write “Thank You” or their name.
Pro Tip
Children can place their cards in a basket to give later to the teachers who teach them.
Domain Topic of the Day
Circle Time Pair in Action
General Awareness
Recalling Vehicles
Book & Page
Foundational Literacy Letter G and Alphabet Sequence Literacy Workbook, 59–60
Foundational Numeracy Numbers 1 to 50 Numeracy Skillbook, page 74
DIY Giving Badges to Children
CIRCLE TIME
LO: Children will pretend to do a given scene in pairs.
1. Setting the Context: Say: Today, we will play a game where two friends act something together! You will use your imagination and pretend!
Explain what “pretend” means in simple words: Pretend means acting like something is happening, even if it is not real.
2. Pair in Action: Call two children at a time to the front. Say: Now you two are going to act together! Give simple and familiar prompts, such as:
• Pretend you are going to the park. What would you do? (e.g., swing, slide, walk around)
• Pretend you are eating lunch together. (e.g., open box, eat with spoon, share food)
• Pretend you are building with blocks. (e.g., stacking blocks, helping each other)
• Pretend you are going to school with your bag. (e.g., walking, saying bye to parents)
Each pair performs for about 20–30 seconds. Help gently if they feel shy or get stuck by joining in or offering a line: Maybe you can show how you climb the slide? / Can you give your friend a spoon?
GENERAL AWARENESS
LO: Children will revise different types of vehicles and understand where they move—on land, in water, or in the air.
Introduction
1. Recap: Say: We see many vehicles around us. Some move on the road, some fly in the sky, and some float on water. Ask simple questions:
• Which vehicle brings you to school?
• Have you seen a big airplane?
• Which vehicle moves on water?
Encourage children to respond and share names of vehicles they know.
Practice
2. Sorting with Movements and Action: Stand with the children and say: Let’s sort the vehicles by how they move! I will name a vehicle, and you show me with your hands where it goes. Use hand movements:
Road: move hands side to side like driving
Air: arms out like flying
Water: hands wave like waves
Call out vehicle names one by one and let children act:
• Car (road)
• Bus (road)
• Airplane (air)
• Helicopter (air)
Guide and support as needed.
Pro Tip
• Boat (water)
• Train (road)
• Ship (water)
• Bicycle (road)
Show some toy vehicles like car, plane, train, etc. to children, if possible.
FOUNDATIONAL LITERACY
LO: Children will trace letter G and identify the incorrect letters in the alphabet sequence. Resources: Literacy Workbook, 59–60; A to Z flashcards (from Skillbook)
Introduction
1. Recalling A to Z: Recite the Alphabet Song and ask children to recite along. Repeat 3–4 times. Then, call out a letter and ask children to hold up and show the correct letter flashcard.
2. Forming Letter G: Write letter G on the board and show it to children. Say: G is a left curve with a small standing line and a sleeping line. Then, guide children to trace letter G in the air with their index fingers.
Practice
3. Tracing Letter G: Ask children to open page 59 of the Workbook. Guide them to trace the first three lines to form letter G.
4. The Alphabet Sequence: Ask children to open page 60 of the Workbook. Guide them to identify and circle the incorrect letters.
Refer to page 59 of the Workbook. Ask children to trace the dots to complete writing G.
FOUNDATIONAL NUMERACY
LO: Children will recite numbers from 1 to 50 and identify the symbols. Resources: Numeracy Skillbook, page 74
Introduction
1. Reciting Numbers: Recite numbers in groups of 10 from 1 to 50 and ask children to recite. First recite 1 to 10, then 11 to 20 and so on, till 50. Repeat 3–4 times for reinforcement.
Practice
2. Numbers from 1 to 50: Ask children to open page 74 of Skillbook. Point to the numbers one by one and say their names aloud. Repeat 3–4 times.
3. Identifying Symbols: Call out a number between 1 and 50. Ask children to point and show the correct number symbol from Skillbook. Monitor and guide children as required.
DIY
LO: Children will receive awards from teachers as a part of appreciation. Resources: Paper badges with the names of children on them
1. Warm-Up: Say: Today is a special day—it’s our last day together for this year! I feel so happy that I got to be your teacher. Sit in a circle and smile warmly at each child.
2. Giving Badge: Say: I have something small and special for each of you. It’s a badge with your name on it— because you are special and I will always remember you! Call each child one by one. As you give the badge, say their name and one kind thing or a memory. For example: This is for Ayaan. I loved how you helped your friends. Here’s your badge, Tara! You always smiled in circle time. Let the child wear the badge proudly.
CATCH UP CARNIVAL
Domain General Awareness
Learning Outcome
Children will identify some common gadgets and vehicles and discuss them.
Resources General Awareness, pages 83 and 85; a soft toy
Suggested Method Pass around a soft toy. Ask a question about a vehicle and a gadget to the child holding the soft toy, and let them answer. Ask them questions like:
• Name a gadget that we use to dry our hair.
• Name a vehicle that moves on water. Cheer and clap for each child and ensure everyone gets a turn.
Support for Struggling Learners
Pair the struggling learners with a confident learner. Ask them to refer to pages 83 and 85 of General Awareness book. The buddy points and names the gadgets and vehicles from each page and the learner repeats after the buddy.
Domain Foundational Literacy
Learning Outcome Children will recognise the correct letters from A to Z.
Resources Chalk; A to Z flashcards—(from Skillbook)
Suggested Method Call children one by one and say aloud a letter. Write one correct and one incorrect letter on the board. Guide children to identify the correct letter. Clap for each child and give them a smiley. Ensure everyone gets a turn.
Support for Struggling Learners
Give the letter flashcards (A to Z) from Skillbook. First, write letters A to Z on the board and read them aloud. Ask children to repeat along. Then call out a letter and guide children to hold up and show the correct letter flashcard.
Domain Foundational Numeracy
Learning Outcome Children can recite numbers from 1 to 50 and identify the numbers.
Resources Numeracy Skillbook, page 74; Chalk
Suggested Method Call children one by one. Give them a number between 1 and 50. Ask them to write the number on the board with chalk. Clap for each child and give them a smiley. Ensure everyone gets a turn.
Support for Struggling Learners
Gather the struggling learners. Recite numbers from 1 up to 50 in groups of 10. For example: first recite 1 to 10, then 11 to 20 and so on till 50. Ask children to repeat after you. Then refer to page 74 of the Skillbook and help children identify the number symbols.
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.
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.
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