TM_LB_LKG_TEXT_Part-4

About the Book The early years shape a child’s cognitive, social, and emotional growth. The DAWN Curriculum, aligned with NEP 2020 and NCF-FS 2022, integrates the Panchakosha framework to nurture well-rounded development—physical, emotional, intellectual, social, and moral.

This manual ensures progressive, engaging, and hands-on learning through a structured teaching model, and provides special days dedicated for reinforcement and enrichment activities.

Equipped with helpful alerts, pro-tips, and best practices, this manual makes teaching seamless, interactive, and impactful. With play-based activities and multisensory techniques, teachers can confidently create a stimulating, joyful, and inclusive classroom.

DAWN

Level B

Bright Beginnings, Brighter Futures

Teacher Manual

Part-4

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

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

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

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

• Dynamic Circle Time: Engaging discussions, mindfulness, and movement-based activities.

• Multisensory & Play-Based Approach: Enhancing retention through interactive learning.

• Error Alerts & Pro-Tips: Practical guidance for smooth and effective teaching.

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

hello@uolo.com

ISBN 978-81-985727-7-6

Singapore

TM_LB_LKG_Cover_Part-4.indd All Pages

|

Gurugram

|

Bengaluru

| © 2025 Uolo EdTech Pvt. Ltd. All rights reserved.

NEP 2020 based

|

NCF 2022 compliant

18/07/25 2:14 PM

Teacher Manual

DAWN Level B

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

All products and brand names used in this book are trademarks, registered trademarks or trade names of their respective owners. © Uolo EdTech Private Limited First impression 2025 This book is sold subject to the condition that it shall not by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior written consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser and without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of both the copyright owner and the above-mentioned publisher of this book.

Book Title: Dawn Teacher Manual Level B Part-IV ISBN: 978-81-985727-7-6 Published by Uolo EdTech Private Limited Corporate Office Address: 85, Sector 44, Gurugram, Haryana 122003 CIN: U74999DL2017PTC322986 Illustrations and images: www.shutterstock.com, www.stock.adobe.com and www.freepik.com All suggested use of the internet should be under adult supervision.

T

FOREWORD

he early years of education serve as the cornerstone for a child’s cognitive, social, and emotional development.

This crucial stage is not solely about literacy and numeracy but about enabling holistic growth, ensuring that children develop into confident, inquisitive, and well-rounded individuals. The DAWN curriculum has been meticulously designed to be in alignment with the National Education Policy (NEP) 2020 and the National Curriculum Framework for Foundational Stage (NCF-FS) 2022, thereby integrating the Panchakosha framework—a five-dimensional approach that nurtures physical, emotional, intellectual, social, and moral development in young learners—within the scope of this curriculum.

The curriculum follows a structured 180-day teaching plan, ensuring a well-paced and progressive learning journey. The 4+1 Teaching Model offers a balanced approach, with four days dedicated to new learning and the fifth day—the Catch-up Carnival—focused on revision and personalised support. This model ensures that every child consolidates learning effectively while receiving additional reinforcement where needed.

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

1. Physical Development – Through movement-based activities, action rhymes, gross and fine motor skill exercises, yoga, and simple meditation practices, children enhance coordination, balance, and self-regulation.

2. Social and Emotional Growth – Circle Time discussions, role-play, games, storytelling, and collaborative activities encourage empathy, cooperation, self-expression, and social awareness.

3. Intellectual Growth – The structured and age-appropriate progression of literacy and numeracy concepts, moving from concrete to abstract understanding, strengthens problem-solving skills, logical thinking, and foundational cognitive abilities.

4. Spiritual and Moral Development – Stories, rhymes, discussions, and guided reflections help children understand fundamental values such as kindness, honesty, patience, and respect for both people and the environment. Guided yoga and meditation help children stay calm, focus better, and feel happy.

5. Sensory and Experiential Learning – The DIY section provides opportunities for art and craft, STEM-based explorations, rhymes, stories, and interactive games, ensuring hands-on engagement, creativity, and imaginative thinking.

The curriculum has been carefully structured for ease of implementation, ensuring that lessons are engaging, developmentally appropriate, and seamlessly executable with minimal resources. Pro tips, error alerts, and best-practice strategies equip teachers with the tools needed to deliver lessons effectively while maintaining a structured and stimulating learning environment.

Empowering Teachers for Meaningful Learning This manual is not just a teaching guide but a comprehensive support system designed to make classroom instruction efficient, engaging, and impactful. Each lesson follows a well-defined sequence, ensuring a smooth flow of activities that build upon prior knowledge, making learning meaningful and enjoyable.

By following this manual, teachers can confidently create a nurturing, inclusive, and stimulating learning environment, ensuring that every child progresses at their own pace while developing a strong foundation for future learning and personal growth. Through this collaborative journey, let us empower young learners to explore, discover, and thrive—one meaningful lesson at a time. iii

key Features 1. Lesson Plan Structure: A Thoughtfully Designed Approach for Effective Learning

• Structured 180-Day Plan – The curriculum is designed with 150 teaching days dedicated to introducing and developing new concepts, and 30 revision days to reinforce learning and strengthen the understanding of one concept before moving forward to the next.

• 4+1 Teaching Model – A systematic and balanced approach where the first four days in a week focus on new learning, ensuring concept clarity and skill-building, while the fifth day is dedicated to revision and reinforcement. This structured progression helps children absorb, apply, and retain knowledge effectively.

• Catch-up Carnival: A Dedicated Revision and Support Day – The 5th day of every week is designed to consolidate learning and provide targeted support through:

Revisiting and Strengthening Weekly Learning – A structured review session that ensures children have the opportunity to recap and reinforce concepts introduced during the week.

Providing Additional Support for Struggling Learners – Carefully designed guidance, scaffolding techniques, and engaging revision strategies to help children who need extra time and practice to grasp key ideas.

2. Holistic Learning: The Panchakosha Framework in Action

• Strong Emphasis on Core Subjects – The curriculum provides comprehensive coverage of General Awareness, Literacy, and Numeracy. Every lesson is carefully designed to enhance cognitive skills, logical reasoning, and problem-solving abilities, ensuring children develop a strong academic foundation.

• Dynamic Circle Time Engagement – Thoughtfully structured Circle Time activities to kickstart the day on a positive note, and promote physical agility, emotional intelligence, social skills, moral values and spiritual awareness. Teachers are provided with a variety of interactive discussions, songs and rhymes, stories and role play scenarios, guided meditation, yoga practices, and mindfulness exercises to help children kickstart their day on a positive note. iv

• Hands-on Learning through the DIY Section – A dedicated enrichment segment at the end of each day, the DIY section offers STEM explorations, Art & Craft activities, storytelling sessions, song and dance, fun activities and interactive games. These experiential activities not only encourage creativity, motor development and sensory learning, but also add a flavour of joy in day-to-day learning.

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

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

• 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. v

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. vi

contents Week – 27

Day-131 ��������������������������������������������������������������������������������������������������������������������������������������������� 1 Day-132 ��������������������������������������������������������������������������������������������������������������������������������������������� 4 Day-133 ��������������������������������������������������������������������������������������������������������������������������������������������� 7 Day-134 �������������������������������������������������������������������������������������������������������������������������������������������10 Catch-up Carnival ���������������������������������������������������������������������������������������������������������������������������13

Week – 28

Day-136 �������������������������������������������������������������������������������������������������������������������������������������������14 Day-137 �������������������������������������������������������������������������������������������������������������������������������������������17 Day-138 �������������������������������������������������������������������������������������������������������������������������������������������20 Day-139 �������������������������������������������������������������������������������������������������������������������������������������������23 Catch-up Carnival ���������������������������������������������������������������������������������������������������������������������������26

Week – 29

Day-141 �������������������������������������������������������������������������������������������������������������������������������������������27 Day-142 �������������������������������������������������������������������������������������������������������������������������������������������30 Day-143 �������������������������������������������������������������������������������������������������������������������������������������������33 Day-144 �������������������������������������������������������������������������������������������������������������������������������������������36 Catch-up Carnival ���������������������������������������������������������������������������������������������������������������������������39

Week – 30

Day-146 �������������������������������������������������������������������������������������������������������������������������������������������40 Day-147 �������������������������������������������������������������������������������������������������������������������������������������������43 Day-148 �������������������������������������������������������������������������������������������������������������������������������������������46 Day-149 �������������������������������������������������������������������������������������������������������������������������������������������49 Catch-up Carnival ���������������������������������������������������������������������������������������������������������������������������52

Week – 31

Day-151 �������������������������������������������������������������������������������������������������������������������������������������������53 Day-152 �������������������������������������������������������������������������������������������������������������������������������������������56 Day-153 �������������������������������������������������������������������������������������������������������������������������������������������59 Day-154 �������������������������������������������������������������������������������������������������������������������������������������������62 Catch-up Carnival ���������������������������������������������������������������������������������������������������������������������������65 vii

Week – 32

Day-156 �������������������������������������������������������������������������������������������������������������������������������������������66 Day-157 �������������������������������������������������������������������������������������������������������������������������������������������69 Day-158 �������������������������������������������������������������������������������������������������������������������������������������������72 Day-159 �������������������������������������������������������������������������������������������������������������������������������������������75 Catch-up Carnival ���������������������������������������������������������������������������������������������������������������������������78

Week – 33

Day-161 �������������������������������������������������������������������������������������������������������������������������������������������79 Day-162 �������������������������������������������������������������������������������������������������������������������������������������������82 Day-163 �������������������������������������������������������������������������������������������������������������������������������������������85 Day-164 �������������������������������������������������������������������������������������������������������������������������������������������88 Catch-up Carnival ���������������������������������������������������������������������������������������������������������������������������91

Week – 34

Day-166 �������������������������������������������������������������������������������������������������������������������������������������������92 Day-167 �������������������������������������������������������������������������������������������������������������������������������������������95 Day-168 �������������������������������������������������������������������������������������������������������������������������������������������98 Day-169 ���������������������������������������������������������������������������������������������������������������������������������������� 101 Catch-up Carnival ������������������������������������������������������������������������������������������������������������������������ 104

Week – 35

Day-171 ���������������������������������������������������������������������������������������������������������������������������������������� 105 Day-172 ���������������������������������������������������������������������������������������������������������������������������������������� 108 Day-173 ���������������������������������������������������������������������������������������������������������������������������������������� 111 Day-174 ���������������������������������������������������������������������������������������������������������������������������������������� 114 Catch-up Carnival ������������������������������������������������������������������������������������������������������������������������ 117

Week – 36

Day-176 ���������������������������������������������������������������������������������������������������������������������������������������� 118 Day-177 ���������������������������������������������������������������������������������������������������������������������������������������� 121 Day-178 ���������������������������������������������������������������������������������������������������������������������������������������� 124 Day-179 ���������������������������������������������������������������������������������������������������������������������������������������� 127 Catch-up Carnival ������������������������������������������������������������������������������������������������������������������������ 130

viii

WEEK

DAY 131

27

Domain

Topic of the Day

Circle Time

Touch and Guess

General Awareness

Sources of Water

Foundational Literacy

Vowels and Consonants

Book & Page

Literacy Skillbook, pages 78–79

Foundational Numeracy Number 11

Numeracy Skillbook, page 71

DIY

STEM Exploration, pages 30–32

How Things Fly

CIRCLE TIME LO: Children will use touch to identify objects and guess which one is missing.

Resources: Some common objects like- book, pencil, chalk, a soft toy, etc.

1. I ntroduction: Say: Let’s use our hands to feel and remember! Place 5–6 objects on a tray or mat. Let the children take turns to close their eyes and touch each object gently one by one. As they touch, help them name the object aloud: This feels soft… it’s a teddy!

2. H ide and Guess: After all the children have explored, cover the tray or ask them to close their eyes again. Quietly remove one object. Uncover the tray or ask them to open their eyes. Ask: Can you remember what’s missing? Repeat by removing a different object. If needed, give hints based on texture or shape.

Pro Tip

To make the task a bit more challenging, replace one object with a new one and let the children guess the change, or remove any two objects.

GENERAL AWARENESS LO: Children will identify the different places where we find water in daily life and in nature.

Introduction 1. Warm-Up Talk: Say: Water is all around us! We drink it, wash with it, and even play with it. Let’s think of all the places where we find water! Ask questions and encourage children to respond:

1

• Where do we see water at home? (e.g. tap, bathroom, kitchen, in a bottle) • Where do we find water outside? (e.g. puddles, rain, rivers, ponds, lakes)

Repeat their responses with excitement: Yes! We find water at the tap! / Great! Rain brings water from the sky!

Practice 2. Movement Game: Turn it into a fun movement game. Say: I will say a place where we find water. You show me with your body! Guide children with the actions: • Show me how water falls from the sky! (Children make rain with fingers) • Pretend you are filling a glass of water from the tap! (Mimic pouring) • Swim like a fish in the pond! (Make swimming arms) • Wipe your face with water! (Pretend to wash face)

3. Wrap Up Discussion: Ask the following questions and discuss them with children: • What do we use water for? (Drinking, washing, watering plants, cooking)

• Can we live without water? (No. We need water to stay alive and healthy.)

Say: Water is very special. We must use it carefully and never waste it!

FOUNDATIONAL LITERACY LO: Children will identify vowels and consonants in the English alphabet.

Resources: Literacy Skillbook, pages 78–79

Introduction 1. Introducing Vowels: Recite the Letter Song and ask children to sing along. Then, write down A to Z on the board and say: There are 26 letters in the English alphabet. Then, circle the vowels a, e, i, o, u. Point to the circled letters and say: These are called vowels – a, e, i, o, u. Ask children to repeat the vowels after you. Repeat 4–5 times for reinforcement.

2. Consonants: Point to the letters on the board and say: The letters apart from vowels are called consonants.

Vowels and Consonants

a

i

o

u

Circle all the vowels with a crayon.

Practice 3. Vowels and Consonants: Ask children to open pages 78–79 of the Skillbook. Then guide them to circle vowels on page 78. Then ask the children to do the consonants exercise on page 79. Guide them to circle the consonants.

Circle the vowels.

The alphabet is a set of 26 letters. a, e, i, o and u are vowels. These are special letters.

All other 21 letters are called consonants.

Read the vowels and say their sounds.

a

b

c

d

f

g

h

i

j

k

l

m

n

o

p

q

r

s

t

u

v

w

x

z

a

b

g

i

h

a f k p u z

b g l q v

Objectives

Objectives

• Identify vowels and consonants

• Identify vowels and consonants

LKG Literacy Skillbook 07-10-2024_1.indd 78

u

z

Find and circle the consonants.

c h m r w

d i n s x

j o t

79

78

Refer to page 79 of the Skillbook. Circle the fish that has vowels in them.

2

o

10/7/2024 4:31:52 PM

LKG Literacy Skillbook 07-10-2024_1.indd 79

10/7/2024 4:31:53 PM

FOUNDATIONAL NUMERACY LO: Children will count up to 11 and learn to write the number 11.

Resources: Numeracy Skillbook, page 71; 11 countable objects (pencils, books, toys, crayons, etc.)

Introduction 1. Counting up to 11: Say: Today we will learn to count 11 objects. Show objects one by one and start counting from 1 up to 11. Repeat 3–4 times for reinforcement and ask children to recite along.

2. Practise Counting: Call children one by one. Guide children to count 11 with the help of the objects. Ensure everyone gets a turn.

Number 11 Count, trace and write.

3. Symbol 11: Write 11 on the board and say: This is 11. Guide children to trace 11 in the air with their fingers. Then, call children one by one and let them write 11 on the board with chalk.

1

2

Practice 4. Number 11: Ask children to open page 71 of the Skillbook. First, guide them to count the 11 cars. Then, ask them to trace the dots and write 11 with the help of a pencil.

Objectives  Identification of number

 Counting

 Fine motor skills

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DIY LO: Children will identify that objects of certain shapes can fly.

Resources: STEM Exploration, pages 30–32; a paper plane; a plain sheet of paper 1. W arm-Up: Begin by asking: Can you name some things that can fly?

Let children share their responses. Mention that birds, balloons, and aeroplanes can fly in the sky. Then, ask: Do you think all things can fly?

Listen to all responses.

2. Observations Time: Call forward a few children and give them the paper plane and the sheet of paper one at a time. Let them try to fly both the objects. Ask: Did both things fly? Listen to all responses and say: We saw that the paper plane flies in the sky, but a sheet of paper does not. Explain that the paper plane can fly because of its shape, which helps it glide through the air.

How Things Fly In this fun activity, we are going to learn that objects of certain shapes can fly.

Let’s Collect )

A sheet of paper (A4-size), can be of any colour

Let’s Do:

1. Fold the paper in half, like closing a book.

2. Once folded, open the paper again.

Do you see a crease in the middle.

YES 30

LKG STEM Exploration_9P 18-10-2024.indd 30

NO crease

18-10-2024 19:20:46

3

WEEK

DAY 132

27

Domain

Topic of the Day

Book & Page

Circle Time

A Story on Environment

General Awareness

Saving Water

General Awareness, page 92

Foundational Literacy

Vowels and Consonants

Literacy Workbook, page 52

Foundational Numeracy Number 11

Numeracy Workbook, page 45

DIY

STEM Exploration, pages 30–32

How Things Fly

CIRCLE TIME LO: Children will listen to a story on environment and discuss it.

1. S tory Time: Narrate the story Ayaan and the Pond with expressions and voice modulation.

Repeat the story 3–4 times to help children remember it.

2. D iscussion Time: Discuss the story by asking questions to the children: • Why do you think the pond was dirty?

• What did Ayaan do to help?

• S hould we throw trash in water? (Guide children to answer: “No!”) • Where should we put our waste?

Ayaan and the Pond One day, Ayaan went to visit his grandma in the village. Near her house was a small pond where ducks used to swim and dragonflies danced in the air. But when Ayaan went closer, he saw the pond was dirty! There were plastic wrappers, bottles, and even an old shoe floating in the water.

Ayaan felt sad. He said, ‘This isn’t good for the fish and frogs!’ So he and his grandma picked up the trash, threw it in the bin, and told the neighbours how to keep the pond clean. A few days later, the water was clear again! Ducks came back and the pond looked happy.

GENERAL AWARENESS LO: Children will identify ways water is used properly and ways water is wasted.

Resources: General Awareness, page 92

Introduction 1. Warm-Up: Begin by asking: What will happen if there is no water? Let children think and share their responses. Then say: We use water for important things like drinking, cooking, washing, bathing, etc.

We should not waste water, and use it wisely.

4

Practice 2. Saving Water: Ask children to open page 92 of the General Awareness book. Point to the pictures one by one and discuss them. Help children understand which actions show wasting water and which ones show proper use of water. For example, say: The boy is watering a plant. He is using water properly. / The boy left the tap open while bathing. He is wasting water. Then, guide children to tick the picture where water is used properly and cross the ones that show water being wasted.

3. Yes or No: Give some situations to children. Let them reply with a YES if it is a proper use of water. Let them say NO if it is wasting water. Give situations like: We can play with water every day. / We use water for washing clothes. / We leave the tap open while brushing.

Saving Water Tick () the picture where water is used properly and cross (×) the ones where it is being wasted.

Objectives

• Logical reasoning

• Observation

• Critical thinking

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FOUNDATIONAL LITERACY LO: Children will identify the vowels and consonants.

Resources: Literacy Workbook, page 52; letter flashcards (from Skillbook); red and blue crayons

Introduction 1. Recap: Ask: What are vowels and what are consonants? Let children think and share their answers. Then say: Vowels are a, e, i, o, u and consonants are all other letters apart from the vowels.

Vowels and Consonants Colour the vowels red. Colour the consonants blue.

a

2. Sorting Vowels and Consonants: Give the letter flashcards to children.

Guide them to sort the vowels and consonants. Ask them to place the vowels in order (a, e, i, o, u) on the table.

f

Practice 3. Vowels and Consonants: Ask children to open page 52 of the Workbook.

Guide them to colour the vowels red and the consonants blue.

o Objectives

• Letter Recognition

p

i

u h s

e

• Fine motor skills • Hand-eye coordination

52

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FOUNDATIONAL NUMERACY LO: Children will count up to 11 and recognise number 11.

Resources: Numeracy Workbook, page 45; countable objects; a tray; number flashcards including 11 (from Skillbook)

Introduction 1. Counting 11: Call children one by one. Guide them to count 11 objects and place them in a tray.

Ensure everyone gets a turn.

5

2. Identifying Symbol 11: Place the number flashcards in a random order on a table. Call children one by one and let them identify and pick the number 11 flashcard. Ensure everyone gets a turn.

Number 11 Count and trace the lollipop sticks.

Trace and write the number 11.

Practice

Circle the number 11.

11

3. Number 11: Ask children to open page 45 of the Workbook. Guide them to count and trace the lollipop sticks and circle 11 with a pencil.

12

12 9

11

11 10

6

7 5

11

4

Objectives

45

Refer to page 45 of the Workbook. Trace the dots to write 11.

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DIY LO: Children will identify that objects with a certain shape can fly and make a paper plane.

Resources: STEM Exploration, pages 30–32; A4 size paper (per child); a ready-made paper plane 1. W arm-Up: Call a few children and let them fly the paper plane. Then say: Yesterday, we saw that a paper plane can fly, but a plain sheet of paper cannot fly. Then show the paper plane and explain that objects with tips, wings and tails can stay up in the air for some time.

2. How Things Fly: Ask children to open page 30 and 31 of STEM Exploration book and give them an A4 size paper.

Demonstrate and guide them to make a paper plane and solve the questions on pages 31–32.

Pro Tip

3. Fold the two top corners down to the middle.

How Things Fly In this fun activity, we are going to learn that objects of certain shapes can fly.

Let’s Collect )

4. Fold the paper again.

A sheet of paper (A4-size), can be of any colour

Let’s Do:

1. Fold the paper in half, like closing a book.

5. Fold each side to the bottom.

6. Does your plane look like this?

YES

2. Once folded, open the paper again.

Do you see a crease in the middle.

YES 30

LKG STEM Exploration_9P 18-10-2024.indd 30

NO

Your plane is ready. Now, throw it gently at an angle to make it fly.

NO

31

crease

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LKG STEM Exploration_9P 18-10-2024.indd 31

If possible, take children to an open space within the school premises and enjoy flying their paper planes.

6

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-

• Identification of number • Counting • Fine motor skills

WEEK

DAY 133

27

Domain

Topic of the Day

Book & Page

Circle Time

Simon Says: What is Good for Earth

General Awareness

Air

General Awareness, page 93

Foundational Literacy

Short /a/ Sound

Literacy Skillbook, pages 80–81

Foundational Numeracy Number 12

Numeracy Skillbook, page 72

DIY

Rhymes and Stories, pages 49–53

Story: The Cap Seller and the Monkeys

CIRCLE TIME LO: Children will identify activities that help the Earth.

1. W arm-Up: Say: We are going to play Simon Says with a twist! If Simon says something good for the Earth, do the action, but if it’s something that harms the Earth, do not do it! Give a quick demo: • Simon says: pick up litter. (Children act)

• Simon says: throw trash in the pond. (Children freeze and don’t do it)

2. G ame Time: Use clear, simple actions. Mix up helpful and harmful examples: Simon says: plant a flower. / Simon says: break a tree branch. / Simon says: feed the birds. / Simon says: pluck a flower from a plant.

GENERAL AWARENESS LO: Children will identify different properties of air through simple examples.

Resources: General Awareness, page 93; small bits of paper; candle; a balloon; a wet cloth; a paper fan

Introduction 1. Warm-Up: Say: Can we see air? No! But we can feel it! Use a paper fan or folded paper and wave it to show air movement. Ask: Can you feel something? That’s air! Let them wave their hands or blow air in their hands to feel the air. Take some paper strips and blow air on them to show air moves things.

2. Air Can Blow Out Things: Light a small candle and blow it out. Say: Did you see? My breath is air. Air blew out the candle!

Error Alert!

This activity must be done by the teacher only, at a safe distance from children.

7

3. Air Fills Space: Blow up a balloon. Say: Look! This balloon is getting bigger.

What’s inside? Air! Let children touch the balloon. Ask: What happened when we put air in? The balloon grew!

Air Air is all around us but we cannot see it.

4. Air Dries Things: Show a small wet cloth and wave it in the air. Explain that the air will slowly help the wet cloth to dry up. Say: When we hang clothes outside, air helps them dry.

Practice 5. Air: Ask children to open page 93 of General Awareness book. Help them look at the pictures and explain them one by one. For example, say: We see a girl and a candle. The girl blew out the candle with air.

Objectives

• Observation

• Awareness

93

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FOUNDATIONAL LITERACY LO: Children will identify words with short /a/ sound and read CVC words.

Resources: Literacy Skillbook, pages 80–81

Introduction 1. Sound Chunks: Say: Today we will play with the sound /a/ like in apple! Write or say chunks like: ab (say: /a/ - /b/) / ad (say: /a/ - /d/) / pa (say: /p/ - /a/). Clap or tap for each sound. Say: Let’s say it together! /a/… /b/ = ab! Repeat with ad and pa.

Let children say them slowly and blend them quickly.

2. Short /a/ Sounds: Ask children to open page 80 of the Skillbook. Read aloud the sound chunks one by one and ask children to repeat after you. Guide them to point their finger under each letter as they read and blend the sound. For example: /a/ (put finger under letter a) /g/ (put finger under letter g) – /ag/.

Practice 3. Introducing CVC Words: Say: I will say three sounds; can you guess the word? Say: /b/ /a/ /g/. Let children try then write ‘bag’ on the board and guide children to blend the sounds to read the word.

Say: /b/ /a/ /g/ - bag. Repeat with other CVC words Short /a/ Sound w a g b a g t a g with short /a/ sound (e.g. fan, man, cat). a b a d a g a m bag tag wag 4. Reading CVC Words: Ask children to open page a t p a n a a m d a m j a m 81 of the Skillbook. Guide them to read the CVC b a c a d a f a dam jam am words one by one by saying aloud the sound of g a h a l a m a m a n c a n f a n each letter of the word. For example: /d/ (put p a r a s a t a finger under letter d) /a/ (put finger under letter can fan man a r a t b a t c a t v a wa a) /m/ (put finger under letter m) – dam. Repeat the same for all the words. Read 3–4 times for reinforcement.

For the teacher The dots (•) given below the letters are called sound buttons.

The dot represents a single letter sound. They help in the blending and segmentation of sounds to create words.

Objectives • Recognition of letter sound • Blending of letter sounds and reading

bat

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LKG Literacy Skillbook 07-10-2024_1.indd 81

Practise reading the words with the short /a/ sound from page 81 of the Skillbook.

8

cat

rat 81

80

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FOUNDATIONAL NUMERACY LO: Children will count up to 12 and learn to write the number 12.

Resources: Numeracy Skillbook, page 72, some countable objects (pencils, crayons, toys, etc.)

Introduction 1. Counting up to 12: Say: Today we will learn to count 12 objects. Show objects one by one and start counting from 1 up to 12. Repeat 3–4 times for reinforcement and ask Number 12 children to recite along.

2. Practise Counting: Call children one by one. Guide children to count 12 with the help of the objects. Ensure everyone gets a turn.

Count, trace and write.

1

2

2 3

3. Symbol 12: Write 12 on the board and say: This is 12. Guide children to trace 12 in the air with their fingers. Then, call children one by one and let them write 12 on the board with the help of chalk.

Practice 4. Number 12: Ask children to open page 72 of the Skillbook. First, guide them to count the 12 caps. Then, ask them to trace the dots and write 12 with the help of a pencil.

Objectives  Identification of number

 Counting

 Fine motor skills

72

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DIY LO: Children will discuss the pictures from the story The Cap Seller and Monkeys.

Resources: Rhymes and Stories, pages 49–53; a cap

1. W arm-Up: Show a cap and ask: What is this? Let children share their responses and then say: This is a cap. Then ask: When do we wear a cap? Listen to all responses. Say: We wear a cap to protect ourselves from the sunlight. We also wear a cap to protect our hair from the wind.

The Cap Seller and the Monkeys One day, a tired cap seller rested under a large tree.

But the tree had many monkeys!

2. Picture Discussion: Show pictures one by one from pages 49–53 of the Rhymes and Stories book. Discuss the pictures one by one by asking questions like: • What do you see in the pictures?

• What animals do you see?

• What is the man doing?

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• How many monkeys can you see?

9

WEEK

DAY 134

27

Domain

Topic of the Day

Book & Page

Circle Time

Dumb Charades: Water Play

General Awareness

Sumit and the Balloon

General Awareness, page 94

Foundational Literacy

Words with ‘a’

Literacy Skillbook, page 82

Foundational Numeracy Number 12

Numeracy Workbook, page 46

DIY

Rhymes and Stories, pages 49–53

Story: The Cap Sellers and the Monkeys

CIRCLE TIME LO: Children will identify ways we use water by playing a game.

1. W arm-Up: Say: We all use water every day. Let’s play a guessing game! I will show you something we do with water—but without speaking! You have to guess what I’m doing. Model a few actions, like drinking water, taking a bath, and watering a plant.

2. D umb Charades: Call children one by one or in pairs to act out simple actions. Give them simple, water-related ideas, like washing hands, swimming, filling a glass, etc. Support shy children by quietly giving them the idea or showing a silent cue.

GENERAL AWARENESS LO: Children will look at pictures and sequence them in the correct order.

Resources: General Awareness, page 94; a deflated balloon; an inflated balloon; a pin

Introduction

Sumit and the Balloon Sequence the pictures in the order from 1 to 5.

1. Blowing a Balloon: Show a deflated balloon to children and ask: What do we need to do to inflate or blow up the balloon? Let children share their responses and then say: We need to blow air in it. Demonstrate blowing air into the balloon and display the inflated balloon. At the end you can burst the balloon with a pin, keeping children at a safe distance. Repeat the steps one more time for reinforcement.

Objectives

• Sequencing

94

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10

10/21/2024 4:41:16 PM

Practice 2. Sumit and the Balloon: Ask children to open page 94 of the General Awareness book. Guide them to understand what is happening in the picture. Say: Let us identify the steps from blowing a balloon to bursting the balloon. Help them sequence the pictures by numbering them in order.

FOUNDATIONAL LITERACY LO: Children will read CVC words with short /a/ sound.

Resources: Literacy Skillbook, page 82

Introduction 1. Guided Reading CVC Words: Write a word ending with /ab/, for example: cab, on the board, and guide children to blend the letter sounds and read them. For example: /k/ /a/ /b/ - cab. Repeat with other words ending with /ad/, /am/, /an/, /ag/, /ap/ and /at/ sounds.

Practice 2. Words with ‘a’: Ask children to open page 82 of the Skillbook. Slowly read aloud the words, blending the letter sounds, and ask children to repeat after you. For example, say: /k/ /a/ /t/ - cat. Read each group of words 3–4 times for reinforcement.

3. Individual Reading: Call children one by one and write a CVC word with short /a/ sound on the board. Guide children to read the word aloud and ask others to repeat. Ensure everyone gets a turn and give each child a different word.

Words with ‘a’

ab

cab

lab tab

ad dad

pad sad

bag

rag wag

ag

am dam

jam

am

an

can

fan man pan van

ap

cap

lap map tap

at

bat

cat fat hat

at

mat

rat

Objectives • Recognition of letter sound • Blending of letter sounds and reading • Understanding word families

82

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FOUNDATIONAL NUMERACY LO: Children will count up to 12 and recognise number 12.

Resources: Numeracy Workbook, page 46; some countable objects; number flashcards including 12 (from Skillbook)

Introduction 1. Counting 12: Call children one by one. Guide them to count 12 objects and place them in a tray.

Ensure everyone gets a turn.

2. Identifying Symbol 12: Place the number flashcards in a random order on a table. Call children one by one and let them identify and pick the number 12 flashcard. Ensure everyone gets a turn.

11

Practice

Number 12 Count and trace the lollipop sticks.

3. Number 12: Ask children to open page 46 of the Workbook. Guide them to count and trace the lollipop sticks and circle the number 12 with a pencil.

Trace and write the number 12.

Circle the number 12.

4

12

12 12

10 11

Refer to page 46 of the Workbook. Trace the dots to write 12.

22

7 5 Objectives

• Identification of number • Counting • Fine motor skills

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DIY LO: Children will listen to the story The Cap Seller and the Monkeys and make a paper cap.

Resources: Rhymes and Stories, pages 49–53; a square paper (per child) 1. I nteractive Read Aloud: Read aloud the story The Cap Seller and the Monkeys with actions and expressions. Pause in between to show pictures and discuss the story by asking questions like:

The Cap Seller and the Monkeys One day, a tired cap seller rested under a large tree.

But the tree had many monkeys!

• Who rested under the tree?

• Who climbed down from the tree?

• What did the cap seller see when he woke up?

• How did the cap seller get his caps back?

49 LKG Rhymes and Stories_7P 18-10-2024.indd 49

2. Making a Cap: Give the square paper to each child.

Demonstrate and guide them to fold the paper to make a cap.

Follow the steps given in the picture.

12

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WEEK

DAY 135

27

CATCH UP CARNIVAL Domain

General Awareness

Learning Outcome

Children will identify different properties of air

Resources

A soft toy

Suggested Method

Begin by saying: This week we learnt about air. Guide children to blow air on their hands and say: Can you feel the air? Take a few responses and say: We can feel air but cannot see it. Recap that air can blow things off, occupy space (like in a balloon) and dry clothes. Then, pass around a soft toy and ask any one of the following questions to children: • What will happen if we blow air to a candle?

• What will happen if we blow air into a balloon?

• What will happen if we put wet clothes in the air?

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

Support for Struggling Learners

Gather the learners together. Do the following experiments and show children: 1. Light a candle and blow it off. (Say: Air can blow off a candle.)

2. Blow a balloon. (Say: Air occupies space in a balloon) 3. Show a wet cloth (Say: Air helps wet things to dry)

Domain

Foundational Literacy

Learning Outcome

Children will identify vowels and consonants.

Resources

Letter Flashcards – (from Skillbook)

Suggested Method

Give the letter flashcards to children. Say: This week we learned about the vowels a, e, i, o, u (write them on the board, if required). Mention that the rest are the consonants.

Ask them to sort the vowels and consonants and let them place the vowels in the correct order – a, e, i, o, u. Take rounds to check their work and correct them if needed.

Support for Struggling Learners

Gather the learners together. Write A to Z on the board. Point to each letter and read them aloud and let children repeat along. Then circle the vowels and say: These are the vowels a, e, i, o, u. Repeat the vowels 3–4 times and let children repeat after you.

Then say: The other letters apart from the vowels are called consonants.

Domain

Foundational Numeracy

Learning Outcome

Children can count up to 12 and identify the symbols for 11 and 12.

Resources

Some countable objects (crayons, pencils, etc.); 11 and 12 number flashcards – (from Skillbook)

Suggested Method

Write 11 and 12 on the board and help children identify the numbers. Call children one by one and give the flashcard of either 11 or 12 and ask them to identify it. Then, let them count and show that many objects. Clap for each child and give them a smiley. Ensure everyone gets a turn.

Support for Struggling Learners

Gather the learners together. Count and show 11 objects to children and ask children to repeat after you as you count. Repeat 3–4 times for reinforcement. Ask them to count 11 using the number 11 flashcard of the Skillbook. Then, write 11 on the board and say: This is 11. Guide children to trace the number in air with their index fingers.

Repeat the same for number 12.

13

WEEK

DAY 136

28

Domain

Topic of the Day

Circle Time

I Spy in the Little Box

General Awareness

A Folktale on Sun

Foundational Literacy

Words that Rhyme

Book & Page

Literacy Skillbook, pages 83–84

Foundational Numeracy Number 13

Numeracy Skillbook, page 73

DIY

Art and Craft, page 30

A Warli Peacock

CIRCLE TIME LO: Children will listen to the clues and identify objects based on the given clues.

Resources: A box; some common objects like – ball, crayon, spoon, pencil, etc.

1. W arm-Up: Sit children in a circle, if possible, and show the closed box. Say: I have a magic box! Inside are some things we know. I will give you a clue, and you have to listen carefully and find the correct object from the box.

2. I Spy: Call children one by one. Give a clue and let them guess the object. Say, for example: I spy with my little eye… something that is round and bounces.

Let the child guess: Is it a ball? Open the box and let them find it. If correct, cheer for them! If not, give another clue as a hint. Continue with clues like: I spy something we use to colour. (crayon) / I spy something we eat with. (spoon)

GENERAL AWARENESS LO: Children will listen to a folktale on Sun and discuss it.

Introduction 1. Warm-Up Discussion: Begin by asking: What shines bright in the morning sky? Let children share their responses, then say: The sun shines bright in the morning sky. Ask: How do we feel when we stand under the sun? Guide children to share the answer—‘It feels warm’ or ‘hot’. Say: Today we will listen to a story about the Sun.

14

Practice 2. Story Time and Discussion: Narrate the story, The Sun who Shared its Smile, with expressions and voice modulation.

Narrate 2–3 times to help children remember the story. Then ask questions to discuss the story: • How was the world long ago?

• Who smiled at the Sun?

• What happened after the Sun came out?

The Sun who Shared its Smile Long ago, the world was cold and grey because the Sun was too shy to come out.

One day, a little girl named Meera smiled at the sky and said, “I wish the Sun would shine!”

The Sun peeked through the clouds and saw her smile.

It felt happy and came out slowly.

Flowers bloomed, children laughed, and everyone thanked the Sun. From that day, the Sun shines every morning to share its warm smile with the world.

FOUNDATIONAL LITERACY LO: Children will fill in the first letter to complete a word and identify rhyming words.

Resources: Literacy Skillbook, pages 83–84; letter flashcards from Skillbook

Introduction 1. Recap: Begin by revising CVC words with children. Write a few CVC words on the board (for example: cat, bag, cap, man, cab, sad etc.) and ask children to read them. Call a few children and ask them to read aloud the words and let children repeat after them. Guide them to read, for example: /b/ - /a/- /g/ - bag.

2. Making Words: Write the middle and end letters on the board, leaving the first letter blank. Call children with their flashcards to complete the word.

For example, if __ a g is written, ask them to add a letter to make a word ending with /ag/. If they say kag, guide by asking: Is kag a word? Can we think of a real word ending with /ag/?

Building Words Listen to your teacher. Build words using your flash cards by placing them on the coloured boxes below.

a

d a

a

n t

Objectives • Recognition of letter sound • Blending of letter sounds and reading • Understanding word families

83

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3. Explaining Rhyming Words: Write three words like cat, mat, and hat on the board. Ask: What do you think about these words? Let children respond, then explain that they share the same /at/ sound. Help them find more rhyming words like bag, lag, and rag.

Pro Tip

You can say any three words like tap, cap, and mat. Guide children to identify the two words that rhyme.

Words that Rhyme The words that have the same ending sounds are called rhyming words. For example, “bat” and “mat”.

Say the name of each picture. Match the rhyming words.

Practice 4. Solving Exercises: Ask children to open page 83 of the Skillbook. Guide them to place flashcards on the first blanks and make as many words as they can. Then, ask them to open page 84 and guide them to say aloud the name of each picture and match the rhyming words.

Objectives • Matching • Association • Recognition of letter sound • Blending of letter sounds and reading • Understanding rhyming of words

84

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15

Refer to page 83 of Skillbook and write the first letters to complete the words.

FOUNDATIONAL NUMERACY LO: Children will count up to 13 objects and learn to write the number 13.

Resources: Numeracy Skillbook, page 73; some countable objects (toys, crayons, pencils, etc.)

Introduction 1. Counting 13: Say: Today we will learn to count 13 objects. Show objects one by one and start counting from 1 up to 13. Repeat 3–4 times for reinforcement and ask children to recite along.

2. Practise Counting: Call children one by one. Guide children to count 13 with the help of the objects. Ensure everyone gets a turn.

Number 13

3. Symbol 13: Write 13 on the board and say: This is 13. Guide children to trace 13 in the air with their fingers. Then, call children one by one and let them write 13 on the board with the help of chalk.

Count, trace and write.

3 2

1

3

Practice 4. Number 13: Ask children to open page 73 of the Skillbook. First, guide them to count the 13 birds. Then, ask them to trace the dots and write number 13 with the help of a pencil.

Objectives  Identification of number

 Counting

 Fine motor skills

73

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DIY LO: Children will trace dots to make a Warli Art peacock.

Resources: Art and Craft, page 30

1. A bout Warli Art: Ask children to open page 30 of the Art and Craft book and let them look at the artwork. Say: This is called Warli Art. It is a traditional art form from Maharashtra.

2. Tracing a Peacock: Ask children to trace the dots with a pencil to complete the artwork on page 30 of the Art and Craft book.

Theme: Animals

– Warli Art is a traditional art form of Maharashtra. Draw a peacock in the Warli art form: 1. Trace the dotted lines in each step with your pencil, one at a time.

2. Then, on your own, use a white pencil and draw a peacock on the next page.

Step 1

Step 2

Step 3

Step 4

Step 5

Step 6

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WEEK

DAY 137

28

Domain

Topic of the Day

Circle Time

Fun with a Ball

General Awareness

Elements in Sky

Foundational Literacy

Short /a/ Sound

Book & Page

Literacy Workbook, page 53

Foundational Numeracy Number 13

Numeracy Workbook, page 47

DIY

Art and Craft, pages 30–31

A Warli Peacock

CIRCLE TIME LO: Children will develop hand-eye coordination by rolling a ball and hitting the target.

Resources: 3 empty plastic bottles or paper glasses; a soft ball; tape or chalk

1. S etting Up: Arrange the 3 bottles/glasses in a triangle shape at one end of the classroom. Mark a line using tape or chalk where children will stand to roll the ball.

2. E xplaining the Game: Say: We are going to play with the ball! Let’s try to knock down the bottles by rolling the ball! Show them how to gently roll the ball with both hands.

3. R olling the Ball: Each child takes a turn rolling the ball from the line. Celebrate how many bottles they knock over. Say: Yay! You got 2 down! Encourage cheering for each other. After each turn reset the bottles.

GENERAL AWARENESS LO: Children will identify different elements in the sky.

Resources: Drawing sheet (1 per child); crayons, pencils

Introduction 1. Warm-Up: Ask: What do you see in the sky? Listen to all responses given by children. Then say: We see clouds and the Sun in the morning sky and the Moon and stars in the night sky.

2. Up in the Sky: Mention names of different things, ask children to point high up if the object belongs in the sky and show a cross if they do not. Say the things in a random order, like: moon, car, tree, stars, sun, etc.

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Practice 3. The Sky: Give the drawing sheets to children and guide them to fold the paper in half. On one side of the sheet, make a morning sky by drawing a sun (circle shape) and clouds (using curved lines). On the other side of the sheet draw the night sky by drawing a crescent moon (using curved lines) and stars (small dots). Ask children to colour the picture.

Pro Tip

If possible, take children to an open space and let them observe the sky.

FOUNDATIONAL LITERACY LO: Children will fill in the blanks to form CVC words with short a sound.

Resources: Literacy Workbook, page 53

Introduction 1. Forming CVC Words: Write a word with the middle letter ‘a’ missing, for example c __ t. Call children one by one and guide them to fill in the blank with the letter ‘a’ and read the word aloud. Ensure everyone gets a turn and give different words to each child.

Short /a/ Sound Name the pictures. Fill in the missing letters.

c b

Practice 2. Short /a/ Sound: Ask children to open page 53 of the Workbook. Ask children to fill in the blanks with letter ‘a’. Then guide children to read each word aloud by blending the sounds, for example: /l/ /a/ /b/ - lab.

Practise reading each word 2–3 times.

l b

t b

d d

l d

p d

s d

b g

r g

t g

w g

d m

j m

r m

y m

c n

f n

p n

v n

c p

l p

m p

t p

b t

c t

f t

h t

Objectives

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

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FOUNDATIONAL NUMERACY LO: Children will count up to 13 and recognise the number 13.

Resources: Numeracy Workbook, page 47; countable objects (crayons, pencils, books, toys, etc.); a tray; number flashcards including 13 (from Skillbook)

Introduction 1. Counting 13: Call children one by one. Guide them to count 13 objects and place them in a tray.

Ensure everyone gets a turn.

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2. Identifying the Number 13: Place the number flashcards in a random order on a table. Call children one by one and let them identify the number 13 and pick up the correct flashcard. Ensure everyone gets a turn.

Number 13 Count and trace the lollipop sticks.

Trace and write the number 13.

Circle the number 13.

13

Practice

9

3. Number 13: Ask children to open page 47 of the Workbook. Guide them to count and trace the lollipop sticks and circle the number 13 with a pencil.

12

12

13

13 10

6

7 5

13

4

Objectives

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Refer to page 47 of the Workbook. Trace the dots to form the number 13.

DIY LO: Children will create a Warli art peacock.

Resources: Art and Craft, pages 30–31; white colour pencil; a picture of a peacock 1. W arm-Up: Ask: Do you know how a peacock looks? Listen to all responses. Then, show a picture of a peacock and say: The peacock is a blue bird with colourful feathers. Mention that today they are going to make a Warli Art peacock by themselves.

2. Warli Art: Ask children to open page 31 of the Art and Craft book.

Guide children to draw a peacock using a white colour pencil.

Demonstrate on the board step by step, referring to page 30, and help children make the drawing.

Theme: Animals

– Warli Art is a traditional art form of Maharashtra. Draw a peacock in the Warli art form: 1. Trace the dotted lines in each step with your pencil, one at a time.

2. Then, on your own, use a white pencil and draw a peacock on the next page.

Step 1

Step 2

Step 3

Step 4

Step 5

Step 6

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-

• Identification of number • Counting • Fine motor skills

WEEK

DAY 138

28

Domain

Topic of the Day

Book & Page

Circle Time

Tongue Twisters

General Awareness

How is the Weather Today

General Awareness, page 96

Foundational Literacy

Matching Picture with Words

Literacy Workbook, page 54

Foundational Numeracy Number 14

Numeracy Skillbook, page 74

DIY

Rhymes and Stories, page 54

Rhyme: The Girl with a Curl

CIRCLE TIME LO: Children will listen and recite simple tongue twisters.

1. W arm-Up: Say: Let’s wake up our mouths with some fun sounds! Do simple mouth movements: Stretch lips like a big smile.

Move tongue side to side.

Say: la la la, ba ba ba, ta ta ta.

2. T ongue Twisters: Say: Now let’s try to say some fun sentences fast! These are called tongue twisters! Start with simple tongue twisters. Say each slowly and let children repeat after you: • Red rabbit runs!

• Big blue ball bounces!

• Six silly snails slid slowly.

• Tiny tigers tiptoe!

Repeat each tongue twister 2–3 times together.

GENERAL AWARENESS LO: Children will identify different weathers and recognize the weather of the day.

Resources: General Awareness, page 96; Uolo Weather Chart

Introduction 1. Knowing Different Weathers: Refer to the Uolo Weather Chart. Point and show the weather conditions one by one and explain them to children.

• Sunny: On a sunny day it is hot and warm outside.

• Cloudy: The sky is covered with dark clouds on a cloudy day.

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• Windy: Strong winds blow on a windy day.

• Rainy: It rains heavily on a rainy day.

Also, explain ‘Snowy’ to children, say: In some very cold places, some days are snowy because of snowfall.

2. Weather Act Out: Do the following actions with children to help them identify different weather conditions: • Sunny: Pretend to wipe sweat because it is hot

How is the Weather Today?

• Windy: Pretend to hold something being blown away by the wind.

Look at the different types of weather.

• Cloudy: Point to show the clouds in the sky.

• Rainy: Pretend to hold an umbrella and walk.

cloudy

sunny

• Snowy: Pretend to make a snowball and throw it. windy

Practice 3. How is the Weather Today: Ask children to open page 96 of the General Awareness book. Point to each weather condition and help them identify each weather condition.

snowy rainy Objectives

• Understanding weather

• Observation

• Fine motor skills

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Pro Tip

You can guide children to observe the weather outside and identify what it is. Take them out, if possible.

FOUNDATIONAL LITERACY LO: Children will look at pictures and match them with the correct CVC words.

Resources: Literacy Workbook, page 54; some objects with CVC words (bag, cap, mat, pad, hat, etc.)

Introduction 1. Reading CVC Words: Write a few CVC words on the board and guide children to read them aloud by blending the letter sounds. For example: /m/ /a/ /t/ - mat. Repeat with other CVC words with short ‘a’ sound.

2. Name the Object: Call children one by one and ask them to pick any one object. Then help them identify the object and write its spelling on the board. Ensure everyone gets a turn.

Match each picture with the correct word.

Practice

jam cat

3. Matching Words: Ask children to open page 54 of the Workbook. Guide them to identify the pictures and match them with the correct word.

pan

sad

man wag

Objectives

• Blending and Reading • Association of the pictures with the letter sound • Fine motor skills • Matching

Write down any 4 CVC words with the short ‘a’ sound.

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FOUNDATIONAL NUMERACY LO: Children will count up to 14 objects and learn how to write the number 14.

Resources: Numeracy Skillbook, page 74; some countable objects

Introduction 1. Counting 14: Say: Today we will learn to count 14 objects. Show objects one by one and start counting from 1 up to 14. Repeat 3–4 times for reinforcement and ask children to recite along.

2. Practise Counting: Call children one by one. Guide children to count 14 with the help of the objects. Ensure everyone gets a turn.

Number 14 Count, trace and write.

3. Symbol 14: Write 14 on the board and say: This is 14. Guide children to trace the number 14 in the air with their fingers. Then, call children one by one and let them write 14 on the board with the help of chalk.

1

2 4

3

Practice 4. Number 14: Ask children to open page 74 of the Skillbook. First, guide

them to count the 14 candles. Then, ask them to trace the dots and write number 14 with the help of a pencil.

Objectives  Identification of number

 Counting

 Fine motor skills

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DIY LO: Children will recite the poem The Girl with a Curl.

Resources: Rhymes and Stories, page 54

1. W arm-Up: Ask children to open page 54 of the Rhymes and Stories book. Guide children to observe and discuss the picture. Ask questions like: What do you see? / What is the girl doing? / What is the dog doing?

2. Rhyme Time: Recite the poem The Girl with a Curl with actions and expressions and let children recite along. Repeat the poem 3–4 times.

The Girl with a Curl There once was a girl who had a curl, Right in the middle of her forehead.

And when she was good, she was very, very good, But when she was bad, she was horrid.

When she was good, she’d giggle and play, Sharing her toys in a nice, kind way.

But when she was bad, I am sad to say, Even the dogs ran far away!

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WEEK

DAY 139

28

Domain

Topic of the Day

Circle Time

Meditation

General Awareness

Weather Game

Foundational Literacy

Writing CVC Words

Book & Page

Literacy Workbook, page 55

Foundational Numeracy Number 14

Numeracy Workbook, page 48

DIY

Rhymes and Stories, page 54

Rhyme: The Girl with a Curl

CIRCLE TIME LO: Children will practise simple meditation and mindfulness.

Resources: soft music (if possible)

1. W arm-Up: Say: Now it’s time to relax our bodies and minds. Let’s sit like little calm mountains! Ask children to sit calmly on their chair. Play soft music, if possible.

2. M editation Time: Guide with gentle prompts: Breathe in slowly through your nose like you’re smelling a flower. Breathe out gently like you are blowing out a candle. Repeat together 3–4 times.

3. Q uiet Time: Say: Let’s close our eyes for a moment and listen to the sounds around us. Let children sit still for 30–60 seconds. Then ask softly: Did you hear your breathing, a bird, or a clock?

GENERAL AWARENESS LO: Children will identify different types of weather and the clothes we wear.

Resources: A soft toy

Introduction 1. Warm-Up: Begin by asking: What is the weather like today? Is it sunny? Cloudy? Windy? Let a few children respond and share how they feel in such weather. Say: We wear different clothes depending on the weather!

2. Weather Movement Game: Call out different weather types and show how to move: • Sunny – Walk with big happy steps, arms open wide like the sun.

• Rainy – Tiptoe and make “pitter-patter” hand motions like raindrops.

• Windy – Sway from side to side like trees blowing in the wind.

• Stormy – Stomp feet and clap hands like thunder.

• Snowy – Pretend to catch snowflakes, move slowly and gently.

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Practice 3. Dress Up Game: Show the soft toy and say: Let the teddy dress up according to the weather. Say the names of different weather types aloud and encourage children to share the name of an appropriate dress. For example, say: It is sunny weather. What should teddy wear? Encourage responses such as sunglasses, hat, cotton clothes, etc. Discuss appropriate clothing for other weather types: • Rainy (umbrella, raincoat) • Windy (hat)

• Snowy (sweater, gloves, cap)

FOUNDATIONAL LITERACY LO: Children will identify the pictures and write the correct CVC word for each picture.

Resources: Literacy Workbook, page 55; Letter flashcards (from Skillbook)

Introduction 1. Making CVC Words: Give letter flashcards to children. Call out CVC words with the short /a/ sound one by one and guide children to make the word using letter flashcards. Take rounds to check children’s work. Write the word on the board if required.

See the pictures and write the correct words.

tab tag rat hat pan yam fan tap bat

Practice 2. Writing CVC Words: Ask children to open page 55 of the Workbook. Help children identify the pictures and write the CVC words. Write the spellings of the words on the board to guide children.

Objectives

• Blending and Reading • Fine motor skills

• Association of the pictures with the letter sound

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Pro Tip

Let children identify classroom objects that are CVC words with the short ‘a’ sound.

FOUNDATIONAL NUMERACY LO: Children will count up to 14 and recognise the number 14.

Resources: Numeracy Workbook, page 48; countable objects (books, toys, crayons, pencils, etc.); a tray; some number flashcards, including 14 – (from Skillbook)

Introduction 1. Counting 14: Call children one by one. Guide them to count and collect 14 objects, and place them in a tray. Ensure everyone gets a turn.

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2. Identifying the Number 14: Place the number flashcards in a random order on a table. Call children one by one and let them identify the number 14 and pick the correct flashcard. Ensure everyone gets a turn.

Number 14 Count and trace the lollipop sticks.

Trace and write the number 14.

Practice

Circle the number 14.

3. Number 14: Ask children to open page 48 of the Workbook. Guide them to count and trace the lollipop sticks and circle the number 14 with a pencil.

4

10

14

22

14 11

14

7 5 Objectives

• Identification of number • Counting • Fine motor skills

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Refer to page 48 of the Workbook. Trace the dots to form the number 14.

DIY LO: Children will recite the poem The Girl with a Curl and share one thing they like about themselves.

Resources: Rhymes and Stories, page 54

1. R hyme Time: Recite the poem The Girl with a Curl using actions and expressions, and ask children to recite along.

Repeat 3–4 times.

2. Sharing Time: Say: Today we will share one thing that we like about ourselves. Pass around a soft toy and encourage children to share one thing they like about themselves.

Model responses, for example: I like that I always help my friends. / I like that I draw so well.

The Girl with a Curl There once was a girl who had a curl, Right in the middle of her forehead.

And when she was good, she was very, very good, But when she was bad, she was horrid.

When she was good, she’d giggle and play, Sharing her toys in a nice, kind way.

But when she was bad, I am sad to say, Even the dogs ran far away!

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WEEK

DAY 140

28

CATCH UP CARNIVAL

26

Domain

General Awareness

Learning Outcome

Children will identify different weather conditions.

Resources

General Awareness, page 97; A soft toy; Uolo Weather Chart

Suggested Method

Say: Today we will do an enactment to explain a weather condition. Remind children: We have learned sunny, rainy, cloudy, windy, and snowy weather this week. Explain how we feel in each type of weather – sunny (hot), windy and rainy (a bit cool), snowy (very cold). Pass around the soft toy. The child holding the toy will get a weather condition and enact it. Other children will identify the weather by pointing to the Uolo Weather Chart. Clap for each child and give them a smiley. Ensure every child gets a turn.

Support for Struggling Learners

Gather the struggling learners. Show the weather conditions one by one from page 97 of the General Awareness book. Discuss how we feel in each weather. For example: We feel hot on a sunny day. We wear light clothes. Repeat the explanation for each weather condition to reinforce understanding.

Domain

Foundational Literacy

Learning Outcome

Children will read and write CVC words with the short /a/ sound.

Resources

Letter Flashcards – (from Skillbook)

Suggested Method

Begin by recalling a few CVC words with the short /a/ sound. Write them on the board and help children read them, e.g., /b/ /a/ /t/ – bat. Call children one by one and give them letter flashcards. Say a word with the short /a/ sound and guide them to make it using the flashcards. Clap for each child and give them a smiley. Ensure everyone gets a turn.

Support for Struggling Learners

Gather the struggling learners and say: Today we will play with the short /a/ sound of the letter A. Help them blend and read letter groups with the short /a/ sound, e.g., / ag/ – ag. Then, guide them to read full words ending with /ag/, e.g., /b/ /a/ /g/ – bag.

Repeat with other short /a/ word families.

Domain

Foundational Numeracy

Learning Outcome

Children can count up to 14 and identify the numbers 13 and 14.

Resources

Some countable objects (crayons, pencils, etc.)

Suggested Method

Write 13 and 14 on the board. Call children one by one and show them the number 13 or 14. Ask them to identify the number and then count out that many objects.

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

Support for Struggling Learners

Gather the learners together. Show 13 objects and count aloud, asking children to repeat with you. Repeat 3–4 times for reinforcement. Then, show the flashcard for 13 and ask them to count 13 objects. Write 13 on the board and say: This is 13. Guide children to trace it in the air with their fingers. Repeat the same steps for the number 14.

WEEK

DAY 141

29

Domain

Topic of the Day

Book & Page

Circle Time

One Legged Jumping

General Awareness

Seasons

General Awareness, page 97

Foundational Literacy

Read Aloud

Literacy Skillbook, page 85

Foundational Numeracy Number 15

Numeracy Skillbook, page 75

DIY

Rhymes and Stories, page 55

Rhyme: The Action Poem

CIRCLE TIME LO: Children will develop their balance, coordination, and confidence through playful movement.

Resources: Chalk

1. W arm-Up Talk: Gather the children in a circle and say: Today, we are going to be hopping like little bunnies! But not with two feet… only one foot!

2. D emonstration: Make a line with chalk. Stand on one leg and say: Look! I am standing on one foot!

Now I will hop, hop, hop on the line! Show how to hop along the line slowly, staying balanced.

Then switch to the other leg and hop again.

3. C hildren’s Participation: Invite children one at a time to try. Cheer them on: Wow, great balance!

Try again, that was a good effort! For those who struggle, hold their hands to help them balance.

GENERAL AWARENESS LO: Children will identify and talk about the four seasons.

Resources: General Awareness, page 97

Introduction 1. Talking about Seasons: Say: There are four seasons in the year. Let’s talk about each one!

• Summer: Say: Summer is hot! We wear light clothes and eat cool things like ice cream. The sun shines brightly.

• Winter: Say: Winter is cold! We wear jackets, hats, and scarves. We like warm food and hot drinks.

• Rainy Season: Say: Rainy days are wet! We carry umbrellas and wear raincoats. We jump in puddles and see clouds.

• Spring: Say: Spring is lovely! Flowers bloom, the weather is nice, and everything looks fresh and green.

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2. Movement Game: Invite children to act out actions from different seasons.

Seasons Look at the different types of seasons.

• Summer – Fan yourself like you are hot.

• Winter – Pretend to shiver and rub hands.

• Rainy – Hold an imaginary umbrella and tiptoe.

• Spring – Pretend to smell flowers or flap arms like butterflies.

Pro Tip

You can also ask children to share about the season they like the most.

SPRING

SPRING

SUMMER

RAINY

WINTER

SUMMER

RAINY

Objectives

• Understanding seasons

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Practice 3. Seasons: Ask children to open page 97 of the General Awareness book. Guide them to look at the pictures and identify the seasons. Then, let each child share one point about any season of their choice.

FOUNDATIONAL LITERACY LO: Children will read aloud simple sentences containing CVC words.

Resources: Literacy Skillbook, page 85

Introduction 1. Picture Talk: Ask children to open page 85 of the Skillbook. Help them identify the pictures one by one and say aloud their names.

2. Reading CVC Words: Write the CVC words from page 85 of the Skillbook on the board (cat, rat, fan, van, tap, cap, bat, mat, man, can). Read aloud the words one by one by blending the letter sounds (e.g. /k/ /a/ /t/ - cat) and ask children to repeat along. Read each word 3–4 times.

3. Sight Words: Write the sight words from page 85 of the Skillbook (a, an, and). Read aloud the words one by one and let children repeat after you.

Read each word 3–4 times.

Practice 4. Read Aloud: Ask children to open page 85 of the Skillbook. Read aloud the sentences slowly and clearly, one by one and let children repeat after you. Guide them to point under each word as they read. Then, call children one by one and let them read a sentence individually.

Read Aloud

1. A cat and a rat.

2. A fan and a van.

3. A tap and a cap.

4. A bat and a mat.

5. A man and a can.

SIGHT WORDS

a

an

and

Objectives • Blending of letter sounds • Reading sentences • Reading sight words

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Read the sentences from page 85 of Skillbook. Underline all the sight words (a, an, and) as you read.

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WI

FOUNDATIONAL NUMERACY LO: Children will count up to 15 objects and learn to write the number 15.

Resources: Numeracy Skillbook, page 75; some countable objects (crayons, pencils, toys, books, etc.)

Introduction 1. Counting 15: Say: Today we will learn to count 15 objects. Show objects one by one and start counting from 1 up to 15. Repeat 3–4 times for reinforcement and ask children to recite along.

2. Practice Counting: Call children one by one. Guide children to count 15 with the help of the objects. Ensure everyone gets a turn.

Number 15 Count, trace and write.

3. Symbol 15: Write 15 on the board and say: This is 15. Guide children to trace 15 in the air with their fingers. Then, call children one by one and let them write 15 on the board with the help of chalk.

2 1

3 4

Practice 4. Number 15: Ask children to open page 75 of the Skillbook. First, guide

them to count the 15 apples. Then, ask them to trace the dots and write number 15 with the help of a pencil.

Objectives  Identification of number

 Counting

 Fine motor skills

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DIY LO: Children will recite The Action Poem with actions and movements.

Resources: Rhymes and Stories, page 55

1. A ction Time: Gather the children and ask them to do some simple actions. Say: Let us wake our bodies. Give simple instructions like: Stretch your arms up high. / Bend and touch your knees. / Twist and turn yourself.

2. Rhyme Time: Recite The Action Poem with actions and expressions and let children recite along. Repeat 3–4 times to help children remember the rhyme.

The Action Poem Let’s jump like bunnies, hop up and down, Wiggle our fingers, and spin around!

Now stretch up high, reach for the sky, Touch your toes low, give it a try!

Move like a snake, side to side, March like a soldier, with arms open wide.

Flap like a bird, fly through the air, Spin like a wheel at the fair.

Stand on one foot, hold the other one up, Now, use your hands and drink from a cup.

Shake your whole body, let’s laugh and cheer, Pretend we are dancing with friends far and near!

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WEEK

DAY 142

29

Domain

Topic of the Day

Book & Page

Circle Time

My Favourite Place to Visit

General Awareness

Summer Season

General Awareness, page 98

Foundational Literacy

Short /i/ Sound

Literacy Skillbook, pages 86–87

Foundational Numeracy Number 15

Numeracy Workbook, page 49

DIY

Rhymes and Stories, page 55

Rhyme: The Action Poem

CIRCLE TIME LO: Children will express themselves and show confidence while speaking and listening to others.

Resources: Soft toy

1. W arm Up: Say: Today we are going to talk about a place we love to go with our family! It could be anywhere – a shop, a park, someone’s home, or a fun trip! Show excitement and make it relatable. Use expressive voice and gestures.

2. M odelling: Model simple responses to help children understand what they need to say. Say: I love going to the park with my family. I see green trees and I play on the slide! / I like going to the market. There are so many colourful fruits!

3. S haring Time: Hand over a soft toy to each child as their turn comes. Ask: • Where do you like to go with your family?

• What do you see there?

• What do you do there?

Use gentle prompts and encourage even the shy children. Help them if they get stuck with ideas like: Do you like going to your granny’s house? /Do you go to the shop with your mother?

GENERAL AWARENESS LO: Children will identify what we do, eat, and wear during a summer season.

Resources: General Awareness, page 98

Introduction 1. Warm Up: Begin by asking: Have you felt the hot sun on your face? / Do you know which season is hot and sunny? Say: Today we are going to talk about a season called Summer! Summer is the time when the weather is very hot, and the sun shines brightly. In summer, people do fun things to cool down. Examples: Go swimming or play in water. / Use fans and air coolers. / Stay in the shade or go on holiday.

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2. What we Wear: Say: In summer, we wear clothes that keep us cool. Ask questions and demonstrate: Do we wear sweaters in summer? Take responses and say: No! We wear light clothes like T-shirts, shorts, dresses, hats, and sunglasses.

(Let children pretend to wear sunglasses and hats.)

Summer Season 3. What we Eat and Drink: Say: In summer, we eat and drink things that keep us cool! Examples: • Cold fruits like watermelon and mangoes • Ice cream and cold drinks

Ask: What do you like to eat when it’s hot?

Circle the things we use and see in the summer season.

• Juice and water

• Curd and salads

Practice 4. Summer Season: Ask children to open page 98. Guide them to identify and circle items related to summer.

Objectives

• Association of things with summer season

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Pro Tip

You can take the children outside, if possible, to help them identify the correct season.

FOUNDATIONAL LITERACY LO: Children will identify words with short the /i/ sound and read CVC words.

Resources: Literacy Skillbook, pages 86–87

Introduction 1. Sound Chunks: Say: Today we will play with the sound /i/ like in inkpot! Write or say chunks like: ib (say: /i/ - /b/); id (say: /i/ - /d/); ki (say: /k/ - /i/). Clap or tap for each sound. Say: Let’s say it together! /i/… /b/ = ib! Let children first say each sound slowly, then blend them quickly. Repeat with id and ki.

2. Short /i/ Sounds: Ask children to open page 86 of the Skillbook. Read aloud the sound chunks one by one and ask children to repeat after you. Guide them to point to each letter as they read and blend the sounds.

For example: /i/ (put finger under letter i) /b/ (put finger under letter b) – /ib/.

Practice 3. Introducing CVC Words: Say: I will say three sounds; can you guess the word? Say: /b/ /i/ /b/. Let children try then write ‘bib’ on the board and guide children to blend the sounds to read the word. Say: /b/ /i/ /b/ - bib. Repeat with other CVC words with short /i/ Short /i/ Sound r i b b i b n i b sound (e.g. dip, lip, zip etc). i b i d i g i n bib nib rib 4. Reading CVC Words: Ask children to open page i p i t d i p l i p z i p 87 of the Skillbook. Guide them to read the CVC b i d i f i h i dip lip zip words one by one by saying aloud the sound of w i n b i n f i n k i l i m i n i each letter of the word. For example: /d/ (put p i r i s i t i bin fin win finger under letter d) /i/ (put finger under letter i) /p/ (put finger under letter p) – dip. Repeat this process for all the words. Read 3–4 times for reinforcement.

w i

l

For the teacher

Objectives

The dots (•) given below the letters are called sound buttons.

The dot represents a single letter sound. They help in the blending and segmentation of sounds to create words.

• Recognition of letter sound • Blending of letter sounds and reading

i d

k i d

lid

kid 87

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Practise reading the words with the short /i/sound from page 87 of the Skillbook.

FOUNDATIONAL NUMERACY LO: Children will count up to 15 and identify the number 15.

Resources: Numeracy Workbook, page 49; countable objects (crayons, pencils, toys, etc.); a tray; some number flashcards including 15 (from Skillbook)

Introduction

2. Identifying Symbol 15: Place the number flashcards in a random order on a table. Call children one by one and let them identify the symbol 15 and pick up the correct flashcard. Ensure everyone gets a turn.

Number 15 Count and trace the lollipop sticks.

Trace and write the number 15.

Circle the number 15.

15

11

Practice

15 10

6

7 5

3. Number 15: Ask children to open page 49 of the Workbook. Guide them to count and trace the lollipop sticks and circle the number 15 using a pencil.

12

12 9

15

4

Objectives

• Identification of number • Counting • Fine motor skills

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Refer to page 49 of the Workbook. Trace the dots to complete number 15.

DIY LO: Children will recite The Action Poem and play a fun action game.

Resources: Rhymes and Stories, page 55

1. R hyme Time: Recite The Action Poem from page 55 of the Rhymes and Stories book with actions and expressions and ask children to recite along. Repeat 3–4 times with the children.

2. Follow the Leader: Call children one by one and let them perform one action of their choice for others to follow. Ensure everyone gets a turn to do at least one action.

The Action Poem Let’s jump like bunnies, hop up and down, Wiggle our fingers, and spin around!

Now stretch up high, reach for the sky, Touch your toes low, give it a try!

Move like a snake, side to side, March like a soldier, with arms open wide.

Flap like a bird, fly through the air, Spin like a wheel at the fair.

Stand on one foot, hold the other one up, Now, use your hands and drink from a cup.

Shake your whole body, let’s laugh and cheer, Pretend we are dancing with friends far and near!

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-

1. Counting 15: Call children one by one. Guide them to count and place 15 objects in a tray. Ensure everyone gets a turn.

WEEK

DAY 143

29

Domain

Topic of the Day

Book & Page

Circle Time

Sorting Colourful Threads

General Awareness

Rainy Season

General Awareness, page 99

Foundational Literacy

Words with ‘i’

Literacy Skillbook, page 88

Foundational Numeracy Number 16

Numeracy Skillbook, page 76

DIY

Rhymes and Stories, page 56

Rhyme: Wash, Wash, Wash Your Hands

CIRCLE TIME LO: Children will develop fine motor control, colour recognition, and sorting skills.

Resources: Some colourful threads; bowls; a tray

1. I ntroduction and Setup: Say: Today we are going to play a colourful sorting game! These threads are all jumbled up. Can we help sort them into the right bowls? Place the mixed threads in the centre and empty bowls around.

2. D emonstration: Pick one thread and model what to do. Say: This red thread goes into this bowl. Now let’s do more! Let children observe before they begin.

3. S orting Time: Invite children to sort the threads by colour using their pincer grip (thumb and finger).

Encourage slow, careful movements as they place each thread into the correct bowl.

GENERAL AWARENESS LO: Children will identify the features of the rainy season and relate them to daily.

Resources: General Awareness, page 99; umbrella, raincoat, gumboots, picture of clouds or puddles, real or toy corn/corncob

Introduction 1. Warm Up: Say: Let’s talk about something fun—the rainy season! What happens when it rains? Encourage children to respond: It gets wet. / There are puddles. / We hear thunder.

Prompt with simple questions: What do you see in the sky? (Clouds, rain, lightning.) / What sound does the rain make? (Make tapping or pitter-patter sound with fingers).

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2. Rainy Season Activities: Say: When it rains, we do many things to stay dry. Show and discuss or pretend-play: • Use an umbrella • Wear a raincoat

• Stay inside and read or play

Pretend to open an umbrella or put on boots—invite children to do the same!

3. Rainy Day Food: Say: When it rains, we eat warm and tasty food. Examples to discuss: corn on the cob, hot soup, warm snacks. Ask: What do you like to eat when it’s cold Rainy Season and rainy?

Circle the things we see and use on a rainy day.

Pro Tip

Ask children to share how they spend their time on a rainy day.

Practice 4. Rainy Season: Ask children to open page 99 of the General Awareness book. Guide them to identify and circle the objects relevant to the rainy season.

Objectives

• Association of things with rainy season

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FOUNDATIONAL LITERACY LO: Children will read CVC words with the short /i/ sound.

Resources: Literacy Skillbook, page 88

Introduction 1. Guided Reading: Write a word ending with the sound/ib/—for example: rib on the board and guide children to blend the letter sounds and read them. For example:/r/ /i/ /b/ - rib. Repeat with other words ending with /id/, /ig/, /in/, /ip/, /it/ and /ix/ sounds.

Practice 2. Words with /i/: Ask children to open page 88 of the Skillbook. Slowly read aloud the words, blending the letter sounds and ask children to repeat after you. For example, say: /b//i/ /b/ - bib. Read each group of words 3–4 times for reinforcement.

3. Individual Reading: Call children one by one and write a CVC word with short ‘i’ sound on the board. Guide children to read aloud the word and ask others to repeat. Ensure everyone gets a turn and give each child different words.

Words with ‘i’

ib

bib rib fib nib

id

kid

did

lid

hid

ig

big fig

rig

wig

in

fin

win bin

pin

ip

dip

lip nip hip

it

bit

hit

ix

fix

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lit

mix six Objectives • Recognition of letter sound • Blending of letter sounds and reading • Understanding word families

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Refer to page 88 of the Skillbook and practice reading the CVC words.

fit kit

zip

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FOUNDATIONAL NUMERACY LO: Children will count up to 16 objects and learn to write the number 16.

Resources: Numeracy Skillbook, page 76; some countable objects (crayons, pencils, toys etc.)

Introduction 1. Counting 16: Say: Today we will learn to count 16 objects. Show objects one by one and count from 1 to 16. Repeat 3–4 times and ask children to recite along.

2. Practice Counting: Call children one by one. Guide each child to count 16 objects. Ensure everyone gets a turn.

Number 16 Count, trace and write.

3. Symbol 16: Write 16 on the board. Say: This is 16. Guide children to trace the number 16 in the air with their fingers. Invite children to write 16 on the board with chalk.

1

2

Practice 4. Number 16: Ask children to open page 76 of the Skillbook. First, guide

them to count the 16 books. Then, ask them to trace the dots and write the number 16 with a pencil.

Objectives  Identification of number

 Counting

 Fine motor skills

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DIY LO: Children will recite the rhyme Wash, Wash, Wash Your Hands with actions and expressions.

Resources: Rhymes and Stories, page 56

1. W arm Up: Ask: When do we wash our hands? Encourage answers like: before eating food, when our hands are dirty, after playing.

Demonstrate handwashing steps: First wet your hands → Apply soap and scrub → Rinse well. Ask children to copy.

2. Rhyme Time: Recite the rhyme Wash, Wash, Wash Your Hands with actions and expressions. Ask children to recite along.

Repeat 3–4 times to help them learn.

Wash, Wash, Wash Your Hands Wash, wash, wash your hands, Keep them nice and clean.

Scrub them here, scrub them there, Germs are never seen.

Wash, wash, wash your hands, With soap and water too.

Rub them well and rinse them well, That is what we do.

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35

WEEK

DAY 144

29

Domain

Topic of the Day

Book & Page

Circle Time

Rhyme: Row Your Boat

General Awareness

Winter Season

General Awareness, page 100

Foundational Literacy

Words that Rhyme

Literacy Skillbook, pages 89–90

Foundational Numeracy Number 16

Numeracy Workbook, page 50

DIY

Art and Craft, pages 32–33

Colours of the Rainbow

CIRCLE TIME LO: Children will recite the rhyme Row Your Boat with actions and expressions.

1. W arm-Up: Did anyone go on a boat ride? Listen to responses.

Demonstrate actions: Pretend to row a boat with arms and sway gently left and right. Invite children to copy.

2. R hyme Time: Recite Row Your Boat with actions and expressions. First, sing together as a class. Then try in pairs or small groups of 2–3 children.

Row Your Boat Row, row, row your boat, Gently down the stream, Merrily, merrily, merrily, merrily, Life is but a dream!

GENERAL AWARENESS LO: Children will identify the features of winter and relate them to their daily experiences.

Resources: General Awareness, page 100; winter garments (sweater, gloves, winter cap, etc.)

Introduction 1. Warm-Up Discussion: Ask: Have you ever felt really cold in the morning?

Say: Let’s talk about winter, the cold season! Explain:

Winter Season Tick () the things we use and see in the winter season.

• In winter, the weather is cold.

• Sometimes there is fog or frost.

• Trees lose some leaves and the sun feels warm.

Ask: What do you see in winter? (fog, sweater, no flowers). Mention: The sun feels nice on a cold day.

2. What we Wear: Say: To keep warm, we wear many clothes! Show or pretend with sweaters, woollen caps, scarves, gloves. Ask: What do you wear when it’s cold? Invite children to act like putting on winter clothes (fun role play).

36

Objectives

100

• Association of things with winter season

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3. What we Eat: Explain: Say: In winter, we eat warm food that keeps us strong! Examples: hot soup, warm porridge, peanuts, jaggery. Ask: What warm food do you eat at home?

Practice 4. Winter Season: Ask children to open page 100 of the General Awareness book. Guide them to identify and circle items used in winter.

FOUNDATIONAL LITERACY LO: Children will fill in the first letter to complete words and identify rhyming words.

Resources: Literacy Skillbook, pages 89–90; letter flashcards (from Skillbook)

Introduction 1. Recap: Write a few CVC words on the board (e.g., bin, tip, bib, tin). Call children one by one to read them aloud. Guide them: /b/ /i/ /b/ – bib. Ask the rest of the class to repeat.

2. Making Words: Write the middle letter i and the end letter on the board,

leaving the first blank (e.g., __ i g). Call children one by one with flashcards to place the correct first letter. If a child gives a wrong word (e.g., hig), ask: Is hig a word? Can we think of a word that ends with /ig/? Guide them to the right word (e.g., pig).

Building Words Listen to your teacher. Build words using your flash cards by placing them on the coloured boxes below.

i i

3. Explaining Rhyming Words: Write three words such as rib, bib, nib on the board. Ask: What do you think about these words? Let children respond.

Then explain: They have the same middle and ending sound: /ib/. That makes them rhyming words. Give more examples: big, fig, wig. Play a quick check: say bit, hit, rib and ask: Which two rhyme?

Pro Tip

You can say three words like bit, hit and rib. Guide children to identify the two rhyming words.

p

i

t n

Objectives • Recognition of letter sound • Blending of letter sounds and reading • Understanding word families

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Words that Rhyme Say the name of each picture. Match the rhyming words.

Practice 4. Solving Exercises: Ask children to open page 89 of the Skillbook. Guide children to place flashcards on the blanks to form words. Then, ask them to open page 90. Guide them to say the name of each picture and match the rhyming words.

Objectives • Matching • Association • Recognition of letter sound • Understanding rhyming of words

• Blending of letter sounds and reading

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Refer to page 89 of Skillbook and write the first letters to complete the words.

37

FOUNDATIONAL NUMERACY LO: Children will count up to 16 and identify the number 16.

Resources: Numeracy Workbook, page 50; countable objects; a tray; some number flashcards, including 16 (from Skillbook)

Introduction 1. Counting 16: Call children one by one. Guide each child to count and place 16 objects in a tray. Ensure everyone gets a turn.

2. Identifying Symbol 16: Place number flashcards in random order on a table. Call children one by one to find and pick the flashcard with 16.

Ensure everyone gets a turn.

Number 16 Count and trace the lollipop sticks.

Trace and write the number 16.

Circle the number 16.

22

16

Practice

16

10

14

11

3. Number 16: Ask children to open page 50 of the Workbook. Guide them to count and trace the lollipop sticks, then circle the number 16 using a pencil.

16

7 5 Objectives

• Identification of number • Counting • Fine motor skills

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Refer to page 50 of the Workbook. Trace the dots to complete number 16.

DIY LO: Children will tear and paste origami papers to complete a rainbow.

Resources: Art and Craft, pages 32–33; origami papers of rainbow colours; glue 1. C olour of Rainbow: Ask: When do we see a rainbow? Listen to children’s responses, then explain: We see a rainbow after rain, often during the rainy season. Discuss and name the rainbow colours: red, orange, yellow, green, blue, indigo, and violet. Repeat 3–4 times and let children repeat after you.

2. Colours of the Rainbow: Ask children to open page 32 of the Art and Craft book. Guide them to identify and point to the rainbow colours shown.

Theme: Nature

Tear and paste origami papers to complete the rainbow.

3. Tearing and Pasting: Guide children to tear origami papers into small pieces and paste them on page 33 to complete the rainbow. Remind them to match the correct colour strip with the correct rainbow band.

RED

ORANGE

GREEN

BLUE

INDIGO

VIOLET

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YELLOW

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WEEK

DAY 145

29

CATCH UP CARNIVAL Domain

General Awareness

Resources

A soft toy

Learning Outcome Suggested Method

Support for Struggling Learners

Domain

Learning Outcome Resources

Suggested Method

Support for Struggling Learners Domain

Learning Outcome Resources

Suggested Method Support for Struggling Learners

Children will identify different seasons and share a few facts about each season.

Begin by recalling the seasons explored this week – summer, rainy, and winter. Briefly talk about each season, highlighting what we eat, wear, and do. Pass a soft toy around the circle. Ask children a simple question about any one season: • What do you like to eat in ___ season?

• What do we wear in ___ season?

• What do we do in ___ season?

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

Gather them in a small group. Discuss seasons one by one with gestures and enactment.

• Summer: Say: We feel very hot in summer. Pretend to fan yourself or wipe sweat; ask children to copy. Then talk about summer clothes (light clothes, hats) and foods (fruits, cold drinks).

• Rainy: Pretend to open an umbrella or jump in puddles. Talk about raincoat, gumboots, hot snacks.

• Winter: Pretend to shiver, rub hands. Talk about warm clothes (sweater, cap) and hot food (soup, peanuts).

Foundational Literacy

Children will read and write CVC words with the short /i/ sound.

Letter flashcards – (from Skillbook)

Begin by revising a few CVC words with the short i sound. Write them on the board and help children read them. For example: /b/ /i/ /n/ – bin. Call children one by one and give them letter flashcards. Say aloud a word with the short /i/ sound and ask children to make the word using the flashcards. Clap for each child and give them a smiley. Ensure every child gets a turn.

Gather children in a group. Say: Today we will play with the short /i/ sound of letter i.

Help children blend and read groups of letters with the short i sound, for example: /ig/ – ig. Then, guide them to read CVC words ending with /ig/, e.g. /b/ /i/ /g/ – big.

Repeat with other word families with short i (e.g. -in, -ip, -it).

Foundational Numeracy

Children can count up to 16 and identify the number symbols of 15 and 16.

Some countable objects (crayons, pencils, etc.); flashcard of 15 and 16 – (from Skillbook)

Write 15 and 16 on the board. Call children one by one and give them either 15 or 16.

Guide them to identify the number. Then let them count and show that many objects.

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

Gather the learners together and use the number flashcards of 15 and 16. Count and show 15 objects, ask children to repeat as you count. Repeat 3–4 times for reinforcement. Then ask them to count 15 objects using the flashcard. Write 15 on the board and say: This is 15. Guide children to trace the number in the air with their index fingers. Repeat the same for 16.

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WEEK

DAY 146

30

Domain

Topic of the Day

Circle Time

My Favourite Season

General Awareness

Rainbow

Foundational Literacy

Short /i/ Sound

Book & Page

Literacy Workbook, page 56

Foundational Numeracy Number 17

Numeracy Skillbook, page 77

DIY

STEM Exploration, pages 33–36

Where is the Button?

CIRCLE TIME LO: Children will talk about their favourite season.

1. Warm-Up: Say: We have different seasons like summer, winter, rainy, and spring! Each one feels different.

Some are hot, some are cold, and some are wet! Ask: Can you name some seasons we know? Briefly review: • Summer – Hot, we wear light clothes and eat ice cream.

• Winter – Cold, we wear jackets and drink hot soup.

• Rainy – Wet, we use umbrellas and wear raincoats.

• Spring – Flowers bloom, trees look green and pretty.

2. Sharing Time: Say: Now let’s talk about your favourite season! Give your own example: My favourite season is rainy because I love jumping in puddles! Then go around the circle. Each child says: My favourite season is ___ because ___. Help shy children with prompts like: Do you like the sun or the rain?

GENERAL AWARENESS LO: Children will identify a rainbow, name its colours, and draw one.

Resources: Pre-drawn rainbow outlines on paper (teacher may draw large arcs on each child’s sheet); crayons

Introduction 1. Warm-Up: Say: Have you ever seen a rainbow in the sky? Listen to all responses and say: Rainbows appear when the sun comes out after rain. It’s like magic! Talk about colours: There are 7 colours in a rainbow. Let’s say them together: Red, Orange, Yellow, Green, Blue, Indigo, Violet. (Say slowly and let children repeat.)

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Practice 2. Rainbow Colouring Activity: Give each child a rainbow sheet and crayons. Guide them: Let’s start with red at the top, then orange… Guide them through each colour in order. Let them colour freely and praise their effort.

FOUNDATIONAL LITERACY LO: Children will complete CVC words uisng the short /i/ sound.

Resources: Literacy Workbook, page 56

Introduction 1. Forming CVC Words: Write a word with the middle letter ‘i’ missing, for example w __ g. Call children one by one and guide them to fill in the blank with ‘i’ and read the word aloud. Ensure everyone gets a turn and give different words to each child.

Short /i/ Sound Name the pictures. Fill in the missing letters.

b g

n b f g

d g k d

h d

Practice 2. Short /i/ Sound: Ask children to open page 56 of the Workbook. Ask children to fill in the blanks with letter ‘i’. Then guide children to read aloud the words one by one by blending the letter sounds, for example: /b/ /i/ /b/- bib. Practise reading each word 2–3 times.

r b

b b

w g l d

b t

f t

p t

s t

b n

f n

p n

t n

m x

s x

f x

s p

l p

t p

Objectives

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

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Practice reading the CVC words from page 56 of the Workbook.

FOUNDATIONAL NUMERACY LO: Children will count up to 17 and write the it.

Resources: Numeracy Skillbook, page 77

Introduction 1. Counting 17: Say: Today we will learn to count 17 objects. Show objects one by one and start counting from 1 up to 17. Repeat 3–4 times for reinforcement and ask children to recite along.

41

2. Practise Counting: Call children one by one. Guide children to count 17 with the help of the objects. Ensure everyone gets a turn.

Number 17 Count, trace and write.

3. Symbol 17: Write 17 on the board and say: This is 17. Guide children to trace 17 in the air with their fingers. Then, call children one by one and let them write 17 on the board using of chalk.

2 1

3

Practice 4. Number 17: Ask children to open page 77 of the Skillbook. First, guide them to count the 17 cherries. Then, ask them to trace the dots and write 17 with the help of a pencil.

Objectives  Identification of number

 Counting

 Fine motor skills

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DIY LO: Children will identify positions through a simple hands-on activity.

Resources: STEM Exploration, pages 33–36; a matchbox (per child); a button or a bead (per child); table or chair; classroom objects 1. Warm-Up: Demonstrate and help children to identify simple positions like inside, outside, top, next to, under, in front, and behind with the help of a common classroom object and a chair. Explain each position 3–4 times to children.

2. Activity Time: Give the materials to each child. Refer to page 34 of the STEM Exploration book. Call out the positions mentioned under point 3 and guide children to place the button accordingly. Take rounds to monitor children’s work and provide help as required.

Where is the Button?

In this fun activity, we will learn where an object is when placed around another object.

Let’s Collect

Small matchboxes (or small containers such as empty mint tins, plastic containers, or even small cardboard boxes) Buttons (or other small objects such as beads, coins, or small toy pieces) ) Contact paper (optional, for covering the boxes) )

)

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Pro Tip

Guide children to look around the classroom and identify positions of different things. Ask questions like: Where is the duster? / What is in front of the bookshelf? etc.

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Let’s Do: 1.

Hand out the materials to each child.

2.

Tell them to listen to what you will say and do that action.

3.

Give a series of simple, clear instructions for the children to follow, such as: a. “Put your button inside your box.” b. “Take your button out of your box.” c. “Place your button on top of your box.” d. “Put your button next to your box.” e. “Place your button under your box.” f. “Hold your button in front of your box.” g. “Put your button behind your box.”

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WEEK

DAY 147

30

Domain

Topic of the Day

Book & Page

Circle Time

Story Sequencing

General Awareness

Odd One Out

General Awareness, page 101

Foundational Literacy

Writing CVC Words

Literacy Workbook, pages 57–58

Foundational Numeracy Number 17

Numeracy Workbook, page 51

DIY

STEM Exploration, pages 33–35

Where is the Button?

CIRCLE TIME LO: Children will listen to a story and recall it in the correct sequence.

1. Warm-Up: Say: A story has a beginning, middle, and end. Today, we will listen to a short story and try to remember what happened first, next, and last! Narrate a simple four-line story to children: • Ria woke up early in the morning.

• She brushed her teeth and got dressed.

• She ate her breakfast with her mother.

• Then she went to school carrying her bag.

Say it slowly and repeat at least 2 times.

2. Sequencing Activity: Now say: Let’s remember what happened in the story! Step-by-step guide: Ask: What happened first? (Guide them if needed: Did she brush her teeth first or eat first?)

Continue with each part: What came next? Use hand actions or act out each step to support memory.

Pro Tip

Use 4 objects (e.g., toothbrush, shirt, bowl, bag) as story clues and place them in order with children’s help.

GENERAL AWARENESS LO: Children will identify objects related to various types of weather.

Resources: General Awareness, page 101

43

Introduction 1. Recap: Briefly recall each type of weather (summer, rainy, and winter). Guide children to share about clothes and food specific to each season and correct them if required.

2. Yes No Game: Ask a few questions related to the weather conditions and let children reply using Yes or No. Ask questions like:

Odd One Out Circle the odd picture in each group.

• Do we wear raincoat in summer? (No)

• Do we have warm soup in winter? (Yes)

• Do we wear a sweater in the rainy season? (No)

Practice 3. Odd One Out: Ask children to open page 101 of the General Awareness book. Guide them to identify the pictures and let them circle the odd one out in each row.

Objectives

• Association

• Logical reasoning

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FOUNDATIONAL LITERACY LO: Children will look at pictures and identify correct CVC words.

Resources: Literacy Workbook, page 57–58; letter flashcards (from Skillbook)

Introduction 1. Reading CVC Words: Write a few CVC words on the board and ask children to read them aloud by blending the letter sounds. For example: /p/ /i/ /n/ - pin. Repeat with other CVC words with the short ‘i’ sound. win pit rib bin sit See the pictures and write the correct words.

2. Making CVC Words: Give the flashcards to children. Call out CVC words with the short /i/ sound in the middle. Guide children to make the word using letter flashcards. Take rounds to check children’s work. Write the word on the board, if required.

zip bib

six

fin

Practice 3. Writing CVC Words: Ask children to open page 58 of the Workbook. Guide children to identify the pictures and write the correct CVC words.

Objectives

• Blending and Reading • Fine motor skills

• Association of the pictures with the letter sound

58

English LKG WB.indd 58

Refer to page 57 of the Workbook. Look at the pictures and match them with the correct CVC words.

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FOUNDATIONAL NUMERACY LO: Children will count and identify the number 17.

Resources: Numeracy Workbook, page 51; some countable objects (pencils, crayons, etc.); some number flashcards (from Skillbook) including number 17

Introduction Number 17

1. Counting 17: Call children one by one. Guide them to count 17 objects and place them in a tray. Ensure everyone gets a turn.

Count and trace the lollipop sticks.

2. Identifying Symbol 17: Place the number flashcards in a random order on a table. Call children one by one and let them identify the number 17 and pick up the correct flashcard. Ensure everyone gets a turn.

Trace and write the number 17.

Circle the number 17.

15 9 17

Practice

10 17

6

7 5

17

4

Objectives

• Identification of number • Counting • Fine motor skills

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DIY LO: Children will identify different positions through simple hands–on activities.

Resources: STEM Exploration, pages 33–35; chairs and tables; a soft ball; buttons and matchboxes (per child) 1. Recap: Give the match boxes and buttons to each child. Recall different positions by giving simple instructions to children. For example: Can you place the button inside the box? / Can you place the button in front of the box? Monitor and guide 4. Gather the children for a circle time. Explain to them Let’s Do: children as required. about positions of objects in relation to other objects.

1. Hand out the materials to each child.

2. Obstacle Course: Create a simple obstacle course using tables and chairs.

Call children one by one and give them the ball. Give simple instructions and ask them to place the ball in the correct positions. For example: Place the ball on the table. / Place the ball behind the chair.

Refer to point 5 on page 35.

2.

Tell them to listen to what you will say and do that action.

3.

Give a series of simple, clear instructions for the children to follow, such as: a. “Put your button inside your box.”

5.

For further exploration, create a simple obstacle course where children must place their objects in various positions relative to other objects (e.g., “Place your button under the chair,” “Put your button on the table”).

6.

Use different small objects and containers to keep the activity fresh and engaging.

b. “Take your button out of your box.”

Now We Know

c. “Place your button on top of your box.”

)

d. “Put your button next to your box.” )

e. “Place your button under your box.” f. “Hold your button in front of your box.” g. “Put your button behind your box.”

We know where one thing can be placed in relation to another thing.

We know about positions like in, out, top, next, under, in front of, behind.

For the teacher Assist the children since this activity has to be led by an adult. Help them to place the button in the correct place around the matchbox.

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45

-

3. Number 17: Ask children to open page 51 of the Workbook. Guide children to count and trace the lollipop sticks. Then, circle the number 17 and trace the dots to complete the number.

12

17

WEEK

DAY 148

30

Domain

Topic of the Day

Circle Time

Things I Like to do at Home

General Awareness

Seasons Enactment

Foundational Literacy

Read Aloud

Foundational Numeracy Number 18 DIY

Book & Page

Literacy Skillbook, page 91 Numeracy Skillbook, page 78

Story: The Neem Tree and the Brave Animals Rhymes and Stories, pages 57–62

CIRCLE TIME LO: Children will practise self-expression and speaking skills by sharing personal experiences related to home life.

1. Warm-Up Discussion: Say: Home is a special place where we live with our family. We all do fun things at home! Ask: What do you like to do when you are at home? / Do you play with toys? / Do you help out in the kitchen? / Do you read books?

Model and give examples: • I like to read books at home.

• I play with my baby brother at home.

2. Sharing Time: Invite each child to share one thing they enjoy doing at home.

Use prompts to help shy children: • Do you help your parents?

• Do you play with your toys?

• Do you sing or dance at home?

Guide them to say: I like to _________ at home. Clap after each child shares to encourage participation.

Pro Tip

You can also ask children to act out and show what they like doing at home.

GENERAL AWARENESS LO: Children will identify the features of each season through imaginative role play

Resources: Season related items like sunglasses, hat, woollen cap, mittens, umbrella, etc.

46

Introduction 1. Warm-Up Discussion: Say: We have learned about different seasons—like summer, rainy, and winter. Each season feels different and we do different things. Ask children simple questions: • What do you wear in winter?

• What falls from the sky in the rainy season?

• What do you see in spring?

Practice 2. Role Play: Assign or let children choose a season. Let each child act out what they do in that season (e.g., eat ice cream, use an umbrella, wear warm clothes, etc). Encourage children to use phrases: It is hot! I want ice cream! / Look, it is raining. I have an umbrella!

FOUNDATIONAL LITERACY LO: Children will read aloud simple sentences with CVC words.

Resources: Literacy Skillbook, page 91

Introduction 1. Picture Talk: Ask children to open page 91 of the Skillbook. Help them identify the pictures one by one and say aloud their names.

2. Reading CVC Words: Write down all the CVC words from page 91 of the Skillbook on the board (kid, pit, bib, bin, pin, kit, lid). Read aloud the words one by one by blending the letter sounds (e.g. /k/ /i/ /t/ - kit) and ask children to repeat after you. Read each word 3–4 times.

3. Sight Words: Write down the sight words from page 91 of the Skillbook (in, is, it) on the board. Read aloud the words one by one and let children repeat after you. Read each word 3–4 times.

Practice 4. Read Aloud: Ask children to open page 91 of the Skillbook. Read aloud the sentences slowly and clearly, one by one and let children repeat after you. Guide them to point to each word, with their fingers, as they read. Then, call children one by one and let them read a sentence individually.

Read Aloud

1. A kid is in a pit.

2. A bib is in a bin.

3. It is a pin.

4. It is a kit.

5. It is a lid.

SIGHT WORDS

in

is

it

Objectives • Blending of letter sounds • Reading sentences • Reading sight words

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Read the sentences from page 91 of Skillbook. Underline all the sight words (in, is, it) while you read.

47

FOUNDATIONAL NUMERACY LO: Children will count up to 18 objects and write the number.

Resources: Numeracy Skillbook, page 78; some countable objects (crayons, toys, pencils, etc.)

Introduction 1. Counting 18: Say: Today we will learn to count 18 objects. Show objects one by one and start counting from 1 up to 18. Repeat 3–4 times for reinforcement and ask children to recite with you.

2. Practise Counting: Call children one by one. Guide children to count 18 with the help of the objects. Ensure everyone gets a turn.

Number 18 Count, trace and write.

3. Symbol 18: Write 18 on the board and say: This is 18. Guide children to trace 18 in the air with their fingers. Then, call children one by one and let them write 18 on the board using chalk.

8 2

1

Practice 4. Number 18: Ask children to open page 78 of the Skillbook. First, guide them to count the 18 umbrellas. Then, ask them to trace the dots and write number 18 with the help of a pencil.

Objectives  Identification of number

 Counting

 Fine motor skills

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DIY LO: Children will discuss pictures from the story The Neem Tree and the Brave Animals.

Resources: Rhymes and Stories, pages 57–62

1. Warm-Up: Begin by asking: Why do you think trees are important? Listen to all responses by children. Then, mention that trees give us shade, fruits, vegetables, and other useful things. Also, explain that trees are home for many birds and animals.

2. Picture Talk: Ask children to turn to pages 57–62 of the Rhymes and Stories book. Discuss the pictures by asking them questions like:

The Neem Tree and the Brave Animals In a forest, lives a wise neem tree and its animal friends, monkeys, birds, bees, and more.

• What do you see in the picture?

• Does the tree look happy or sad?

• What are the animals doing?

• What are the two men doing?

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WEEK

DAY 149

30

Domain

Topic of the Day

Book & Page

Circle Time

Sweet or Not

General Awareness

Spring

General Awareness, page 102

Foundational Literacy

Identifying Middle Sounds

Literacy Workbook, page 59

Foundational Numeracy Number 18 DIY

Numeracy Workbook, page 52

Story: The Neem Tree and the Brave Animals Rhymes and Stories, pages 57–62

CIRCLE TIME LO: Children will identify and categorize food items by taste—sweet or not sweet—while building vocabulary and listening skills.

1. Warm Up: Say: Today we are going to play a fun game called Sweet or Not? Some foods are sweet like candy or mangoes. Some are not sweet, like lemons or chips!

2. Game Time: Mention names of different food items. Guide children to say aloud ‘Sweet’ or ‘Not Sweet’ after listening to the names of different food items. For example: • Say a food name: Chocolate! – Children respond: Sweet!

• Say another: Lemon! – Children respond: Not Sweet!

Keep pace lively and encourage cheering when they get it right.

Pro Tip

You can also ask a few children to be volunteers, one at a time, and let them say aloud the names of foods.

GENERAL AWARENESS LO: Children will identify key features of spring and explore nature through discussion and art.

Resources: General Awareness, page 102; crayons

49

Introduction 1. Warm Up Discussion: Say: Today we will talk about spring! Spring comes after winter. The weather becomes warmer, flowers start to bloom, and trees grow new leaves. Ask questions like: • Have you seen flowers growing outside?

• What colours do you see in spring?

• What do butterflies or bees do in spring?

Listen to all responses and discuss the following points with children: • Weather becomes warmer.

Spring Winters are over. It is spring. Spring is the season of flowers. Complete the picture by drawing more flowers, bees and butterfly.

• Trees grow new leaves.

• Flowers bloom.

• Birds build nests.

• Bees and butterflies come out.

Practice 2. Spring: Ask children to open page 102 of the General Awareness book.

Guide them to complete the picture by drawing and colouring more flowers, butterflies, and bees.

Objectives

• Fine motor skills

• Association of things with the spring season

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FOUNDATIONAL LITERACY LO: Children will read CVC words and identify the middle sounds /a/ and /i/.

Resources: Literacy Workbook, page 59

Introduction 1. Reading CVC Words: Write down a few CVC words with middle /a/ and /i/ sounds on the board.

Guide children to read each word. You can also call children one by one and let them read the words individually. For example: /p/ /a/ /n/ - pan; /b/ /i/ /n/ - bin.

2. Identifying Middle Sounds: Say aloud a few words in a random order. Ask children to show a thumbs up if they hear a word with the middle sound /a/, and clap if they hear a word with the middle sound /i/.

Practice 3. Circling CVC Words: Ask children to open page 59 of the Workbook. First, read aloud all the words and ask children to repeat them after you. Then, guide them to circle words with the /a/ sound in green and the /i/ sound in orange.

Say the words out loud. Circle the /a/ sound words with a green crayon. Circle the /i/ sound words with an orange crayon.

pan bag

lid nip

rat win

sad

nib

jam fig

wag

Objectives

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

59

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50

bib

07/10/24 12:41 PM

FOUNDATIONAL NUMERACY LO: Children will count up to 18 and identify the number 18.

Resources: Numeracy workbook, page 52; some countable objects (pencils, crayons, etc.); some number flashcards (from Skillbook) including number 18

Introduction 1. Counting 18: Call children one by one. Guide them to count and pick 18 objects and place them in a tray. Ensure everyone gets a turn.

2. Identifying Symbol 18: Place the number flashcards in a random order on a table. Call children one by one and let them identify the number 18 and pick up the correct flashcard. Ensure everyone gets a turn.

Number 18 Count and trace the lollipop sticks.

Trace and write the number 18.

Circle the number 18.

18

10

14

22

18 11

Practice

18

7

3. Number 18: Ask children to open page 52 of the Workbook. Guide them to count and trace the lollipop sticks and circle the number 18 with a pencil.

5 Objectives

• Identification of number • Counting • Fine motor skills

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Refer to page 52 of the Workbook and trace the dots to make the number 18.

DIY LO: Children will listen and discuss the story The Neem Tree and the Brave Animals and draw a tree and colour it.

Resources: Rhymes and Stories, pages 57–62; drawing sheet (per child); pencils and crayons 1. Interactive Read Aloud: Read aloud the story The Neem Tree and the Brave Animals with expressions and voice modulation. Pause in between to show pictures and discuss the story with children. Ask questions like:

The Neem Tree and the Brave Animals In a forest, lives a wise neem tree and its animal friends, monkeys, birds, bees, and more.

• Who lives in the forest?

• Why were the animals worried?

• What did the Neem tree tell his friends?

• How did the animals save their home?

2. Drawing Time: Give the materials to children. Demonstrate on the board and guide children to draw a simple tree with a pencil. Then, ask them to colour the leaves green and the trunk brown.

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51

WEEK

DAY 150

30

CATCH UP CARNIVAL

52

Domain

General Awareness

Learning Outcome

Children will identify and describe key features of each season.

Suggested Method

Mention: We have learned about four seasons – summer, rainy, winter and spring.

Discuss each season briefly, for example, say: Summer season is very hot. We like to have juice and ice cream. / Winter season is very cold. We wear sweaters and like to drink warm soup. Then, call children one by one and give them a riddle and let children guess the season. For example: • In this season, the sun is very bright and we wear light cotton clothes.

• In this season we use umbrellas and jump in the puddles.

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

Support for Struggling Learners

Gather the struggling learners. Discuss the spring season with learners. Show some flowers and say: Do you know in which season new flowers bloom? Listen to a few responses and say: New flowers bloom in spring. Mention that in spring, trees grow new leaves, birds build nests, bees and butterflies come out.

Domain

Foundational Literacy

Learning Outcome

Children will read aloud sentences with CVC words with short /i/ sounds.

Resources

Literacy Skillbook, page 91

Suggested Method

Refer to page 91 of the Skillbook and revise all the sight words and CVC words on the page. Write down the words on the board and read them aloud. Ask children to repeat after you. Then, call children one by one and let them read one sentence from the page individually. Cheer for each child and give them a smiley. Ensure everyone gets a turn.

Support for Struggling Learners

Gather the learners together. Refer to page 91 of the Skillbook and introduce the CVC words and sight words from the page to children. Then write down the words on the board and read them aloud, ask children to repeat after you. Then, read aloud the sentences one by one and ask children to read along. Guide children to point under each word while reading.

Domain

Foundational Numeracy

Learning Outcome

Children can count up to 18 and identify the numbers 17 and 18.

Resources

Some countable objects (crayons, pencils, books, etc.); 17 and 18 number flashcards – (from Skillbook)

Suggested Method

Write 17 and 18 on the board. Call children one by one and show them either number 17 or 18 and guide them to identify it. Then let them count and show that many objects.

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

Support for Struggling Learners

Gather the learners together and give them the number flashcards of 17 and 18 from Skillbook. Count and show 17 objects to children and ask children to count along with you. Repeat 3–4 times for reinforcement. Then ask them to use the flashcard to count out 17 objects. Then, write 17 on the board and say: This is 17. Guide children to trace the number in the air with their index fingers. Repeat the same for number 18.

WEEK

DAY 151

31

Domain

Topic of the Day

Book & Page

Circle Time

Sequencing Story

General Awareness

Holi

General Awareness, page 104

Foundational Literacy

Short /o/ Sound

Literacy Skillbook, pages 92–93

Foundational Numeracy Number 19

Numeracy Skillbook, page 79

DIY

Art and Craft, page 34

A Chef’s Hat

CIRCLE TIME LO: Children will listen to a story and retell it in sequence.

1. Story Time: Narrate the story Aman and the Seed. Say: Listen to this story and think about what happens first, next and at the end.

2. Discussion Time: Ask the following questions to discuss the story in a sequence: • What did Aman do first? (He dug a hole.)

Aman and the Seed One day, a little boy named Aman found a seed.

First, he dug a small hole in the soil. Next, he put the seed in the hole. Then, he watered it every day. Finally, a little green plant grew!

• W hat did he do next? (He put the seed in the hole.)

• What happened then? (He watered it.)

• What happened last? (The plant grew.)

Say: Good! That is the right order of the story.

3. Movement Sequence: Enact the story in a sequence. Say: Let’s pretend to be Aman! Guide children through the actions: • Digging the soil

• Planting the seed • Watering it

• Smile as the plant grows

Pro Tip

At the end, invite a few children to retell the story in sequence.

53

GENERAL AWARENESS LO: Children will talk about Holi and trace a picture from the book.

Resources: General Awareness, page 104

Introduction 1. Warm-Up Talk: Say: Today, we will talk about a colourful festival called Holi! Ask: Have you heard of Holi? What do you do on Holi? Let children share their experiences in simple words. Say: Holi Holi is the festival of colours. People play with colours, dance, and eat sweets. It is a happy time with family and friends. Keep the language very simple and joyful.

Here are a few ways we celebrate Holi.

Practice 2. Holi: Ask children to open page 104 of the General Awareness book. Show the pictures one by one and encourage them to discuss the pictures. For example: The children are playing with colours. / The children are playing with water balloons.

Trace the dotted lines with the colour of your choice.

3. Tracing Time: Ask children to trace the water splash given on page 104 of the General Awareness book. Then, ask children to colour it using crayons.

Objectives

• Cultural awareness

• Fine motor skills

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FOUNDATIONAL LITERACY LO: Children will identify short /o/ words and read CVC words.

Resources: Literacy Skillbook, pages 92–93

Introduction 1. Sound Chunks: Say: Today we will play with the sound /o/ like in octopus! Write or say chunks like: ob (say: /o/ - /b/), od (say: /o/ - /d/), po (say: /p/ - /o/). Clap or tap for each sound. Say: Let’s say it together! /o/… /b/ = ob! Repeat with ‘od’ and ‘po’. Let children say them slowly and blend them quickly.

2. Short /o/ Sounds: Ask children to open page 92 of the Skillbook. Read aloud the sound chunks one by one and ask children to repeat after you. Guide them to point their fingers under each letter as they read and blend the sound. For example: /o/ Short /o/ Sound r o d (put finger under letter o) /b/ (put finger under t o p p o d letter b) – /ob/. o b o d o g o p rod top pod

Practice 3. Introducing CVC Words: Say: I will say three sounds; can you guess the word? Say: /r/ /o/ /d/. Let children try, then write ‘rod’ on the board and guide children to blend the sounds to read the word. Say: /r/ /o/ /d/ - rod. Repeat with other CVC words that have the short /o/ sound (e.g. hop, cot, box, etc).

54

o t

o x

b o

c o

d o

g o

h o

m o

n o

s o

t o

h o p

m o p

c o p

f o

hop

mop

cop

j o

l o

c o t

h o t

p o t

p o

r o

cot

hot

pot

o x

b o x

f o x

ox

box

fox

Objectives • Recognition of letter sound

• Blending of letter sounds and reading

93

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4. Reading CVC Words: Ask children to open page 93 of the Skillbook. Guide them to read the CVC words one by one by saying aloud the sound of each letter of the word. For example: /p/ (place your finger under the letter p) /o/ (place your finger under the letter o) /t/ (place your finger under the letter t) – pot. Repeat this for all the words. Read 3–4 times for reinforcement.

Practise reading words with the short /o/ sound from page 93 of the Skillbook.

FOUNDATIONAL NUMERACY LO: Children will count up to 19 and write the number 19.

Resources: Numeracy Skillbook, page 79; some countable objects (toys, books, pencils, crayons, etc.)

Introduction 1. Counting 19: Say: Today we will learn to count 19 objects. Show objects one by one and start counting from 1 up to 19. Repeat 3–4 times for reinforcement and ask children to recite along.

2. Practice Counting: Call children one by one. Guide children to count 19 objects. Ensure everyone gets a turn.

Number 19 Count, trace and write.

3. Symbol 19: Write 19 on the board and say: This is 19. Guide children to trace 19 in the air with their fingers. Then, call children one by one and let them write 19 on the board using chalk.

2

1 3

Practice 4. Number 19: Ask children to open page 79 of the Skillbook. First, guide them to count the 19 cars. Then, ask them to trace the dots and write 19 using a pencil.

Objectives  Identification of number

 Counting

 Fine motor skills

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DIY LO: Children will complete a chef’s hat by pasting cotton balls on it.

Resources: Art and Craft, page 34; cotton balls; glue

1. Warm-Up: Begin by saying: A chef is a person who cooks food. Chefs wear a tall white hat when they work in the kitchen. Ask: Have you seen a chef or worn a chef’s hat?

2. A Chef’s Hat: Ask children to open page 32 of the Art and Craft book.

Show them the picture and say: This is a chef’s hat. We will complete it by pasting cotton balls on it. Demonstrate and guide children to apply glue, then paste the cotton balls on the hat.

Hat

Theme: The Helpers

Follow the steps to complete this tall master chef’s hat.

1. Take small cotton balls and put some glue over them.

2. Paste these cotton balls on the chef's hat.

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

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55

WEEK

DAY 152

31

Domain

Topic of the Day

Book & Page

Circle Time

Letter Hopscotch

General Awareness

Raksha Bandhan

General Awareness, page 105

Foundational Literacy

Words with ‘o’

Literacy Skillbook, page 94

Foundational Numeracy Number 19

Numeracy Workbook, page 53

DIY

Rhymes and Stories, page 63

Rhyme: The Crooked Song

CIRCLE TIME LO: Children will revise letters of the English alphabet through a fun game.

Resources: Chalk or tape

1. Setting the Context: Draw a hopscotch grid on the floor using chalk or tape. Instead of numbers, write 8–10 letters (like a, b, c, d, e, f, g, h). Say: We will play hopscotch with letters instead of numbers!

2. Game Time: Call out a letter: Find and jump on letter b! Children take turns hopping to the correct letter. You can also ask: Jump to the letter that comes after c!

Pro Tip

You can also give the letter flashcards from Skillbook, and ask them to place the corresponding capital letters on each letter of the hopscotch.

GENERAL AWARENESS LO: Children will learn about Raksha Bandhan through discussion and artwork.

Resources: General Awareness, page 105; a rakhi (if possible)

Introduction 1. Warm-Up: Say: Raksha Bandhan is a festival where sisters tie a thread called a rakhi on their brother’s wrist. It shows love and care.

Ask: Do you have a brother or sister? Let children share in simple words.

56

2. Show and Tell: Say: A rakhi is a beautiful thread. It may have colours, beads, or flowers. Show a rakhi, and if you don’t have one, draw a simple rakhi on the board. Say: Look, it is round like a flower, with strings on both sides.

Raksha Bandhan Trace and colour the rakhi.

Practice 3. Raksha Bandhan: Ask children to open page 105 of the General Awareness book. Ask children to trace the dots to complete the rakhi and colour it. Guide them to match each rakhi to the correct colour.

Match the rakhis.

Objectives

• Creativity

• Visual discrimination

• Fine motor skills

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FOUNDATIONAL LITERACY LO: Children will read CVC words with the short ‘o’ sound.

Resources: Literacy Skillbook, page 94

Introduction 1. Guided Reading: Write a word ending with the sound –ob (for example: rob) on the board. Guide children to blend the sounds and read the word. Say: /r/ /o/ /b/ – rob. Repeat with other endings: –od, –og, –op, –ot, and –ox.

Practice 2. Words with ‘o’: Ask children to open page 94 of the Skillbook. Read aloud the words slowly, blending the sounds. Ask children to repeat after you.

For example, say: /k/ /o/ /b/ – cob. Read each set 3–4 times to reinforce learning.

3. Individual Reading: Call children one by one. Write a CVC word with short ‘o’ on the board and guide the child to read it aloud. Then ask the rest of the class to repeat. Give each child a different word and ensure everyone gets a turn.

Words with ‘o’

ob

cob

mob rob sob

od cod

god pod

rod

dog

fog jog

log

og

op cop

hop mop top

ox

box

fox

ot

cot

dot hot

pot

Objectives • Recognition of letter sound • Blending of letter sounds and reading • Understanding word families

94

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Practise reading CVC words from page 94 of the Skillbook.

FOUNDATIONAL NUMERACY LO: Children will count up to 19 and identify the number 19.

Resources: Numeracy Workbook, page 53; countable objects; a tray; some number flashcards, including 19 (from Skillbook)

57

Introduction Number 19

1. Counting 19: Call children one by one. Guide each child to count and pick 19 objects and place them in a tray. Ensure everyone gets a turn.

Count and trace the lollipop sticks.

2. Identifying Symbol 19: Place the number flashcards in a random order on a table. Call children one by one and guide them to find and pick the flashcard with the symbol 19.

Trace and write the number 19.

Circle the number 19.

19 9 17

Practice

10 19

6

7 5

19

4

Objectives

• Identification of number • Counting • Fine motor skills

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Open page 53 of the Workbook. Trace the dots to complete the number 19.

DIY LO: Children will recite The Crooked Song and learn the meaning of crooked.

Resources: Rhymes and Stories, page 63

1. Warm-Up: Say: Today we will learn a rhyme about a crooked man.

“Crooked” means not straight. It can be bent or zigzag.

• Draw a straight line on the board and say: This is straight.

• Then draw a zigzag or bumpy line and say: This is crooked.

• A sk children to trace a crooked line in the air using their fingers.

2. Rhyme Time: Recite the rhyme The Crooked Song with actions and expressions. Encourage children to recite along with you.

Repeat 3–4 times to help children remember.

The Crooked Song There was a crooked man And he had a crooked smile.

He had a crooked sixpence And he walked a crooked mile.

He had a crooked cat And he had a crooked mouse.

And they all lived together In a little crooked house.

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-

3. Number 19: Ask children to open page 53 of the Workbook. Guide them to count and trace the lollipop sticks and circle the number 19 with a pencil.

19

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WEEK

DAY 153

31

Domain

Topic of the Day

Book & Page

Circle Time

Passing the Ball Challenge

General Awareness

Diwali

General Awareness, page 106

Foundational Literacy

Words that Rhyme

Literacy Skillbook, pages 95–96

Foundational Numeracy Number 20

Numeracy Skillbook, page 80

DIY

Rhymes and Stories, page 63

Rhyme: The Crooked Song

CIRCLE TIME LO: Children will pass a ball and follow movement-based instructions.

Resources: A ball

1. Warm-Up: Ask all children to sit in a circle. Give one ball to the child on your left and one to the child on your right. Say: We will pass the balls around the circle one by one.

2. Passing the Ball: Say: Pass the ball to your friend sitting next to you. Continue passing in the same direction. Let the children pass both balls in one direction (e.g. clockwise). After a few seconds, say loudly: CHANGE! Children must stop and start passing the ball in the opposite direction (e.g. anticlockwise). Repeat this several times. Make it fun by using different voices or clapping before saying CHANGE!

GENERAL AWARENESS LO: Children will understand the meaning and joy of Diwali through conversation, drawing, and creativity.

Resources: General Awareness, page 106

Introduction 1. Warm-Up Talk: Say: Diwali is the festival of lights. We light diyas, clean our homes, wear new clothes, and eat sweets. We celebrate with our families. Ask: What do you do on Diwali? Do you light diyas? Do you eat sweets? Listen to their responses.

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2. Action Time: Say: Let’s use our hands to show what we do! Do these actions with the children:

Diwali Colour and decorate the diya.

• Pretend to clean (move hands like wiping)

• Pretend to wear new clothes (act like buttoning a shirt) • Pretend to light a diya (cup hands and blow softly) • Pretend to eat sweets (act like eating a laddoo)

Draw and complete the pattern.

Practice 3. Diwali: Ask children to open page 106 of the General Awareness book.

First, colour the diya. Then, observe the pattern and complete it by drawing a candle and another diya.

Objectives

• Creativity

• Visual discrimination

• Patterning

• Fine motor skills

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FOUNDATIONAL LITERACY LO: Children will complete CVC words and identify rhyming words.

Resources: Literacy Skillbook, pages 95-96; letter flashcards (from Skillbook)

Introduction 1. Recap: Begin by revising CVC words with children. Write a few CVC words on the board (for example: dog, pot, cob, top, box, etc.) and ask children to read them. Call a few children to read the words aloud. Others repeat after them. Guide them to read, for example: /c/ /o/ /b/- cob.

Building Words Listen to your teacher. Build words using your flash cards by placing them on the coloured boxes below.

o

2. Making Words: Write middle letter ‘o’ and the end letter on the board with the first letter missing. Call children one by one and guide them to place the correct letter. For example, if __ o g is written on the board, ask children to place a letter to make a word that ends with /og/ sound. In case they place an incorrect letter, say wog, then guide them by saying: Is wog a word? Can we think of a word that ends with /og/ sound?

g o

o

p t

Objectives • Recognition of letter sound • Blending of letter sounds and reading • Understanding word families

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3. Explaining Rhyming Words: Write down three words like rob, cob and mob on the board and ask children to share: What do you think about these words? Let children think and share their responses.

Explain: These words have the same middle and ending sound – /ob/. Then, help children identify other rhyming words, e.g., log, fog, jog.

Pro Tip

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Words that Rhyme Say the name of each picture. Match the rhyming words.

You can say three words like pot, lot, and rob. Guide children to identify the two rhyming words.

Practice 4. Solving Exercises: Ask children to open page 95 of the Skillbook. Guide them to place flashcards on the first blanks and form as many words as they can. Then, ask them to open page 96 and guide them to say aloud the name of each picture and match the rhyming words.

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Objectives • Matching • Association • Recognition of letter sound • Blending of letter sounds and reading • Understanding rhyming of words

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Refer to page 95 of the Skillbook and write the first letters to complete the words.

FOUNDATIONAL NUMERACY LO: Children will count up to 20 and write the number 20.

Resources: Numeracy Skillbook, page 80; some countable objects (toys, books, pencils etc.)

Introduction 1. Counting 20: Say: Today we will learn to count 20 objects. Show objects one by one and start counting from 1 up to 20. Repeat 3–4 times for reinforcement and ask children to recite along.

2. Practice Counting: Call children one by one. Guide children to count 20 objects using the materials provided. Ensure everyone gets a turn.

Number 20 Count, trace and write.

3. Symbol 20: Write 20 on the board and say: This is 20. Guide children to trace 20 in the air with their fingers. Then, call children one by one and let them write 20 on the board using chalk.

20 3

1

2

Practice 4. Number 20: Ask children to open page 80 of the Skillbook. First, guide them to count 20 trees. Then, ask them to trace the dots and write the number 20 using a pencil.

Objectives  Identification of number

 Counting

 Fine motor skills

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DIY LO: Children will recite The Crooked Song and draw a crooked house.

Resources: Rhymes and Stories, page 63; a drawing sheet; crayons

1. Rhyme Time: Recite the rhyme The Crooked Song with actions and expressions and ask children to recite along. Repeat 3–4 times to help children learn the song.

2. A Crooked House: Give the materials to children. Guide them to draw a crooked house and colour it. Draw a simple crooked house on the board using zigzag lines and ask children to copy it.

Hat

Theme: The Helpers

The Crooked Song

Follow the steps to complete this tall master chef’s hat.

1. Take small cotton balls

and put somea crooked man There was glue over them.

And he had a crooked smile.

He had a crooked sixpence And he walked a crooked mile.

He had a crooked cat And hethese had a crooked mouse.

2. Paste cotton ballsall on lived together And they the chef's hat.

In a little crooked house.

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

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WEEK

DAY 154

31

Domain

Topic of the Day

Book & Page

Circle Time

About Me

General Awareness

Christmas

General Awareness, page 107

Foundational Literacy

Short /o/ Sound

Literacy Workbook, page 60

Foundational Numeracy Numebr 20

Numeracy Workbook, page 54

DIY

Art and Craft, page 35

Mould me into a Carrot

CIRCLE TIME LO: Children will speak confidently about themselves and build a positive self-image.

1. Warm-Up: Ask children to sit in a circle, if possible. Smile and say: Today we will share something special—one thing we like about ourselves! Model with simple examples. Say: I like my smile because it makes others happy. / I like that I am kind and help my friends.

2. Sharing Time: Say: Now it’s your turn. Can you tell us one thing you like about yourself?

Gently support shy children by giving prompts like: Do you like your singing, running, drawing, or helping others? After everyone shares, say: We are all special and different. Say together: I like me!

I am proud of me!

Clap together and smile.

GENERAL AWARENESS LO: Children will talk about Christmas, learn how it is celebrated, and colour a Christmas tree.

Resources:General Awareness, page 107; crayons

Introduction 1. Warm-Up: Say: Today we are going to talk about a happy festival called Christmas! Say: Christmas is celebrated in December. People decorate their homes, put up a Christmas tree, and give gifts. It is a time to be kind and happy with our family and friends.

Ask: Have you seen a Christmas tree? Do you like lights and gifts?

Listen to all responses.

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Christmas Time Ring the bells, it’s Christmas time!

Sing a song and make it rhyme!

Wrap a gift and light the tree, Happy Christmas to you and me!

2. Rhyme Time: Recite the rhyme Christmas Time with actions and expressions and ask children to repeat after you. Repeat 3–4 times to help children understand the merriment during Christmas.

Christmas Colour the Christmas tree.

Practice 3. Christmas: Ask children to open page 107 of the General Awareness book. Show the picture and say: This is a Christmas tree, let us decorate it.

Ask children to colour the tree with crayons.

Objectives

• Creativity

• Fine motor skills

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FOUNDATIONAL LITERACY LO: Children will complete CVC words using the short /o/ sound.

Resources: Literacy Workbook, page 60

Introduction 1. Forming CVC Words: Write a word with the middle letter ‘o’ missing, for example d_g. Call children one by one. Help them fill in the blank with ‘o’ and read the word aloud. Ensure everyone gets a turn and give each child a different word.

Short /o/ Sound Say the names of the pictures. Fill in the missing letters to complete the words.

Practice 2. Short /o/ Sound: Ask children to open page 60 of the Workbook. Ask children to fill in the blanks with the letter ‘o’. Then, guide children to read aloud the words one by one by blending the letter sounds, for example: /p/ /o/ /d/ - pod. Practise reading each word 2–3 times.

p d

r d

c d

n d

d g

f g

l g

j g

h p

m p

t p

p p

c t

d t

h t

p t

Objectives

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

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FOUNDATIONAL NUMERACY LO: Children will count to 20 and recognise the number 20.

Resources: Numeracy Workbook, page 54; countable objects (toys, pencils, crayons, etc.); a tray; some number flashcards, including 20 (from Skillbook)

Introduction 1. Counting 20: Call children one by one. Guide them to count 20 objects and place them in a tray.

Ensure everyone gets a turn.

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2. Identifying Number 20: Place the number flashcards in a random order on a table. Call children one by one and let them identify the number 20 and pick up the correct flashcard. Ensure everyone gets a turn.

Number 20 Count and trace the lollipop sticks.

Practice

Trace and write the number 20.

Circle the number 20.

3. Number 20: Ask children to open page 54 of the Workbook. Guide them to count and trace the lollipop sticks, and circle the number 20 using a pencil.

18

10

20

20

18 20

18

7 5 Objectives

• Identification of number • Counting • Fine motor skills

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Refer to page 54 of the Workbook. Trace the dots to complete number 20.

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DIY LO: Children will make a carrot using orange and green clay.

Resources: Art and Craft, page 35; a carrot; orange and green clay 1. Warm-Up Talk: Show a real carrot if available (or describe it clearly).

Say: This is a carrot. It is orange in colour. It grows under the ground. We eat it raw or cooked. It keeps our eyes healthy.

Ask: Have you eaten a carrot? Did you like it? Listen to all responses.

Theme: Vegetables

Carrots keep our eyes healthy.

Follow the instructions to make a clay carrot on your own.

Step 1: Cut half of the orange clay and roll it into a small ball.

Step 3: Use a pencil or a scale to make small lines on this rolled carrot.

Step 4: Cut green coloured clay into three small pieces.

2. Making a Carrot: Give each child some orange and green clay.

Say: Let’s make a carrot!

• R oll the orange clay into a long cone shape—thin at the bottom and thick at the top.

Step 2: Roll the ball into a cone like a carrot.

Note for Teachers This activity should be done under strict supervision of an adult.

Step 6: Use a stick to make eyes and a mouth. Roll a small piece of green clay and add the nose.

Step 5: Add leaves to the carrot by pressing small pieces of green clay in it.

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• Use small bits of green clay to press on top to make the leafy part.

Move around and guide them gently as needed. Refer to page 35 of the Art and Craft book for reference.

Pro Tip

Once the children finish, let them show the carrots they made to each other.

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DAY 155

31

CATCH UP CARNIVAL Domain

General Awareness

Learning Outcome

Children will name Holi, Diwali and Christmas and share one point about each.

Resources

A soft toy

Suggested Method

Mention: We learned about three different festivals this week – Diwali (festival of lights); Holi (festival of colours); Christmas (festival of joy and giving). Pass around the soft toy.

Ask the child holding the soft toy to share one point about any festival of their choice.

Guide them with questions like: What do you do in this festival? / What do you eat? /With what do you decorate your home?

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

Support for Struggling Learners

Pair the struggling learner with a confident learner. Let the buddy share one point about the festivals – Holi, Diwali and Christmas and ask the learner to repeat the point after their buddy. Guide them with points like – what we do, what we eat, how we decorate etc.

Domain

Foundational Literacy

Learning Outcome

Children will read and write short /o/ CVC words.

Resources

Letter Flashcards – (from Skillbook)

Suggested Method

Begin by recalling a few short /o/ words. Write them on the board and help children read. For example: /p/ /o/ /t/ - pot. Call children one by one and give them the letter flashcards. Say aloud a word with short /o/ sound and ask children to make the word using the letter flashcards. Clap for each child and give them a smiley. Ensure every child gets a turn.

Support for Struggling Learners

Gather the children together and say: Today we will play with /o/ sound of letter O. Help children blend and read letter combinations with short /o/ sound, for example: /o/ /t/ - ot. Then, guide them to read words ending with /ot/ sound - /d/ /o/ /t/ - dot.

Repeat with other groups of letters with short /o/ sound.

Domain

Foundational Numeracy

Learning Outcome

Children can count to 20 and identify numbers 19 and 20.

Resources

Some countable objects (crayons, pencils etc.); number flashcards of 19 and 20 (from Skillbook)

Suggested Method

Write 19 and 20 on the board. Call children one by one and give them any one number (either 19 or 20) and guide them to identify it. Then let them count and show that many objects. Clap for each child and give them a smiley. Ensure everyone gets a turn.

Support for Struggling Learners

Gather the learners together and give them the number flashcards of 19 and 20 from Skillbook. Count and show 19 objects to children and ask children to repeat after you as you count. Repeat 3–4 times for reinforcement. Then ask them to count 19 objects shown on the flashcard. Then, write 19 on the board and say: This is 19.

Guide children to trace the number in the air with their index fingers. Repeat the same for number 20.

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Domain

Topic of the Day

Book & Page

Circle Time

Story Weaving

General Awareness

Matching Pictures

General Awareness, page 108

Foundational Literacy

Matching Exercise

Literacy Workbook, page 61

Foundational Numeracy Do and Learn

Numeracy Skillbook, page 81

DIY

Rhymes and Stories, page 64

Rhyme: The I Can Do It Song

CIRCLE TIME LO: Children will build a simple story together using objects, people, and places from everyday surroundings.

1. Warm-Up: Begin by sitting in a circle. Say: Let’s make a story together today. I will start with one line, and then we will take turns to add more lines. Start with: There is a boy named Raju. Raju wakes up early.

Ask: What do you think he does next? Let one child speak. Repeat their line clearly and correctly. Then ask the next child: And then what happens? Continue this way for 5–6 children. Keep the story simple and short.

2. Word Wall: Write 6–8 simple words on the board that might help them in story building: boy, girl, house, school, bus, bag, book, and shop. Point to each word and say it clearly. Ask children to repeat after you. Use gestures or body actions to show meaning.

3. Guided Practice: Say: Now let’s build a new story together using some of these words.

Start again: There is a girl named Meena. She is going to school. Ask: What is in her bag? What does she see on the road? Let children add lines. Support and correct gently. Guide them with prompts like: Did she see a shop? A bus? A friend?

GENERAL AWARENESS LO: Children will recall the festivals of Diwali, Christmas and Holi through an action game and pictures.

Resources: General Awareness, page 108

Introduction 1. Warm-Up: Ask children to sit in a circle, if possible. Say: We have learned about three fun festivals— Diwali, Holi, and Christmas. Let’s play a game to remember what we learned! Explain the game: I will say some clues, and you have to guess the festival. If you know the answer, raise your hand and tell us! Then we will all do a fun action together.

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2. Guess the Festivals: Give 2–3 clues for each festival. After children guess correctly, do a short related action. Example: Clue 1: We light lamps, clean our homes, and eat sweets.

Festival: Diwali Action: Pretend to light a diya and smile.

Clue 2: We play with colours and water. We laugh and play outside.

Festival: Holi Action: Pretend to throw colour and clap joyfully.

Match the pictures with the correct festivals.

Clue 3: We decorate a tree, sing songs, and give gifts.

Festival: Christmas Action: Pretend to hang ornaments and say “Merry Christmas!”

Practice 3. Matching Pictures: Ask children to open page 108 of the General Awareness book. Guide children to match pictures correctly according to the festivals.

Objectives

• Matching

• Cultural awareness

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Wear your favourite dress to school tomorrow for our festival celebration. You may also bring your favourite food to share with your friends.

FOUNDATIONAL LITERACY LO: Children will look at pictures and match them with the correct CVC words.

Resources: Literacy Workbook, page 61; some objects with CVC words (top, pot, box, pod, toy dog, etc.)

Introduction 1. Reading CVC Words: Write a few CVC words on the board and guide children to read them aloud by blending the letter sounds. For example: /m/ /o/ /p/ - mop. Repeat with other CVC words containing the short /o/ sound.

2. Naming the Objects: Call children one by one and ask them to pick an object. Then, help them identify the object and write its spelling on the board. Ensure everyone gets a turn.

Match each picture with the correct word.

Pro Tip

If real objects are not available, try to show pictures of objects containing the middle /o/ sound.

mop pod

log

fox

top box

Practice 3. Matching Words: Ask children to open page 61 of the Workbook. Guide them to identify the pictures and match them with the correct word.

Objectives

• Blending and Reading • Association of the pictures with the letter sound • Fine motor skills • Matching

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FOUNDATIONAL NUMERACY LO: Children will identify and name numbers from 1 to 20 Resources: Numeracy Skillbook, page 81

Introduction 1. Warm-Up Counting: Begin by saying: Let’s all count from 1 to 20 together. Count slowly and clearly, use your fingers to count along. Repeat once more with the children counting aloud.

2. Number Recognition: If possible, write numbers 1 to 20 on the board or say: I will say a number. If you know it, say the next number.

Example: I say 9, you say? (10).

Repeat for several numbers.

Do and Learn Join the dots from 1 to 20 to complete the picture. Colour the picture.

7

9

8

10 11 12 13 14

6

15

5

16

4

Practice

3

2

1

17 18 19

3. Do and Learn: Ask children to open page 81 of Skillbook. Guide them to join the dots in order to complete the picture. Ask: What did we make?

Listen to all responses and say: This is a dinosaur.

Objectives

 Counting

20

 Fine motor skills

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Colour the picture you made on page 81 of the Numeracy Skillbook.

DIY LO: Children will recite The I Can Do It Song with actions and expressions.

Resources: Rhymes and Stories, page 64

1. Warm-Up Discussion: Ask: What can you do all by yourself? Let children share simple things like: I can eat on my own / I can pack my bag / I can tie my shoes.

Say: That’s great! You are learning new things every day.

2. Rhyme Time: Recite The I Can Do It Song with actions and expressions. Ask children to recite along. Repeat 3–4 times.

The I Can Do It Song This is the way I wash my face, Wash my face, wash my face, This is the way I wash my face, I can do it!

This is the way I brush my teeth, Brush my teeth, brush my teeth, This is the way I brush my teeth, I can do it!

This is the way I comb my hair, Comb my hair, comb my hair, This is the way I comb my hair, I can do it!

For the teacher You may repeat this with “dress myself ”, “tie my shoes” and “drink my tea” as well.

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DAY 157

32

Domain

Topic of the Day

Circle Time

Story: Mina’s Elbow

General Awareness

Celebrating Festival

Foundational Literacy

Writing CVC Words

Book & Page

Literacy Workbook, page 62

Foundational Numeracy Missing Numbers

Numeracy Skillbook, page 82

DIY

Rhymes and Stories, page 64

Rhyme: The I Can Do It Song

CIRCLE TIME LO: Children will listen to a story and reflect on kindness and using gentle words and actions.

1. Story Time: Narrate the story Mina’s Elbow with expressions and voice modulation. Repeat the story twice to help children understand.

2. Reflective Discussion Time: Discuss the story by asking questions like: • How did Tanu feel when Mina pushed her?

• Did Mina push Tanu on purpose?

• What did Mina tell Tanu?

• S hould we say sorry when we hurt someone?

• What can we say if someone is sad?

3. Telling Kind Words: Explain that we should never hurt others and always be kind. Say each sentence, then ask children to repeat it after you:

Mina’s Elbow Mina is four years old. Mina loves to run and play.

One day, she was running in class and did not see her friend Tanu. Boom! She bumped into her. Tanu fell down and cried. Mina looked at Tanu and said, “I didn’t do it on purpose!” But Tanu was sad.

The teacher came and said, “Mina, even if you didn’t mean it, Tanu is hurt. What can you do now?” Mina thought and said, “Sorry, Tanu. Are you okay?” Tanu nodded and smiled a little.

The teacher said, “We must always be kind and careful.” Mina helped Tanu stand and gave her a hug. They were happy again.

• I will not hurt my friends.

• I will say sorry.

• I will be kind.

GENERAL AWARENESS LO: Children will talk about how they celebrate festivals by dressing up.

Resources: Festive music for celebration

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Introduction 1. Warm-Up Discussion: Say: During festivals, people wear clean or new clothes. Some wear bright colours.

Others wear traditional clothes. It makes the festival feel special and joyful.

Ask: What do you wear during Diwali, Holi, or Christmas? Do you wear something special? Listen to all responses.

2. Pretend Play: Say: Let’s pretend we are getting ready for a festival. Walk like you’re wearing your favourite outfit. Let each child take a short “walk” in the circle and say: I wear this for Diwali or I wear this for Christmas, based on the festival they choose.

Practice 3. Sorting Game: Say a type of clothing and ask children to guess the festival.

For example: • A bright kurta and churidar – Which festival? (Diwali)

• A colourful cap and white kurta with colour marks – Which festival? (Holi) • A red cap and warm clothes – Which festival? (Christmas) Children raise their hands and guess.

4. Celebration Time: Let children experience a festival celebration in class. Play some fun music and let children share the food they brought from home with each other.

Pro Tip

You can ask children to talk about the festivals they celebrate at home and things they do during the festival.

FOUNDATIONAL LITERACY LO: Children will look at the pictures and write the matching CVC words.

Resources: Literacy Workbook, page 62; letter flashcards (from Skillbook)

Introduction See the pictures and write the correct words.

1. Making CVC Words: Give the flashcards to children. Call out CVC words, with the middle ‘o’ sound, one by one and guide children to make the word using letter flashcards. Go around and check each child’s work.

Write the word on the board if required.

dog

sob fox box log mop rod pod hop

Practice 2. Writing CVC Words: Ask children to open page 62 of the Workbook. Help children to identify the pictures and write the CVC words. If needed, show the spellings on the board.

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Objectives

• Blending and Reading • Fine motor skills

• Association of the pictures with the letter sound

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FOUNDATIONAL NUMERACY LO: Children will find and write the missing numbers from 1 to 20.

Resources: Numeracy Skillbook, page 82

Introduction 1. Warm-Up Counting: Begin by saying: Let’s count from 1 to 20 together!

Count slowly and clearly as the children repeat after you.

2. Missing Number Game: Write a number sequence on the board with one number missing and ask: 1, 2, 3, ___, 5 – what is missing?

Continue with similar examples: 6, 7, ___, 9, 11, ___, 13, 17, 18, ___, 20 Encourage children to raise their hands and answer.

Write the missing numbers from 1 to 20.

1 1 1 1 3 5

1 0 2 0

3. Missing Numbers: Ask children to open page 82 of the Skillbook. Guide them to fill in the missing numbers.

4 1 6

1 8

Practice

1 2

9

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Practice writing numbers from 1 to 20 in your notebooks.

DIY LO: Children will recite The I Can Do It Song and play an action game.

Resources: Rhymes and Stories, page 64

1. Rhyme Time: Recite The I Can Do It Song with actions and expressions and let children recite along. Repeat 3–4 times.

2. Action Game: Call children one by one and ask them to enact one thing they can do by themselves at home so others can guess.

You can give them hints like: brushing teeth, eating food, packing their bags, taking a bath, etc.

The I Can Do It Song This is the way I wash my face, Wash my face, wash my face, This is the way I wash my face, I can do it!

This is the way I brush my teeth, Brush my teeth, brush my teeth, This is the way I brush my teeth, I can do it!

This is the way I comb my hair, Comb my hair, comb my hair, This is the way I comb my hair, I can do it!

For the teacher You may repeat this with “dress myself ”, “tie my shoes” and “drink my tea” as well.

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WEEK

DAY 158

32

Domain

Topic of the Day

Book & Page

Circle Time

Sharing Emotions

General Awareness

More Festivals

General Awareness, page 109

Foundational Literacy

Read Aloud

Literacy Skillbook, page 97

Foundational Numeracy Missing Numbers

Numeracy Workbook, page 55

DIY

Rhymes and Stories, page 65

Rhyme: Hickory Dickory Dock

CIRCLE TIME LO: Children will listen to a story and talk about what they do when they feel sad.

Resources: A Soft Toy

1. Interactive Story Time: Narrate the story Aman and the Red Ball with expressions and voice modulation. Repeat the story twice to help children understand. Discuss the story by asking questions like: • What made Aman feel sad?

• What helped him feel better?

Aman and the Red Ball Aman is a 4–year old boy. He wanted to play with his red ball, but it was lost. Aman sat on the floor and felt sad. His friend Meera saw him and asked, “What happened?” Aman said, “I lost my ball.”

Meera gave him her toy car and said, “You can play with this.” Aman smiled. He felt better.

2. Sharing Time: Say: Sometimes we all feel sad.

That is okay. We can talk to a friend. We can ask for help. We can take deep breaths. Ask children to share one thing that they do when they feel sad. Give examples like: I feel sad. / I want to talk. / I need help. Pass around a soft toy and let the child holding the soft toy share what they do.

Pro Tip

You can also ask children to share gently what sometimes makes them feel sad.

GENERAL AWARENESS LO: Children will name and describe different festivals celebrated in India.

Resources: General Awareness, page 109

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Introduction 1. Warm-Up: Say: There are many festivals in India. Each festival has special stories, food, and ways to celebrate. Ask children to share about festivals they celebrate at home. Listen to all responses.

2. Festivals in India: Briefly share about different festivals in India. You can discuss the following festivals: • Dussehra celebrates the victory of good over evil.

• Eid is a happy festival where people share food and wear new clothes.

• Gurpurab remembers the birthday of Guru Nanak.

• Pongal is a harvest festival with special rice dishes.

More Festivals Here are some more festivals that are celebrated in India.

• Onam is a festival with flower decorations and fun boat races.

• Gudi Padwa is the New Year in Maharashtra, with new clothes and sweets.

Dussehra

Eid

Gurpurab

Onam

Pongal

Gudi Padwa

Practice 3. More Festivals: Ask children to open page 109 of the General Awareness book. Point to each picture and help children identify the festivals. Talk about what is happening in each of the pictures. For example: We see three girls making decorations with flowers for the festival of Onam.

Objectives

• Cultural awareness

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FOUNDATIONAL LITERACY LO: Children will read aloud simple sentences containing CVC words.

Resources: Literacy Skillbook, page 97

Introduction 1. Picture Talk: Ask children to open page 97 of the Skillbook. Help them identify the pictures one by one and say aloud their names.

2. Reading CVC Words: Write down all the CVC words from page 97 of the Skillbook on the board (top, box, dog, log, pot, hot, fox, cot, mop, rod). Read aloud the words one by one by blending the letter sounds (e.g. /p/ /o/ /t/ - pot) and ask children to repeat after you. Read each word 3–4 times.

Read Aloud 3. Sight Words: Write the sight words from page 97 of the Skillbook (on, the) on the board. Read aloud the words one by one and let children repeat after you. Read each word 3–4 times.

Practice 4. Read Aloud: Ask children to open page 97 of the Skillbook. Read aloud the sentences slowly and clearly, one by one and let children repeat after you.

Guide them to point to each word with their finger, as they read. Then, call children one by one and let them read a sentence individually.

1. A top is on a box.

2. A dog is on a log.

3. The pot is hot.

4. The fox is in a cot.

5. A mop is near a rod.

SIGHT WORDS

on

the

Objectives • Blending of letter sounds • Reading sentences • Reading sight words

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Read the sentences from page 97 of the Skillbook. Underline all the sight words (on, the) as you read.

FOUNDATIONAL NUMERACY LO: Children will fill in the missing numbers from 1 to 20.

Resources: Numeracy Workbook, page 55

Introduction

Write the missing numbers from 1 to 20.

1 1 1 1 3 5

1 0 2 0

2. Missing Numbers: Ask children to open page 55 of the Workbook. Guide them to fill in the blanks with the missing numbers.

4 1 6

1 8

Practice

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DIY LO: Children will recite the rhyme Hickory Dickory Dock with actions and expressions.

Resources: Rhymes and Stories, page 65; a real wall clock or a handmade clock 1. Warm Up Discussion: Ask: Do you know why we need a clock?

Listen to all responses and say: We need a clock to know the time.

Today, we will recite a poem about a mouse who ran up the clock.

2. Rhyme Time: Recite the rhyme Hickory Dickory Dock with actions and expressions. Ask children to recite along. Repeat 3–4 times to help children learn the rhyme.

3. Clock Talk: Show a simple or handmade clock and say: This is a clock. We use it to tell the time.

Point to number 1 and say: In the rhyme, the clock struck one!

Hickory, Dickory Dock Hickory, Dickory Dock.

The mouse ran up the clock.

The clock stuck one, The mouse ran down.

Hickory, Dickory Dock.

Hickory, Dickory Dock.

The bird flew up the clock.

The clock struck two, Away she flew, Hickory, Dickory Dock.

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1. Say the Missing Numbers: Say: I will skip a number. You tell me what I missed!

Walk and say numbers aloud while skipping one: 1, 2, 3, ___, 5…

Ask: What number did I miss?

Repeat with different number sets to reinforce learning. (e.g. 7, 8, ___, 10).

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DAY 159

32

Domain

Topic of the Day

Circle Time

Number Game

General Awareness

Festival Card

Foundational Literacy

Rhyming Words

Book & Page

Literacy Workbook, page 63

Foundational Numeracy Numbers 1 to 20

Numeracy Workbook, pages 56–57

DIY

Art and Craft, page 36

Fly, Drive or Sail

CIRCLE TIME LO: Children will recognise, say, and count numbers from 1 to 20.

Resources: A pebble or stone

1. Number March: Say: Let’s march and count! Begin walking in place and count aloud from 1 to 20. Ask children to march and count with you. Repeat 2–3 times, each time with a different action – clapping, tapping legs, or touching shoulders.

2. Number Hopscotch: Draw a hopscotch grid on the floor, with 10 squares. Write some numbers between 1 and 20 in a random order. Call children one by one and say aloud a number. Ask them to identify the number and hop to the number and place the pebble on it. Ensure everyone gets a turn.

GENERAL AWARENESS LO: Children will show what they have learned about festivals through a simple craft.

Resources: White A4 size paper (per child); crayons; stickers; glitters

Introduction 1. Warm-Up: Say: Festival cards are special messages we give to friends and family during festivals. They show love and happiness. Give each child a plain sheet or small piece of paper and some crayons or coloured pencils.

Practice 2. Making Card: Say: Let’s make a card for any festival we like!

Encourage children to draw simple symbols they remember from the festivals, like a diya for Diwali, colours for Holi, or a Christmas tree. Draw these symbols on the board for children to copy.

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3. Simple Greeting: Help children write or say a simple greeting like: Happy Diwali!

Happy Holi!

Merry Christmas!

If they can’t write yet, write the greeting for them or guide them to copy from the board. Then, let children decorate the card with crayons, stickers, or glitters.

Pro Tip

Let children show their cards and share which festival the card is for.

FOUNDATIONAL LITERACY LO: Children will identify and circle rhyming words.

Resources: Literacy Workbook, page 63

Introduction 1. Warm-Up: Say: Rhyming words sound the same in the middle and at the end! Like “cat” (/c/ /a/ /t/) and “hat” (/h/ /a/ /t/). Can you hear the same middle and end sound /at/? Say a few pairs aloud and ask children to repeat: cat – hat, pin – bin, dog – log 2. Sound and Say Game: Write and say 2–3 rhyming sets on the board: /a/ sound – cat, mat, bat /i/ sound – pin, tin, bin

/o/ sound – dog, log, fog Say each word clearly and ask children to repeat after you. Say: Do they have the same middle and end sound? That means they rhyme!

3. Guess the Rhyme Game: Say: I say ‘hat’, you tell me a word that rhymes with it!

Children reply: cat, mat, bat…

Repeat with different words. You may also help by giving clues or sounds if needed.

Circle the rhyming words in each row.

Practice 4. Rhyming Words: Ask children to open page 63 of the Workbook. Help children read each row and circle the rhyming words.

bin

hot

cat

bag

sip

zip

top

fan

tin

box

fox

pan

van

dip

dot

bat

bib

mat

mop

pan

dog

log

nib

Objectives

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

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FOUNDATIONAL NUMERACY LO: Children will recall and identify the numbers from 1 to 20

Resources: Numeracy Workbook, page 56–57; common classroom objects (pencils, toys, books, etc.)

Introduction 1. Counting Time: Collect any available classroom objects such as chalk, pencils, bottle caps, leaves, or crayons. Place a few objects in front of the children and say: Let’s count how many we have! Begin with small sets (1–5), then increase gradually to 20.

Now call children one by one. Say: Can you count Numbers 1 to 20 and give me 6 pencils? Now, can you count 11 leaves?

17 9 Ensure everyone gets a turn.

14 Listen to and colour the numbers that are called out.

Count the objects in each set and write the number.

6

Practice

3

18

19

10 11 For the teacher

Objectives

Objectives

• Counting • Fine motor skills

• Fine motor skills • Association

Call out these numbers one-by-one.

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Practice writing numbers from 1 to 20 in a sequence in your notebooks.

DIY LO: Children will name different modes of transport and identify whether they fly, drive or sail.

Resources: Art and Craft, page 36; sticker sheet – (from Art and Craft book)

1. Warm-Up Discussion: Say: Today, we will talk about how people travel—by road, air or water.

Ask: How do you come to school?

Let a few children answer: By bus, car, or cycle.

2. Name and Act Game: Say the name of a vehicle and act it out.

For example:

Look at the picture of the sky, the road and the

Theme: Transport

Paste the stickers of the vehicles, given at the Fly, Drive sea. back of the book, in the right place. or Sail

• Car – vroom vroom! (pretend to drive) • Boat – splash splash! (row with arms) • Plane – zoom! (arms out like wings)

3. Fly, Drive or Sail: Ask children to open page 36 of the Art and Craft.

Refer to the sticker sheet and guide them to identify the vehicles and paste them in the correct place – air, land, or water.

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2. Numbers 1 to 20: Ask children to open page 56 of the Workbook and guide them to count and write the number of objects. Then, refer to page 57, ask children to colour the numbers called out. Call out at least 7 numbers.

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CATCH UP CARNIVAL

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Domain

General Awareness

Learning Outcome

Children will name and describe different festivals celebrated in India.

Resources

A soft toy; General Awareness, page 109

Suggested Method

Mention: This week we learned about some new festivals that we celebrate in India. Let us try to remember their names. Call children one by one and ask each child a question and let them name the festival. Ask questions like: Which festival celebrates the birthday of Guru Nanak? (Gurpurab) / On which festival are flower decorations made? (Onam).

Clap for each child and ensure everyone gets a turn.

Support for Struggling Learners

Gather the struggling learners. Refer to page 109 of the General Awareness book.

Show them the pictures one by one and share about each festival. For example: This is Gurpurab. We celebrate this on the day of Guru Nanak’s birthday.

Domain

Foundational Literacy

Learning Outcome

Children will read aloud simple sentences with short /o/ CVC words.

Resources

Literacy Skillbook, page 97

Suggested Method

Refer to page 97 of the Skillbook and revise all the sight words and CVC words given on the page. Write down the words on the board and read them aloud, ask children to repeat after you. Then, call children one by one and let them read one sentence from the page individually. Cheer for each child and give them a smiley. Ensure everyone gets a turn.

Support for Struggling Learners

Gather the learners together. Refer to page 97 of the Skillbook and introduce the CVC words and sight words from the page to children. Write down the words on the board and read them aloud and ask children to repeat after you. Then, read aloud the sentences one by one and ask children to read along. Encourage children to point to each word with their finger as they read.

Domain

Foundational Numeracy

Learning Outcome

Children will find the missing numbers in a sequence from 1 to 20.

Resources

Chalk

Suggested Method

Call children one by one. Write a number sequence on the board with some numbers missing. Guide children to identify and write down the missing numbers. For example: __, 11,__, 13, 14, ___. Cheer for each child and give them a smiley. Ensure everyone gets a turn.

Support for Struggling Learners

Gather the struggling learners. First recite the numbers from 1 to 20. Then, write a number sequence on the board, for example: __, 11, __, 13, 14, ___, and help children complete the number sequence by asking guiding questions. Guide them with questions like: What comes before 11? / What comes after 14? Repeat with different number patterns.

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DAY 161

33

Domain

Topic of the Day

Circle Time

Fruit Market

General Awareness

National Anthem

Foundational Literacy

Short /u/ Sound

Book & Page

Literacy Skillbook, pages 98–99

Foundational Numeracy Patterns

Numeracy Skillbook, page 83

DIY

STEM Exploration, pages 36–37

My Address and Phone Number

CIRCLE TIME LO: Children will name different fruits to build their vocabulary and role-play a fruit market.

Resources: Different fruits or toy fruits

1. Warm-Up: Say: Today, we are going to make our own fruit market! Show 3–4 real fruits or pictures (e.g. banana, apple, mango, orange) and name each one. Say: These are fruits we see in the market. Can you name them with me?

2. Fruit Talk: Hold up one fruit and ask: What is this? What colour is it?

Do you like to eat it?

Let a few children answer for each fruit.

3. Fruit Market Role-Play: Say: Now we will play fruit shop! Place the fruits in a tray on a table. Choose one child to be the shopkeeper. Others come one by one and say, for example: I want a mango, please. The shopkeeper gives the fruit and says: Here you go!

Take turns so everyone gets to be both shopkeeper and customer.

GENERAL AWARENESS LO: Children will learn and respectfully sing the National Anthem, Jana Gana Mana.

Resources: Audio of the National Anthem

Introduction 1. Warm-Up: Say: Today, we will learn about something very special for our country—our National Anthem!

Tell them: It is called “Jana Gana Mana”. We sing it with respect and stand still when we hear it.

Explain that when we sing the National Anthem, we stand straight and do not talk or move. It shows we love and respect our country.

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Practice

National Anthem

2. Singing and Practice: Play an audio recording or sing the anthem slowly and clearly once. Say: Let’s listen carefully and try to sing along.

Repeat it line by line and encourage children to repeat gently after you. Focus more on rhythm and participation than perfect pronunciation.

Jana gana mana adhināyaka jaya he Bhārata bhāgya vidhātā Pañjāba Sindhu Gujarāṭa Marāṭhā Drāviḍa Utkala Baṅga Vindhya Himāchala Yamunā Gaṅgā Uchchala jaladhi taranga Tava śubha nāme jāge Tava śubha āśhiṣa māge Gāhe tava jaya gāthā Jana gaṇa maṅgala-dāyaka jaya he Bhārata bhāgya vidhāta Jaya he, jaya he, jaya he Jaya jaya jaya jaya he

Pro Tip

Practice singing the National Anthem every day for a week.

FOUNDATIONAL LITERACY LO: Children will identify short /u/ sound words and read CVC words.

Resources: Literacy Skillbook, pages 98–99

Introduction 1. Sound Chunks: Say: Today we will play with the sound /u/ like in umbrella! Write or say chunks like: ub (say: /u/ - /b/), ud (say: /u/ - /d/), bu (say: /b/ - /u/). Clap or tap for each sound. Say: Let’s say it together! /u/… /b/ = ub! Repeat with ‘ud’ and ‘bu’. Let children say them slowly and blend them quickly.

2. Short /u/ Sounds: Ask children to open page 98 of the Skillbook. Read aloud the sound chunks one by one and ask children to repeat after you. Guide them to point their fingers under each letter as they read and blend the sound. For example: /u/ (put finger under letter u) /b/ (put finger under letter b) – /ub/.

Practice 3. Introducing CVC Words: Say: I will say three sounds; can you guess the word? Say: /b/ /u/ /d/. Let children try then write ‘bud’ on the board and guide children to blend the sounds to read the word. Say: /b/ /u/ /d/ - bud. Repeat with other CVC words with short /u/ Short /u/ Sound j u g m u d b u d sound (e.g. bug, mug, sun, etc). jug u b u d u g u n bud mud 4. Reading CVC Words: Ask children to open m u g h u g b u g u p u t page 99 of the Skillbook. Guide them to read b u c u d u g u hug bug mug the CVC words one by one by saying aloud the sound of each letter of the word. For example: /b/ (put finger under letter b), /u/ (put finger under letter u), /g/ (put finger under letter g) – bug. Repeat the same for all the words. Read 3–4 times for reinforcement.

h u

j u

mu

n u

b u n

r u n

s u n

p u

r u

s u

t u

bun

run

sun

c u b

t u b

cub

tub

Objectives • Recognition of letter sound

• Blending of letter sounds and reading

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Practise reading the words with short /u/ sound from page 99 of the Skillbook.

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FOUNDATIONAL NUMERACY LO: Children will recognise and continue simple patterns using everyday objects.

Resources: Numeracy Skillbook, page 83; objects like pencils, crayons, leaves, stones, etc.

Introduction 1. Understanding Patterns: Say: Today we are going to learn about patterns! Patterns are things that repeat in a certain way.

Show a simple pattern using real objects like: chalk–pencil–chalk–pencil / leaf–stone–leaf–stone Ask: What comes next?

2. Making Patterns: Place a few classroom objects (chalk, bottle caps, erasers, crayons) in front of the group. Say: Let’s make our own pattern!

Example: red crayon–blue crayon–red crayon–blue crayon Let children try making their own simple AB patterns (2 object types repeating). Guide as needed.

Patterns Say the names of these fruits.

apple

banana

apple

banana

apple

banana

You will find that they form a pattern. The next fruit after the apple will be banana according to this pattern.

Draw and colour to complete the patterns.

Practice 3. Patterns: Ask children to open page 83 of the Skillbook. Guide them to understand the pattern shown on page 83 using apples and bananas.

Then, help children to draw the shapes to complete the patterns.

Objectives  Understand patterns

 Identify and complete the patterns

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DIY LO: Children will share their address and phone number, and understand their importance.

Resources: STEM Exploration, pages 36–37 1. Warm-Up Talk: Say: Today we will talk about something very important—where we live and how someone can call our family if needed. Explain gently: Knowing your home address and a phone number helps you stay safe.

My Address and Phone Number

4.

5.

In this fun activity, we will practise remembering our address and phone number.

6.

7.

Let’s Collect

Index cards Pen or marker ) Box to hold the cards ) Numeral stamps ) Stamp pads ) Paper )

8.

)

9.

Now We Know

Let’s Do 1.

Provide number stamps and stamp pads to the children.

Give each child a piece of paper and ask them to practise stamping the numbers that is in their address.

Then, tell them to practise stamping the numbers in their phone number.

Ask the children repeat their phone numbers a few times.

Encourage them to practise saying their phone numbers without seeing the cards.

Let the children take their stamped papers home to show their parents.

)

Write each child’s name, Rahul Verma address, and phone 21 Pushp Vihar, New Delhi number on an index card. 9783902741 File the cards in a box.

Tell the children that each card has their correct address and phone number.

2. Sharing Address: Ask: Do you know 2.

3. the name of your street or building? Let children who know share what they remember. For those who don’t, suggest: You can ask your family and practise at home. Say: Let’s try to say: “I live at ___.”

)

Our address.

Our phone number.

For the teacher Assist the children to do this activity. Help them stamp the numbers correctly. Teach them how to read and repeat their phone numbers correctly.

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3. Sharing Phone Number: Say: Sometimes, we need to remember a phone number of mummy, papa, or another family member. Encourage children who know to say: My phone number is ___. Let others know they can practise with help at home.

Write your address and phone number with the help of an adult on a piece of paper.

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WEEK

DAY 162

33

Domain

Topic of the Day

Book & Page

Circle Time

Yoga and Breathing Practice

General Awareness

Republic Day

General Awareness, page 110

Foundational Literacy

Words with ‘u’

Literacy Skillbook, page 100

Foundational Numeracy Do and Learn

Numeracy Skillbook, page 84

DIY

STEM Exploration, pages 36–37

My Adress and My Phone Number

CIRCLE TIME LO: Children will develop focus, balance, and calmness through yoga and breathing.

Resources: Background music

1. Warm-Up: Say: Today, we will do a yoga pose that helps our body stay strong and our mind stay calm! Ask children to stand in their place with enough room to stretch arms without touching anyone.

2. Mountain Pose: Ask children to stand straight with feet together and arms by their side.

Say: Let’s stand tall like a mountain!

Instruct them to: • Keep feet flat

• Stretch arms gently up towards the sky • Look straight ahead

Hold the pose for a few seconds. Say: We are strong and steady like a mountain!

Repeat 2–3 times with soft background music if possible.

3. Breathing Exercise: Say: Now let’s do a fun breathing exercise to feel calm.

Ask them to pretend to: • Smell a flower (inhale through the nose slowly)

• Blow a candle (exhale slowly through the mouth) Repeat together 3–4 times.

GENERAL AWARENESS LO: Children will understand Republic Day as a national celebration and feel proud of India.

Resources: General Awareness, page 110

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Introduction

Republic Day We celebrate Republic Day on 26 January every year.

1. Warm-Up: Say: Today, we will talk about a very special day—Republic Day. It is celebrated on 26th January every year.

Explain in simple words: On this day, we remember the day India got its own rules, called the Constitution. We feel proud to be Indian!

Help the soldier find his way to the Indian flag.

Practice 2. Republic Day: Ask them to open page 110 of the General Awareness book. Say: A soldier takes care of our country. Discuss the picture and guide children to draw a line to help the soldier reach the Indian flag.

Objectives

• Fine motor skills

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Pro Tip

You can ask the children to stand straight and sing the National Anthem.

FOUNDATIONAL LITERACY LO: Children will read CVC words with short /u/ sound.

Resources: Literacy Skillbook, page 100

Introduction 1. Guided Reading: Write a word ending with sound /ub/ - for example: cub, on the board and guide children to blend the letter sounds and read them. For example: /k/ /u/ /b/ - cub. Repeat with other words ending with /ud/, /ug/, /um/, /un/ and /ut/ sounds.

Practice 2. Words with ‘u’: Ask children to open page 100 of the Skillbook. Slowly read aloud the words, blending the letter sounds and ask children to repeat after you. For example, say: /k//u/ /b/ - cub. Read each group of words 3–4 times for reinforcement.

3. Individual Reading: Call children one by one and write a CVC word with short /u/ sound on the board. Guide children to read aloud the words and ask others to repeat. Ensure everyone gets a turn and give each child different words.

Words with ‘u’

ub

cub

rub

ud bud

mud

ug

bug

um gum

tub

hug rug tug

jug

hum mum

un

bun fun run

ut

cut

hut nut

Objectives • Recognition of letter sound • Blending of letter sounds and reading • Understanding word families

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Refer to page 100 of the Skillbook and practise reading the CVC words.

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FOUNDATIONAL NUMERACY LO: Children will identify and complete repeating patterns.

Resources: Numeracy Skillbook, page 84; some common classroom objects; crayons

Introduction 1. Recap: Say: Patterns are things that repeat in a certain order—like red, blue, red, blue!

Show this using crayons or chalks in two colours. Let children observe the pattern.

2. Complete Patterns: Use simple classroom objects like: chalk–pencil–chalk–pencil–?

Ask: What comes next?

Repeat with other patterns like: clap–clap–stomp–clap–clap–stomp–?

Let children answer and continue.

Do and Learn Draw and colour to complete the patterns.

Practice 3. Making Patterns: Create 2–3 patterns using real objects on the floor or table (bottle caps, erasers, crayons). Ask children to take turns completing each one. Encourage children to say the pattern out loud as they do it.

4. Do and Learn: Ask children to open page 84 of the Skillbook. Guide them to observe and complete the patterns by drawing and colouring.

Objectives

 Identify and complete the patterns

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DIY LO: Children will make cards with their address and phone number, and try to say it.

Resources: STEM Exploration, pages 36–37; Index cards; pen/markers; box to hold cards; numeral stamps; stamp pads; paper 1. Making Index Cards: Follow the instructions given on pages 36–37 of the STEM Exploration book and guide children to make the index card with their address and phone number.

2. Saying Phone Numbers: Ask children to read their phone numbers from the card, one by one. Invite a few children to try saying their phone number without looking.

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My Address and Phone Number

4.

5.

In this fun activity, we will practise remembering our address and phone number.

6.

7.

Let’s Collect

Index cards ) Pen or marker ) Box to hold the cards ) Numeral stamps ) Stamp pads ) Paper )

8.

9.

Now We Know

Let’s Do 1.

2.

3.

Provide number stamps and stamp pads to the children.

Give each child a piece of paper and ask them to practise stamping the numbers that is in their address.

Then, tell them to practise stamping the numbers in their phone number.

Ask the children repeat their phone numbers a few times.

Encourage them to practise saying their phone numbers without seeing the cards.

Let the children take their stamped papers home to show their parents.

)

Write each child’s name, Rahul Verma address, and phone 21 Pushp Vihar, New Delhi number on an index card. 9783902741 File the cards in a box.

Tell the children that each card has their correct address and phone number.

)

Our address.

Our phone number.

For the teacher Assist the children to do this activity. Help them stamp the numbers correctly. Teach them how to read and repeat their phone numbers correctly.

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WEEK

DAY 163

33

Domain

Topic of the Day

Book & Page

Circle Time

Guess the Object from the Sound

General Awareness

Independence Day

General Awareness, page 111

Foundational Literacy

Words that Rhyme

Literacy Skillbook, pages 101–102

Foundational Numeracy What Comes Next

Numeracy Workbook, page 58

DIY

Art and Craft, page 37

Leafy Fiffy

CIRCLE TIME LO: Children will listen to sounds and identify common classroom objects.

Resources: Some common classroom objects (ruler, pencil, erasers, etc.)

1. Warm-Up: Say: Today, we will play a fun game using our ears. We will listen to sounds and guess the object!

2. Sound Game: Take common classroom objects (e.g., chalk, pencil box, ruler, book, keys, bottle). Hide each object behind a screen or under a cloth. Make a sound with it (shake keys, tap chalk, close a pencil case, turn book pages).

Ask: What do you think made that sound? Let children guess. Show the object afterward and say, for example: Yes! It was a ruler tapping the desk!

Repeat with 4–5 different objects.

GENERAL AWARENESS LO: Children will learn about Independence Day and colour the Indian flag.

Resources: General Awareness, page 111; an Indian flag; crayons

Introduction 1. Warm-Up: Say: Independence Day is a special day for our country, India. We celebrate it on 15th August every year.

Say: On this day, India became independent. That means we could make our own rules and take care of our country.

2. Indian Flag: Show or draw the Indian flag on the board, using coloured chalk. Point to each colour and say: This is our flag. It has three colours – saffron, white, and green. The blue wheel is called the Ashoka Chakra.

Ask: Can you name the colours? Listen to all responses.

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Practice 3. Independence Day: Ask children to open page 111 of the General Awareness book. Guide them to colour the Indian flag using crayons.

Go around and check if children are using the correct colours.

Independence Day We celebrate independence day on 15 August every year.

Colour the flag.

Pro Tip

Ask children to stand straight and sing the National Anthem.

Objectives

• Fine motor skills

• Identification

• Awareness

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FOUNDATIONAL LITERACY LO: Children will complete words with first letters and identify rhyming words.

Resources: Numeracy Skillbook, pages 101–102; letter flashcards (from Skillbook)

Introduction 1. Recap: Revise CVC words. Write a few on the board (e.g., bug, sun, mud).

Call a few children to read aloud and let others repeat. Guide them to blend sounds, e.g., /m/ /u/ /d/ – mud.

Building Words Listen to your teacher. Build words using your flash cards by placing them on the coloured boxes below.

u u

2. Making Words: Write the middle and last letters on the board with the first letter missing (e.g., __ u g). Call children with flashcards to complete the word. If incorrect, ask: Is this a word? Can we find one ending with /ug/?

3. Explaining Rhyming Words: Write cub, rub, tub on the board. Ask children what they notice. Explain they rhyme (/ub/). Then help find other rhyming words, e.g., rug, mug.

Pro Tip

b

u

n t

Objectives • Recognition of letter sound • Blending of letter sounds and reading • Understanding word families

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Words that Rhyme Say the name of each picture. Match the rhyming words.

You can say three words like gum, hum and fun. Guide children to identify the two rhyming words.

Practice 4. Solving Exercises: Ask children to open page 101 of the Skillbook. Guide them to place flashcards on the first blanks and make as many words as they can. Then, ask them to open page 102 and guide them to name each picture and match the rhyming word.

Objectives • Matching • Association • Recognition of letter sound • Blending of letter sounds and reading • Understanding rhyming of words

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Refer to page 101 of the Skillbook and write the first letters to complete the words.

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FOUNDATIONAL NUMERACY LO: Children will complete patterns by drawing what comes next.

Resources: Numeracy Workbook, page 58; some common classroom objects; colourful chalks; crayons

Introduction 1. Recap: Say: A pattern is something that repeats again and again. Let’s look at some patterns and find what comes next! Draw a pattern, using colourful chalk, for example: ___ Ask: What comes next?

Let children answer: A blue circle!

2. Pattern Game: Use available classroom objects (chalk, eraser, pencils).

Place them in a pattern, for example: Chalk, pencil, chalk, pencil…

Ask: What comes next? Listen to all responses and guide children to share the correct response. Try with other patterns using body movements, like: clap, clap, tap…/ sit, stand, sit…

What Comes Next Draw and colour to complete the patterns.

Practice 3. What Comes Next: Ask children to open page 58 of the Workbook. Guide children to look at the patterns and draw the correct objects to complete the pattern. Ask them to colour the patterns using crayons.

Objectives

• Understand patterns • Identify and complete the patterns

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DIY LO: Children will make a fish using leaves.

Resources: Art and Craft, page 37; leaves (5 per child); watercolour; paint brush (per child); glue 1. Warm-Up: Begin by asking: Where do fish live? Listen to all responses and say: Fish live in water. Then say: Today we will make a fish using leaves.

2. Painting Leaves: Give the leaves and paintbrush to children. Ask them to colour the leaves, by following steps given on page 37 of the Art and Craft book.

3. Leafy Fiffy: Ask children to open page 37 of the Art and Craft book.

Refer to step 4 on page 37 and guide children to stick the leaves to make a fish.

Theme: Animals

Follow the steps to make Fiffy the fish using different leaves and colours.

Step 1

Step 2

Step 3

Step 4

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WEEK

DAY 164

33

Domain

Topic of the Day

Book & Page

Circle Time

Being a Good Friend

General Awareness

Gandhi Jayanti

General Awareness, page 112

Foundational Literacy

Short /u/ Sound

Literacy Workbook, page 64

Foundational Numeracy Number Names (1 to 10)

Numeracy Skillbook 85, Numeracy Workbook 59

DIY

Art and Craft, pages 38–39

Yummy Flower Bunch

CIRCLE TIME LO: Children will listen to and discuss a story about friendship.

1. Warm-Up: Say: A friend is someone we play with, share with, and help. Let’s listen to a story about two friends!

2. Story Time: Narrate the story Best Friends with expressions and voice modulations. Discuss the story by asking questions like: What did Mina and Tara do for each other? / Did they use kind words with each other?

Explain: Being a good friend means helping, sharing, caring, and using kind words every day.

Best Friends Mina and Tara were best friends. One day, Tara forgot her tiffin. Mina saw she felt sad and shared her food. One day, Mina fell while running. Tara helped her up and gave her water. They always spoke kindly and waited for each other.

GENERAL AWARENESS LO: Children will learn about Gandhi Jayanti and trace objects related to Mahatma Gandhi.

Resources: General Awareness, page 112

Introduction 1. About Gandhiji: Say: Gandhiji was a great leader who helped India gain independence. We call him the Father of our Nation. Show the picture of Mahatma Gandhi from page 112 of the General Awareness book.

Say: His birthday is on 2nd October. We call it Gandhi Jayanti.

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2. Gandhiji’s Teachings: Say: Gandhiji taught us to be kind, honest, and peaceful. He loved truth, wore simple clothes, and carried a stick.

Ask: Do tell the truth? / Do you help others like Gandhiji? Listen to all responses.

Gandhi Jayanti We celebrate Gandhi Jayanti on 2 October every year.

Practice 3. Gandhi Jayanti: Ask children to open page 112 of the General Awareness book. Help children identify the objects on the page (his glasses, stick, and spinning wheel charkha). Then, ask them to trace the dotted lines to make the objects.

Trace the objects.

glasses Objectives

• Fine motor skills

walking stick • Awareness

spinning wheel (Charkha)

• Identification

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FOUNDATIONAL LITERACY LO: Children will write and read CVC words with the short /u/ sound Resources: Literacy Workbook, page 64

Introduction

Short /u/ Sound Say the names of the pictures. Fill in the missing letters to complete the words.

1. Forming CVC Words: Write a word with the middle letter missing, e.g., s__n. Call children one by one to fill in the blank with u and read the word aloud. Give different words to each child.

r b

b d

Practice 2. Short /u/ Sound: Ask children to open page 64 of the Workbook. Guide them to fill in the blanks with u. Then help them read aloud the words by blending the sounds, e.g., /k/ /u/ /b/ – cub. Repeat reading each word 2–3 times.

t b

c b

m d

b n

f n

r n

s n

b g

h g

m g

p g

h t

c t c p

n t p p

b s Objectives

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

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FOUNDATIONAL NUMERACY LO: Children will write and read number names from 1 to 10.

Resources: Numeracy Skillbook 85, Numeracy Workbook 59

Introduction 1. Number Names: Write numbers 1 to 5 on the board, one by one. Say each number and spell its name aloud.

Example: This is 1. We write it as O-N-E. ONE. Repeat for 1–5, then for 6–10.

2. Reading Number Names: Point to each number name and read aloud with the class: ONE, TWO, THREE… Repeat 2–3 times.

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Practice

Number Names (1 to 10)

3. Number Names: Ask children to open page 85 of the Skillbook. Guide them to trace the number names and then match each word with its correct number.

Trace the number name. Then match it to the number.

one two three four five

3 4 2 5 1 six seven eight nine ten

Refer to page 59 of the Workbook. Count the objects and write the correct number names. Refer to page 85 of the Skillbook for the spellings.

8 10 6 7 9

Objectives

 Identify number names

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DIY LO: Children will create flower prints using vegetables.

Resources: Art and Craft, pages 38–39; a few flowers; cut lemons and lady’s fingers; paint 1. Warm-Up: Show real flowers. Let children touch, feel, and smell them.

Say: Today we will make flowers using lemon and lady’s finger prints.

2. Yummy Flower Bunch: Ask children to open pages 38–39 of the Art and Craft book. Guide them to follow the steps on page 38 to print flowers using the vegetables.

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Theme: Nature

Follow the steps to complete this bunch of flowers using lemons and lady’s fingers.

Step 1

Step 2

Step 3

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WEEK

DAY 165

33

CATCH UP CARNIVAL Domain

General Awareness

Learning Outcome

Children will share facts about Independence Day, Republic Day, Gandhi Jayanti, and the Indian flag.

Resources

A flag of India

Suggested Method

Mention: This week we learned about Independence Day, Republic Day, Gandhi Jayanti and about the Indian flag. Call children one by one and ask them any one of the following questions: • What do we celebrate on 26th January?

• What do we celebrate on 15th August?

• What do we celebrate on 2nd October?

• What are the colours of the Indian flag?

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

Support for Struggling Learners

Gather the struggling learners. Show them the national flag of India and mention the colours – saffron, white and green, with a blue Ashoka Chakra in between.

Then, explain that we hoist the Indian flag on important days like Republic Day (26th January) and Independence Day (15th August).

Domain

Foundational Literacy

Learning Outcome

Children will read and write CVC words with the short /u/ sound.

Resources

Letter Flashcards – (from Skillbook)

Suggested Method

Begin by recalling a few words with the short /u/ sound, by writing them on the board and helping children read them. For example: /h/ /u/ /t/ - hut. Call children one by one and give them the letter flashcards. Say aloud a word with short /u/ sound and ask children to make the word using the letter flashcards. Clap for each child and give them a smiley. Ensure every child gets a turn.

Support for Struggling Learners

Gather the children together and say: Today we will play with /u/ sound. Help children blend and read groups of letters with short /u/ sound, for example: /u/ /t/ - ut. Then, guide them to read words ending with /ut/ sound - /h/ /u/ /t/ - hut. Repeat with other groups of letters with short /u/ sound.

Domain

Foundational Numeracy

Learning Outcome

Children will identify number names from 1 to 10.

Resources

Chalk

Suggested Method

Call children one by one. Write a number name from 1 to 10 on the board and guide them to read the number name and write the matching numeral. Clap for each child and give them a smiley. Ensure every child gets a turn.

Support for Struggling Learners

Gather the learners together. Write down the number names from 1 to 10 and help children read the number names one by one and ask children to repeat after you.

Repeat each number 3–4 times.

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WEEK

DAY 166

34

Domain

Topic of the Day

Book & Page

Circle Time

In the Jungle

General Awareness

Road Transport

General Awareness, page 114

Foundational Literacy

Reading CVC Words

Literacy Workbook, pages 65–66

Foundational Numeracy Backward Counting

Numeracy Skillbook, page 86

DIY

Rhymes and Stories, pages 66–71

Story: Sam the Superhero

CIRCLE TIME LO: Children will name jungle animals and act out their movements.

1. In the Jungle: Say: Today, we are going on a pretend walk into the jungle!

Ask: What animals do you think live in the jungle?

Let children share their answers: lion, elephant, monkey, snake...

2. Animal Movements: Say the name of a jungle animal and make its sound or movement: • Lion – roar! (pretend to roar)

• Elephant – trumpet! (make a trunk with your arm) • Monkey – oo-oo-aa-aa! (jump like a monkey)

Let children guess and repeat.

Say: The jungle is full of amazing animals. Some roar, some swing, and some crawl! We must take care of the jungle and the animals in it.

Pro Tip

Invite children to share what else they might see in a jungle.

GENERAL AWARENESS LO: Children will understand why people travel and name common road transport.

Resources: General Awareness, page 114

Introduction 1. Why We Travel: Say: People travel to go to different places—to school, to visit friends, or to buy things.

Ask: Where do you like to go? How do you get there? Let children share their answers.

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2. Transport Talk: Say: We use many vehicles to travel on roads. These are called road transport.

Name and describe simple vehicles: car, bus, cycle, scooter, truck.

Make sounds or actions for each: vroom vroom! for car, beep beep! for bus.

Road Transport Here are some vehicles we see every day on the road.

bus

truck

car

van

auto

rickshaw

motorbike

cycle

Practice 3. Road Transport: Ask children to open page 114 of the General Awareness book. Guide them to look at the pictures and identify the vehicles shown in the picture. Ask children to repeat the names of the vehicles.

Objectives

• Identification

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FOUNDATIONAL LITERACY LO: Children will identify and write correct CVC words for given pictures.

Resources: Literacy Workbook, pages 65–66; letter flashcards (from Skillbook)

Introduction

Match each picture with the correct word.

1. Reading CVC Words: Write a few CVC words on the board with middle /u/ sound and guide children to read them aloud by blending the sounds. For example: /b/ /u/ /n/ - bun. Repeat with different CVC words with short /u/ sound.

bun nut

2. Making CVC Words: Give the flashcards to children. Call out CVC words with middle /u/ sound one by one and guide children to make the word using letter flashcards. Monitor children’s work and provide support as needed. Write the word on the board, if required.

hut

mud

tub jug

Objectives

• Blending and Reading • Association of the pictures with the letter sound • Fine motor skills • Matching

65

Practice

English LKG WB.indd 65

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See the pictures and write the correct words.

3. Writing CVC Words: Ask children to open page 65 of the Workbook and help them match the pictures with the correct CVC words. Then, ask them to open page 66 of the Workbook. Help children write the correct word for each picture.

cut pup cup bud cub run sun bug mug

Objectives

• Blending and Reading • Fine motor skills

• Association of the pictures with the letter sound

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FOUNDATIONAL NUMERACY LO: Children will count backwards from 10 to 1 and complete related activities.

Resources: Numeracy Skillbook, page 86

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Introduction 1. Warm-Up: Say: Today, we will learn how to count backwards from 10 to 1.

Count forward from 1 to 10 together first, then say: Now let’s try counting backwards!

2. Counting Backwards: Count slowly from 10 down to 1 aloud. Ask children to repeat after you each number. Use your fingers to show the numbers going down.

Backward Counting Count numbers from 10 to 1.

3. Backward Count Game: Ask children to stand in a line or circle. Start counting backwards aloud from 10 to 1 together. On number 1, children can clap or jump to make it fun.

10

9

7

8

6

4

5

2

1

Join the dots from 10 to 1 and colour the picture.

Practice

10

1

2 3

9

4. Backward Counting: Ask children to open page 86 of the Skillbook. First, guide them to count the numbers backwards and then ask them to write the numbers from 10 to 1.

3

Now write the numbers from 10 to 1.

4 8 5 7 Objectives

 Backward Counting

6

 Fine motor skills

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Refer to page 86 of the Skillbook. Connect the dots by counting backwards to complete the picture and colour it.

DIY LO: Children will discuss the pictures from the story Sam the Superhero.

Resources: Rhymes and Stories, page 66–71

1. Warm-Up: Say: Healthy habits help us stay clean, strong and happy.

Ask: Do you brush your teeth every day? / Do you wash your Sam the Superhero hands before eating?

Let children share answers.

Meet Sam, 2. Picture Talk: Ask children to look at the pictures on pages 66–71 of the Rhymes and Stories book. Show each picture and ask: What is the boy doing? Let children observe the pictures and share their answers.

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Every morning, Sam brushes his teeth.

the Healthy Habits Hero!

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WEEK

DAY 167

34

Domain

Topic of the Day

Book & Page

Circle Time

Fingerprint Tree

General Awareness

Road Transport

General Awareness, page 115

Foundational Literacy

Identifying CVC Words

Literacy Workbook, page 67

Foundational Numeracy Backward Counting

Numeracy Workbook, page 60

DIY

Rhymes and Stories, pages 66–71

Story: Sam the Superhero

CIRCLE TIME LO: Children will create a fingerprint tree and learn about its parts and importance.

Resources: Drawing sheet; paint

1. Warm-Up Talk: Say: Today, we will make a tree using our fingers!

Show a simple tree trunk on paper or draw one on the board. Explain: The trunk supports the tree, and leaves grow on its branches.

2. Fingerprint Tree: Give each child a paper and guide them to draw a simple tree trunk.

Ask them to use green paint to print leaves on the branches with their fingers.

Say: Trees give us shade, fresh air, and homes for birds and animals.

We must love and care for trees so they can grow big and strong.

GENERAL AWARENESS LO: Children will identify road vehicles through play and sounds, and count their wheels Resources: General Awareness, page 115

Introduction 1. Setting the Context: Today, we will play a game to learn about vehicles that travel on roads!

Name a few vehicles: car, bus, cycle, scooter, truck.

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2. Vehicle Game: Explain the rules: When I say the name of a vehicle, you will move and make the sound of that vehicle.

Examples: Tick () the bicycle that is bigger.

Car: Move hands like a steering wheel and say “vroom vroom!”

Bus: Pretend to hold a big steering wheel and say “beep beep!”

Bike: Move legs like pedalling and say “ring ring!”

Truck: Pretend to drive a big truck and say “honk honk!”

How many wheels do these vehicles have? Write the numbers in the boxes.

Practice 3. Road Transport: Ask children to open page 115 of the General Awareness book. Guide them to tick the bigger bicycle. Count and write the number of wheels in each vehicle.

Objectives

• Identification

• Spatial awareness

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FOUNDATIONAL LITERACY LO: Children will identify correct CVC words by looking at pictures.

Resources: Literacy Workbook, page 67

Introduction 1. Writing CVC Words: Call children one by one. Say a CVC word with the middle /a/, /i/, /o/, or /u/ sound clearly. Guide each child to write the word on the board. Make sure everyone gets a turn and give each child a different word.

Practice 2. Identifying Pictures: Ask children to open page 67 of the Literacy Workbook. Guide them to choose and circle the correct CVC word for each picture.

Say the names of each picture. Circle the correct word.

hut

hip

cat

pin

cup

bin pan

top

wag log

pin

mop

sun

hat

bag

nib fog

bat

Objectives

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

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FOUNDATIONAL NUMERACY LO: Children will count backwards from 10 to 1 through games and exercises.

Resources: Numeracy Workbook, page 60; a soft ball

Introduction 1. Rocket Blast Game: Ask children to stand in a line or circle. Count aloud slowly from 10 down to 1, with children repeating after you. At number 1, say: Blast off! and let children jump or stretch like rockets at “Blast off!”

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2. Passing the Ball: Sit children in a circle, if possible. Start counting backwards from 10 to 1 while passing a soft ball around. Each child says the next number backwards when they hold the ball and quickly passes it on.

Backward Counting Count backward and write the numbers from 10 to 1.

10

Practice 3. Backward Counting: Ask children to open page 60 of the Workbook.

Guide them to write the numbers from 10 to 1 on the frogs.

Once more.

10

1

Objective

• Counting

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Complete the backward number sequence in the space below page 60.

DIY LO: Children will listen to the story ‘Sam the Superhero’ and identify healthy habits Resources: Rhymes and Stories, pages 66–71

1. Interactive Read-Aloud: Read aloud the story Sam the Superhero with expressions and voice modulations. Pause in between to show pictures and ask questions like: What does Sam do every morning? / What does Sam eat for breakfast? /What does Sam do Every morning, Sam brushes his teeth.

Sam the Superhero before going to bed?

2. Movement Game: Say: Now let’s act out some good habits.

Say a habit and let children act it out:

Meet Sam, the Healthy Habits Hero!

• Brush your teeth!

• Wash your hands!

• Eat fruits!

• Go to sleep

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Pro Tip

Let children share some good habits that they follow daily.

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WEEK

DAY 168

34

Domain

Topic of the Day

Book & Page

Circle Time

Birthday Party

General Awareness

Choo-choo Train

General Awareness, page 116

Foundational Literacy

Read Aloud

Literacy Skillbook, page 103

Foundational Numeracy Numbers 21 to 30

Numeracy Skillbook, pages 87–89

DIY

Art and Craft, page 40

Origami Dog

CIRCLE TIME LO: Children will explore and enjoy the idea of birthday celebrations.

Resources: Birthday song audio (optional), picture of a cake (optional) 1. Warm-Up: Today, we will talk about birthday parties! Do you know what a birthday is?

Let children share their experiences. Say: We celebrate our birthday every year on the day we were born.

Sing Happy Birthday to You together. Ask: What do you like most about birthdays—cake, gifts, Birthday Song or games?

Happy Birthday to you, happy birthday to you, 2. Pretend Birthday Actions: Act out a birthday party together.

Happy birthday dear [child’s name], Happy birthday to you!

• Pretend to blow candles on a cake.

• Pretend to cut the cake.

• Pretend to give and receive gifts.

• Encourage children to greet each other by saying: Happy Birthday!

GENERAL AWARENESS LO: Children will learn about trains and the sounds they make.

Resources: General Awareness, page 116

Introduction 1. Warm-Up: Say: Today, we will learn about trains! Trains are long vehicles that travel on tracks and carry people and things.

Ask: Have you seen a train? What sounds do trains make? Encourage children to share their answers.

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2. Sound and Movement: Make the sound “Choo choo!” and encourage children to repeat it. Ask children to stand in a line, one behind the other, and pretend to be a train moving slowly on tracks. Say: Let’s move like a train – choo choo! Move around the classroom slowly, stopping and starting.

Pro Tip

Choo-choo Train A train runs on tracks. Trace the dotted lines on the track and take the train to the railway station.

If space is limited, divide children into small groups. If possible, conduct this activity outside for more room.

Practice 3. Choo-choo Train: Ask children to open page 116 of the General Awareness book. Guide them to identify the train, the tracks, and the railway station. Ask them to connect the dots to help the train reach the station.

Objectives

• Fine motor skills

• Identify vehicle that runs on a track

• Spatial awareness

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FOUNDATIONAL LITERACY LO: Children will read aloud simple sentences using CVC and sight words.

Resources: Literacy Skillbook, page 103

Introduction 1. Picture Talk: Ask children to open page 103 of the Skillbook. Help them identify the pictures one by one and say their names aloud.

2. Reading CVC Words: Write all the CVC words from page 103 on the board (bud, bun, jug, cub, tub, bug). Read each word by blending the letters (e.g., /b/ /u/ /d/ – bud) Read Aloud and ask children to repeat. Repeat 3–4 times.

3. Sight Words: Write the sight words from page 103 (I, have) on the board. Read each word aloud and let children repeat 3–4 times.

1. I have a bud.

2. I have a bun.

3. I have a jug.

Practice 4. Read Aloud: Ask children to open page 103. Read the sentences slowly and clearly, letting children repeat after you. Guide them to point under each word as they read. Call children one by one to read a sentence individually.

4. The cub is in a tub.

5. The bug is on the cub.

SIGHT WORDS

I

have

Objectives • Blending of letter sounds • Reading sentences • Reading sight words

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Read the sentences from page 103 of the Skillbook. Underline all the sight words (I, have) as you read the sentences.

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FOUNDATIONAL NUMERACY LO: Children will count from 21 to 30 and recognise number symbols from 21 to 30.

Resources: Numeracy Skillbook, pages 87–89; ice cream sticks (3 bundles of 10 and loose sticks)

Introduction

Numbers 21 to 25 Read, count and trace.

1. Counting 21 to 30: Show a bundle of 10 ice cream sticks and say: We have 10 sticks. Show another bundle of 10 and say: Now we have 20. Add one more stick and say: Now we have 21! One more than 20. Repeat adding one stick at a time, counting aloud up to 30 using 3 bundles of 10.

22 23

Pro Tip

24

You can make a bundle by tying 10 ice cream sticks together using a rubber band.

87

2. Identifying Symbols: Write numbers 21–30 on the board. Say each

LKG Numeracy CB V12 07-10-24_V.indd 87

number aloud and ask children to repeat. Guide them to trace the numbers slowly in the air with their index fingers.

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Numbers 26 to 30 Read, count and trace.

26

Practice

27

3. Numbers 21 to 30: Ask children to open pages 87–88 of the Skillbook.

Guide them to count the leaves and trace the number symbols.

29 Refer to page 89 of the Skillbook and write numbers from 1 to 30.

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DIY LO: Children will make the face of a dog using origami paper.

Resources: Art and Craft, page 40; origami paper (per child); glue 1. Origami Dog: Give each child origami paper. Follow the steps on page 40 of the Art and Craft book and guide children to make the dog’s face.

Theme: Animals

AN Follow the picture steps and make a cute dog using origami art.

2. Pasting Time: After making the origami dog, guide children to paste it in the space provided on page 40.

Step 1

Step 4

Step 2

Step 5

Step 3

Step 6

Paste your cute dog here.

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WEEK

DAY 169

34

Domain

Topic of the Day

Book & Page

Circle Time

Riddle

General Awareness

Air Transport

General Awareness, page 117

Foundational Literacy

Short /e/ Sound

Literacy Skillbook, pages 104–105

Foundational Numeracy Numbers from 31 to 40

Numeracy Skillbook, pages 90–92

DIY

Art and Craft, page 41

Shape your Penguin

CIRCLE TIME LO: Children will listen to riddles and guess the answers.

1. Warm-Up: Today, we will play with riddles! Riddles are fun questions that make us think. Explain: I will say a riddle, and you try to guess the answer.

2. Riddle Time: Say simple riddles one at a time, for example: • I have four legs but cannot walk. What am I? (Answer: A chair)

• I am yellow and you can peel me. What am I? (Answer: A banana)

• I say “quack quack” and swim in ponds. What am I? (Answer: A duck)

Encourage children to raise hands and share guesses. Praise all answers and reveal the correct one gently.

Pro Tip

Invite a few children to create their own riddles and share them with the class.

GENERAL AWARENESS LO: Children will identify types of air transport and their sounds.

Resources: General Awareness, page 117

Introduction 1. Warm-Up: Today, we will learn about air transport. Air transport means vehicles that fly in the sky! Name common air vehicles: aeroplane, helicopter, and hot air balloon.

101

2. Movement Game: Make the sounds of each air vehicle and ask children to copy: • Aeroplane: whoooosh

Air Transport

• Helicopter: chop chop chop

Here are some vehicles that fly. Colour the pictures.

• Hot air balloon: quiet floating (pretend to float slowly)

Encourage children to move like each air vehicle, e.g., stretch arms like aeroplane wings.

Helicopter

Aeroplane

Practice

Hot-air Balloon Write (F) for the vehicle that moves fast and (S) for the vehicle that moves slow.

3. Air Transport: Ask children to open page 117 of the General Awareness book. Guide them to identify and colour the vehicles. Help them identify which vehicle moves fast.

Objectives

• Fine motor skills

• Identify air vehicles • Identify differences between land and air vehicles

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FOUNDATIONAL LITERACY LO: Children will identify short /e/ sound words and read CVC words.

Resources: Literacy Skillbook, pages 104–105

Introduction 1. Sound Chunks: Say: Today we will play with the sound /e/ as in elephant! Write or say chunks like: eb (/e/ - /b/), ed (/e/ - /d/), pe (/p/ - /e/). Clap or tap for each sound. Say together: /e/… /b/ = eb! Repeat with other chunks and let children blend slowly.

2. Short /e/ Sounds: Ask children to open page 104. Read each sound chunk aloud and ask children to repeat. Guide them to point under each letter as they blend the sounds. For example: /e/ (under e) /b/ (under b) – eb.

Practice Short /e/ Sound

3. Introducing CVC Words: Say three sounds and ask children to guess the word. Example: /d/ /e/ /n/ → den. Write on the board and guide children to blend the sounds. Repeat with other words (ten, red, bed).

4. Reading CVC Words: Ask children to open page 105. Guide them to read each CVC word aloud by blending letter sounds. Example: /d/ (d) /e/ (e) /n/ (n) – den. Repeat 3–4 times for reinforcement.

eg

ed

eb

e t

h e n

p e n

den

hen

pen

t e n

r e d

b e d

be

de

f e

ge

ten

red

bed

he

j e

ke

l e

k e g

l e g

p e g

me

ne

pe

r e

ve

we Objectives • Recognition of letter sound • Blending of letter sounds and reading

keg

leg

peg

v e t

w e t

j e t

vet

wet

jet 105

104

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Practise reading the words with short /e/ sound from page 105.

102

en

d e n

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FOUNDATIONAL NUMERACY LO: Children will recognise number symbols from 31 to 40.

Resources: Numeracy Skillbook, pages 90–92; ice cream sticks (4 bundles of 10 and loose sticks)

Introduction 1. Counting 31 to 40: Show a bundle of 10 sticks and say: We have 10 sticks. Show two more bundles to make 30. Add one stick and say: Now we have 31 – one more than 30. Continue adding one stick at a time and count aloud to 40.

2. Identifying Symbols: Write numbers 31–40 on the board. Say each number aloud and ask children to repeat. Guide them to trace each number slowly in the air with their fingers.

Pro Tip

Numbers 31 to 35

Numbers 36 to 40 Read, count and trace.

Read, count and trace.

36 37

32 33 34

39

90

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You can make a bundle by tying the 10 ice cream sticks together using a rubber band.

Practice 3. Numbers 31 to 40: Ask children to open pages 90–91 of the Skillbook. Guide them to count objects like leaves and trace the number symbols.

Write numbers from 1 to 40 on page 92 of the Skillbook.

DIY LO: Children will complete a penguin using stickers.

Resources: Art and Craft, page 41; sticker sheet (from Art and Craft) 1. Warm-Up: Say: Today, we will learn about a cold-weather animal – the penguin! Explain simply: Penguins are birds that cannot fly. They live in cold places and waddle when they walk. They are black and white and love to slide on ice. Let children do fun penguin actions.

Shape Your Penguin

Theme: Shapes

Paste the shape stickers, given at the back of the book, to make your own penguin friend, Pingo.

2. Shape your Penguin: Ask children to open page 41 of the Art and Craft book. Guide them to paste stickers from the sheet to complete the penguin.

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103

WEEK

DAY 170

34

CATCH UP CARNIVAL

104

Domain

General Awareness

Learning Outcome

Children will identify different vehicles and where they move.

Resources

Flashcards of vehicles – (from General Awareness book)

Suggested Method

Mention: We learned about different vehicles that can move on air, water, land and on tracks this week. Let us identify different vehicles today. Keep the flashcards of vehicles upside down in a row and call children one by one. Let them pick up a flashcard and mention the name of the vehicle and where it moves. Guide them to say: This is a _____________ (name of vehicle). It moves in/on ____________. Cheer for each child and give them a smiley. Ensure everyone gets a turn.

Support for Struggling Learners

Pair the struggling learners with a confident learner. Give each pair a set of vehicles flashcards. The buddy says the vehicle name aloud, and the learner repeats it. Also, ask the buddy to mention where the vehicles move. For example, guide them to say: Train. It moves on tracks.

Domain

Foundational Literacy

Learning Outcome

Children will read aloud sentences with CVC words with short /u/ sounds.

Resources

Literacy Skillbook, page 103

Suggested Method

Show page 103 of the Skillbook. Revise the sight words and CVC words on the page.

Write them on the board and read each aloud. Ask children to repeat after you. Call children one by one to read a sentence aloud from the page. Cheer and give a smiley for every attempt. Ensure every child gets a turn.

Support for Struggling Learners

Gather struggling learners together. Introduce the sight words and CVC words from the page. Write the words on the board, read aloud, and ask children to repeat. Read the sentences aloud slowly, asking children to follow along and put their fingers under each word as they read.

Domain

Foundational Numeracy

Learning Outcome

Children will count backwards from 20 to 1.

Resources

Number flashcards – (from Skillbook)

Suggested Method

Give the number flashcards to children. Ask them to arrange numbers 10–1 in backward order. Monitor and guide their work. Repeat with numbers 20–11, placing them in backward order.

Support for Struggling Learners

Gather struggling learners. Write numbers 10–1 on the board and count aloud together. Use fingers to show counting backward, lowering one finger at a time while counting.

WEEK

DAY 171

35

Domain

Topic of the Day

Book & Page

Circle Time

All about Hot Food

General Awareness

Water Transport

General Awareness, page 118

Foundational Literacy

Words with ‘e’

Literacy Skillbook, page 106

Foundational Numeracy Numbers 41 to 50

Numeracy Skillbook, pages 93–95

DIY

Art and Craft, page 42

Coin Tracing

CIRCLE TIME LO: Children will identify and talk about hot foods.

Resources: pictures of some hot cooked food (rice, dal, soup etc.)- if possible 1. Warm-Up: Say: Some food is hot when cooked. We must be careful not to touch or eat it too fast. Show examples using pictures or words: rice, soup, chapati, dal.

2. Discussion Time: Explain: Hot food is cooked on the stove. It gives us energy and keeps us healthy.

Then, show: This bowl has hot soup. We blow on it before eating. Ask: Can we touch hot food? (Children respond: No!) Remind children to let food to cool.

3. Guess and Sort: Say the name of a food and ask children: Is it hot or cold? Example: Milk? Hot! Ice cream? Cold!

Let children act out blowing for hot foods.

Pro Tip

Ask children to share which foods they like hot or cold.

GENERAL AWARENESS LO: Children will identify vehicles that move in water.

Resources: General Awareness, page 118

Introduction 1. Warm-Up: Water transport means moving on water—like rivers, lakes, or the sea. Ask: Can you think of something that moves on water? (Children respond: boats, ships) 105

2. Movements and Action: Say: Let’s pretend to be boats! Children move slowly with arms out, rocking side to side. Say: Sail on the water… now stop at the shore!

Water Transport

Practice

Here are some of the vehicles that travel in water.

3. Water Transport: Ask children to open page 118 of the General Awareness book and describe the vehicles shown:

boat yacht ship

• Boat – small, used on rivers

Tick () the vehicle which carries more people.

• Ship – big, used in the sea to carry goods and people • Yacht – carries people across water

Explain: These are called water transport vehicles. They float and move on water.

Guide children to tick the vehicle that carries the most people.

Objectives

• Identify vehicles that sail on water • Logical thinking

• Identify differences between land and water vehicles

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FOUNDATIONAL LITERACY LO: Children will read CVC words with the short /e/ sound.

Resources: Literacy Skillbook, page 106

Introduction 1. Guided Reading: Write a CVC word ending with /eb/ on the board, e.g., web. Guide children to blend the sounds: /w/ /e/ /b/ – web.

Repeat with other endings: /ed/, /eg/, /en/, /et/.

Practice 2. Words with ‘e’: Ask children to open page 106 of the Skillbook. Slowly read aloud the words, blending the letter sounds and ask children to repeat after you. For example, say: /w/ /e/ /b/ - web. Read each group of words 3–4 times for reinforcement.

3. Individual Reading: Call each child to read a CVC word on the board.

Guide children to read aloud the words and ask others to repeat. Ensure everyone gets a turn and give each child different words.

Words with ‘e’ eb

web

ed

bed

fed

red

eg

peg

leg

keg

en

den hen pen ten

et

get

jet

net

wed

pet

vet

wet

Objectives • Recognition of letter sound • Blending of letter sounds and reading • Understanding word families

106

LKG Literacy Skillbook 07-10-2024_1.indd 106

Refer to page 106 of Skillbook and practice reading the CVC words.

FOUNDATIONAL NUMERACY LO: Children will count from 41 to 50 and identify number symbols.

Resources: Numeracy Skillbook, pages 93–95; 5 bundles of 10 ice cream sticks and some loose sticks

106

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Introduction

Numbers 41 to 45 Read, count and trace.

1. Counting 41 to 50: Count and show a bundle of 10 ice cream sticks and say: We have 10 sticks. Then, count and show one more bundle of 10 ice cream sticks and say: Now we have 20. Keep counting and showing until 40. Then add one more object and say: Now we have 41 – that’s one more than 40.

Repeat adding one object at a time, counting aloud up to 50, showing 5 bundles of 10.

42 43 44

2. Identifying Symbols: Write numbers 41 to 50 clearly on the board. Say each number aloud and ask children to repeat. Guide them to trace each number in the air with their index fingers.

93

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Numbers 46 to 50

Practice

Read, count and trace.

46

3. Numbers 41 to 50: Ask children to refer pages 93–94 of the Skillbook.

Guide them to count the number of leaves and trace the number symbols.

47

49 Refer to page 95 of the Skillbook and write numbers from 1 to 50.

94

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DIY LO: Children will observe and trace coins to make imprints.

Resources: Art and Craft, page 42; pencil colours; some real Indian rupee coins 1. Warm-Up: Show some real coins (`1, `2, `5, `10). Say: These are coins.

We use coins to buy things like toffees or pencils. Pass one around for children to touch and look at.

2. Tracing Coins: Ask children to open page 42 of Art and Craft book.

Say: Now we will trace around each coin to make circles. Follow the steps given on page 42 and guide children to trace the coins using pencil colours. Give each child three different coins for tracing.

Theme: Shapes

Coin Tracing Follow the steps to trace a coin.

1. Collect some coins and pencil colours.

2. Put coins behind the sheet.

3. Then colour on the sheet using pencil colours.

42

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INDIAN RUPEE COINS FALLING

107

WEEK

DAY 172

35

Domain

Topic of the Day

Book & Page

Circle Time

Whisper and Act

General Awareness

Travel Match

General Awareness, pages 119–120

Foundational Literacy

Words that Rhyme

Literacy Skillbook, pages 107–108

Foundational Numeracy Numbers from 21 to 50

Numeracy Workbook, pages 61–63

DIY

Write Book Name & Page no. Here

Making a Paper Plane and a Paper Boat

CIRCLE TIME LO: Children will listen to actions and whisper them in a fun game.

1. Warm-Up: Say: We are going to play a fun game called ‘Whisper and Act’. We will listen to a sentence, pass it on, and then show the action!

2. Game Time: Let children sit in a line or circle, if possible. The teacher whispers a short, action-based sentence to the first child (e.g. Clap your hands twice, jump like a frog, touch your toes). The child whispers it to the next child. The last child in the line says the sentence aloud and does the action.

Give other actions like: • wave your hand and smile • spin around once

• touch your nose and turn around

• pretend to eat a banana

• make a flying bird with your hands

GENERAL AWARENESS LO: Children will recall transport modes and match them to their place.

Resources: General Awareness, pages 119–120

Introduction 1. Recap: Say: Some vehicles move in air, some on land and some in water.

Today we will match the vehicles with their correct place.

What is Wrong?

Circle the vehicles that are in the wrong place.

2. Vehicle Match: Say aloud names of a few vehicles. Ask them to do the following actions when they hear the name of a vehicle: • A vehicle that moves on land – pretend to drive.

• A vehicle that moves on track – say choo-choo

• A vehicle that moves on water – pretend to row a boat.

• A vehicle that moves in air – spread arms like wings.

Objectives

• Critical thinking

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108

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Say the names of vehicles in random order: train, yacht, hot air balloon, helicopter, bus, boat and so on.

Travel Match Match the vehicles with where they move.

Practice

sky

3. Travel Match: Ask children to open page 119 of the General Awareness book. Guide them to identify the vehicles and circle the ones in the wrong place. Then, ask children to open page 120 and match the vehicles with the places where they move.

road

water

tracks Objectives

• Matching

• Observation

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FOUNDATIONAL LITERACY LO: Children will complete CVC words and identify rhyming words.

Resources: Literacy Skillbook, pages 107–108; letter flashcards (from Skillbook)

Introduction 1. Recap: Revise CVC words. Write a few on the board (e.g., red, den, get, etc.). Call children to read aloud, then let the class repeat. Guide blending: /r/ /e/ /d/ – red.

Building Words Listen to your teacher. Build words using your flash cards by placing them on the coloured boxes below.

e

2. Making CVC Words: Write the middle letter e and ending letter on the board with the first letter missing. Call children one by one to place a flashcard in the blank to complete a word (e.g., __ e d → red). If they choose incorrectly (e.g., ced), guide by asking: Is that a real word? Can we think of another?

3. Explaining Rhyming Words: Write peg, leg, beg on the board. Ask: What do you notice about these words? Then explain: These words have the same middle and ending sound – /eg/. Give other rhyming examples: bed, red, fed.

Pro Tip

Say three words like net, pet, get. Ask children to find the two rhyming words.

d e

e

n t

Objectives • Recognition of letter sound • Blending of letter sounds and reading • Understanding word families

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Words that Rhyme Say the name of each picture. Match the rhyming words.

Practice 4. Solving Exercises: Ask children to open page 107 of the Skillbook. Guide them to use flashcards to complete words. Then open page 108 and match rhyming words with the pictures.

Objectives • Matching • Association • Recognition of letter sound • Blending of letter sounds and reading • Understanding rhyming of words

108

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Refer to page 107 of the Skillbook and write the first letters to complete the words.

109

FOUNDATIONAL NUMERACY LO: Children will identify number symbols from 21 to 50.

Resources: Numeracy Workbook, pages 61–63; chalk; crayon

Introduction

Numbers 21 to 30 Trace and write the numbers from 21 to 30.

1. Symbols from 21 to 50: Call children one by one. Give them a number between 21 and 50. Let them write the number on the board using a chalk. Ensure everyone gets a turn. Give different numbers to each child.

27

21 25 30 19

2. Numbers from 21 to 50: Ask children to open page 61 of the Workbook. Ask children to trace only the numbers given on the page. Then, call out a few numbers from the page and ask

20

14

Objectives

61

Maths Workbook LKG.indd 61

Numbers 31 to 40

Numbers 41 to 50

Listen and colour the numbers called out.

13

Trace and write the numbers from 41 to 50.

49 50 40

35

43

30

44

38

Objectives

Maths Workbook LKG.indd 62

DIY LO: Children will make a paper boat and a paper plane.

Resources: Origami paper (2 per child)

1. Warm-Up: Say: Today we will make a paper boat and a paper plane. Ask: Where does a plane move? Where does a boat move? Listen to all responses and say: A plane moves in the sky and a boat moves in the water.

31

Objectives

• Identification of number • Counting • Fine motor skills

• Identification of number • Counting • Fine motor skills

62

2. Paper Craft: First demonstrate and guide children to make a paper boat. Then, guide them to make a paper plane. Follow the steps shown in the picture. Then let children play with their paper boat and plane.

16

36

40

39

Listen and colour the numbers called out.

46

27

37

Refer to pages 61–63 of the Workbook.

Write the numbers in the empty boxes.

07/10/24 1:16 PM

63

07/10/24 1:16 PM

Maths Workbook LKG.indd 63

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-

Trace and write the numbers from 31 to 40.

-

• Identification of number • Counting • Fine motor skills

33

110

23

29

Practice

children to colour them. Repeat the same for pages 62 and 63.

Listen and colour the numbers called out.

WEEK

DAY 173

35

Domain

Topic of the Day

Book & Page

Circle Time

What Will I Use?

General Awareness

Vehicles: Sticker Activity

General Awareness, page 121

Foundational Literacy

Short /e/ Sound

Literacy Workbook, page 68

Foundational Numeracy Numbers 51 to 60

Numeracy Skillbook, page 96

DIY

Rhymes and Stories, page 72

Rhyme: The Postman

CIRCLE TIME LO: Children will identify situations and name useful objects.

1. Warm-Up: Say: We use different things to do different jobs. Let’s see what we use in some situations!

Ask: What do you use to eat? What do you use when it rains?

Listen to responses and explain: We use a plate, spoon, and fork to eat, and an umbrella or raincoat when it rains.

2. Situation Talk: Give children simple situations and ask them to answer with the object: • It’s raining → Umbrella / Raincoat

• I want to eat lunch → Spoon / Tiffin • I want to write → Pencil

• I want to drink water → Glass / Bottle • The room is dark → Torch / Lamp

Pro Tip

Ask children to act out or show the object they would use in each situation.

GENERAL AWARENESS LO: Children will identify vehicles and place them where they move.

Resources: General Awareness, page 121; sticker sheet – (from General Awareness book)

Introduction 1. Recap: Discuss the four types of transport and ask children to name a vehicle for each: • Road Transport: Car, bus, scooter, cycle – move on roads

111

• Rail Transport: Train – runs on tracks

• Water Transport: Boat, ship – move on rivers or in the sea

Paste the pictures of vehicles at the correct place. (Use the sticker sheet.)

• Air Transport: Aeroplane, helicopter, hot air balloon – fly in the air.

Practice 2. Sticker Activity: Ask children to open page 121 of the book. Guide them to identify vehicles from the sticker sheet and paste them in the correct place, based on where they move.

Objectives

• Association

• Observation

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FOUNDATIONAL LITERACY LO: Children will write CVC words with the short /e/ sound.

Resources: Literacy Workbook, page 68

Introduction 1. Forming CVC Words: Write a word with the middle letter ‘e’ missing, e.g. p__n.

Short /e/ Sound Say the names of the pictures. Fill in the missing letters to complete the words.

Call children one by one to fill in the blank with ‘e’ and read the word aloud. Give each child a different word.

b d

r d

w d

k g

l g

p g

Practice 2. Short /e/ Sound: Ask children to open page 68 of the Workbook.

Guide them to fill in the blanks with ‘e’ and read each word aloud by blending the letter sounds, e.g., /b/ /e/ /d/ – bed.

Repeat each word 2–3 times for reinforcement.

d n

h n

m n

p n

j t

m t

n t

p t

Objectives

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

68

English LKG WB.indd 68

FOUNDATIONAL NUMERACY LO: Children will count and write numbers from 51 to 60.

Resources: Numeracy Skillbook, page 96; ice cream sticks (6 bundles of 10 and loose sticks)

Introduction 1. Counting 51 to 60: Count bundles of 10 ice cream sticks to show numbers 10, 20, 30, 40, and 50.

Add one stick at a time to reach 51 and continue counting up to 60.

112

07/10/24 12:41 PM

2. Identifying Symbols: Write numbers 51 to 60 on the board. Say each number aloud and ask children to repeat. Guide children to trace each number in the air using their index fingers.

Numbers 51 to 60 Read, count and trace.

2 3 4 5 6 7

Practice 3. Numbers 51 to 60: Ask children to open page 96 of the Skillbook.

Guide them to trace and write numbers 51–60 in the first two columns.

6 Write numbers from 51 to 60 in the third column of page 96.

9

96

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DIY LO: Children will learn about a postman and recite the rhyme The Postman.

Resources: Rhymes and Stories, page 72

1. Warm-Up: Say: A postman is a community helper who brings letters and messages to our homes.

The Postman

Ask: Have you seen a postman? Listen to responses.

Show the picture on page 72 and explain that the postman is delivering a letter to a girl.

2. Rhyme Time: Recite The Postman with actions and expressions.

Here comes the postman, With a bag on his back.

He’s walking up the path, With a tap-tap-tap.

Ask children to recite along. Repeat 3–4 times for reinforcement.

I wonder what he’s got, Let’s take a peek, A letter for Meetu.

And one for me! Yippee!

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113

WEEK

DAY 174

35

Domain

Topic of the Day

Book & Page

Circle Time

Number Matching Fun

General Awareness

Traffic Lights

General Awareness, page 122

Foundational Literacy

Reading CVC Words

Literacy Workbook, pages 69–70

Foundational Numeracy Numbers 61 to 70

Numeracy Skillbook, page 97

DIY

Rhymes and Stories, page 72

Rhyme: The Postman

CIRCLE TIME LO: Children will count and match numbers 1 to 10 with symbols.

Resources: 1 to 10 flashcards (from Skillbook); chalk

1. Setting Up: Place the number cards face down on a table.

Draw groups of dots (1 to 10) on the board or on the floor using chalk.

2. Matching Numbers: Call children one by one to pick a number card. Ask them to match it to the group of dots with the same number. Help count the dots and give positive feedback: Yes! 7 dots for number 7. Well done! or gently guide if incorrect.

Pro Tip

You can also reverse the game by first counting a set of dots, then finding the correct number.

GENERAL AWARENESS LO: Children will identify traffic signals and recite a traffic signal poem.

Resources: General Awareness, page 122; red, yellow and green coloured chalks; sticker sheet – (from General Awareness book)

Introduction 1. Warm-Up: Say: Traffic lights help cars and people stay safe on the road. They tell us when to stop and go.

Ask: Have you seen traffic lights? What colours do you see?

114

2. Signal Colours: Draw 3 circles on the board with chalk: Red – STOP

Traffic Lights

Yellow – GET READY

Sing the poem. Paste stickers of the correct traffic lights.

(Use the sticker sheet.)

Green – GO

Red light, red light, What do you say?

I say stop, Stop right away.

Yellow light, yellow light, What do you mean?

I say wait, Till the light turns green.

Green light, green light What do you say?

I say go, Go right away.

Ask children to repeat: Red – Stop! Yellow – Get Ready! Green – Go!

Practice 3. Rhyme Time: Recite the traffic signal poem from page 122 of the General Awareness book, with actions. Ask children to recite along. Repeat 3–4 times for practice.

4. Sticking Traffic Lights: Ask children to open page 122 and paste coloured stickers on the traffic light signals.

Always stop, look and then cross the road.

Objectives

• Safety awareness

• Language development

• Colour recognition

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FOUNDATIONAL LITERACY LO: Children will identify CVC words using pictures.

Resources: Literacy Workbook, pages 69–70; Letter flashcards – (from Skillbook)

Introduction

Match each picture with the correct word.

1. Reading CVC Words: Write a few CVC words with short /e/ sound on the board, e.g. /b/ /e/ /d/ – bed. Ask children to read them aloud by blending the letter sounds. Repeat with other short /e/ CVC words.

red

2. Making CVC Words: Give flashcards to children. Call out short /e/ CVC words one by one. Guide children to form the words using the flashcards. Check and correct gently, writing the word on the board if needed.

wet

pen

hen

keg jet

Objectives

Practice

• Blending and Reading • Association of the pictures with the letter sound • Fine motor skills • Matching

69

English LKG WB.indd 69

3. Writing CVC Words: Ask children to open page 69 of the Workbook and help children match pictures with the correct CVC words.

On page 70, guide children to write the correct CVC words under the pictures.

07/10/24 12:41 PM

See the pictures and write the correct words.

ten pet wed den bed peg net leg men

Objectives

• Blending and Reading • Fine motor skills

• Association of the pictures with the letter sound

70

FOUNDATIONAL NUMERACY

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LO: Children will count and write numbers 61 to 70.

Resources: Numeracy Skillbook, page 97; ice cream sticks (7 bundles of 10 and loose sticks)

115

Introduction 1. Counting 61 to 70: Show bundles of 10 ice cream sticks to explain tens (10, 20, … 60).

Add 1 stick at a time to count from 61 to 70. Say: 61 is one more than 60.

Repeat aloud.

2. Identifying Symbols: Write numbers 61–70 on the board. Say each number aloud; children repeat. Guide children to trace the numbers slowly in the air with their fingers.

Practice 3. Numbers 61 to 70: Ask children to open page 97 of the Skillbook. Guide them to trace numbers and write them in the first two columns.

Numbers 61 to 70 Read, count and trace.

6 6 2 6 3 6 4 6 6 6 6 7 6 6 9 7 97

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Complete writing numbers 61–70 in the third column on page 97 of the Skillbook.

DIY LO: Children will recite the rhyme The Postman and make an envelope.

Resources: Rhymes and Stories, page 72; origami paper (per child); an envelope with a stamp (if possible) 1. Rhyme Time: Recite the rhyme The Postman with actions and expressions. Encourage children to sing along. Repeat 3–4 times for reinforcement.

The Postman

2. Making an Envelope: Show a real envelope with a stamp. Explain: A postman delivers letters to our houses in envelopes with stamps.

Give each child an origami paper. Demonstrate and guide them to make an envelope, following the instructions shown in the picture.

Here comes the postman, With a bag on his back.

He’s walking up the path, With a tap-tap-tap.

Encourage children to decorate their envelope or stick a stamp if they have one.

I wonder what he’s got, Let’s take a peek, A letter for Meetu.

And one for me! Yippee!

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WEEK

DAY 175

35

CATCH UP CARNIVAL Domain

General Awareness

Learning Outcome

Children will identify traffic signals and understand their meaning.

Resources

A bag with red, green and yellow objects in it; picture of a traffic signal

Suggested Method

Begin by revising the three traffic light colours: red, yellow, and green. Call children one by one to pick an object from the bag. Ask them to say what colour it is and what it means in a traffic signal. Example: Red means STOP. Cheer for each child and give them a smiley. Ensure every child gets a turn.

Support for Struggling Learners

Gather them together and show a picture of the traffic signal or draw one on the board using colourful chalks. Explain each colour and its relevance: • Red – Stop • Yellow – Go Slow • Green – Go Play a fun movement game: • Say Red → children stand still • Say Yellow → children walk slowly on the spot • Say Green → children walk fast on the spot

Domain

Foundational Literacy

Learning Outcome

Children will read CVC words with the short /e/ sound.

Resources

Letter Flashcards – (from Skillbook)

Suggested Method

Begin by revising a few previously learned CVC words with short sound. Help children read them aloud. Example: /p/ /e/ /t/ → pet.

Call children one by one and give them letter flashcards. Say aloud a word with short /e/ sound and ask children to form it using flashcards. Clap for each child and give them a smiley. Ensure every child gets a turn.

Support for Struggling Learners

Gather the learners together and introduce the /e/ sound of letter E. Help children blend letters with short /e/ sound, example: /e/ /t/ → et Then guide them to read words ending with /et/ sound, example: /n/ /e/ /t/ → net.

Repeat with other short /e/ word families for reinforcement.

Domain

Foundational Numeracy

Learning Outcome

Children will identify and write numbers from 11 to 50.

Resources

Chalk

Suggested Method

Call children one by one and give each a number between 11 and 50. Ask them to write the number on the board. Clap for each child and give them a smiley. Ensure every child gets a turn.

Support for Struggling Learners

Gather struggling learners together. Write numbers 11 to 20 on the board and count aloud with the children. Ask them to repeat after you. Guide children to trace the numbers in the air with their index fingers. Repeat the same process for numbers 21–30, 31–40, and 41–50 in groups of 10 for better understanding.

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WEEK

DAY 176

36

Domain

Topic of the Day

Book & Page

Circle Time

Saying Something Nice About Friends

General Awareness

Road Signs

General Awareness, page 123

Foundational Literacy

Identifying CVC Words

Literacy Workbook, page 71

Foundational Numeracy Numbers 71 to 80

Numeracy Skillbook, 98

DIY

Art and Craft, page 43

Find the Tiger

CIRCLE TIME LO: Children will express kind thoughts and appreciate their friends.

Resources: A soft toy or a ball

1. Warm-Up Talk: Say: Today, we are going to talk about our friends. Friends play with us, help us, and make us feel happy.

Ask: What do you like about your friend?

2. Sharing Time: Pass a soft toy or ball around the circle. When a child holds it, they say one kind thing about a friend.

For example: I like my friend because she shares toys.

Help children with simple prompts if needed: • He plays with me.

• She helps me pack my bag.

• He makes me laugh.

Ensure everyone gets a chance to share. Say: When we say kind things, we make our friends feel happy.

Let’s remember to use kind words with each other every day.

GENERAL AWARENESS LO: Children will identify road signs and understand their meanings.

Resources: General Awareness, page 123

Introduction 1. Warm-Up: Say: Today, we will learn about road signs. Road signs are special signs we see on roads. They tell drivers and people what to do to stay safe. They guide drivers and pedestrians to stay safe—telling us when to stop, walk, or avoid parking.

118

Practice 2. Road Signs: Ask children to open page 123 of the General Awareness book. Point to the road signs one by one and describe them to children: Road Signs • Stop – Tells vehicles to stop right away.

Look at these road signs. Tick () the signs you have seen.

• No Parking – Tells drivers not to park their vehicles in that place.

• School Ahead – Shows there is a school nearby. Drivers must drive slowly.

Stop

No Parking

School Ahead

Pedestrian Crossing

No Entry

Hump or Rough road

• P

edestrian Crossing – This is a place for people to walk across the road safely.

• No Entry – Vehicles are not allowed to enter that road.

• H

ump Road – The road goes up and down like a small hill. Vehicles must go slow.

Then, ask children to tick the signs that they have seen.

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Pro Tip

Ask children to observe different road signs on their way home from school.

FOUNDATIONAL LITERACY LO: Children will identify CVC words using pictures.

Resources: Literacy Workbook, page 71

Introduction 1. Writing CVC Words: Call children one by one. Say aloud a CVC word with short vowel sound (/a/, /e/, /i/, /o/, /u/). Guide children to write the CVC word on the board. Ensure everyone gets a turn and write a different word each time.

Say the names of each picture. Circle the correct word.

hat pen bat

cat fat pan

tag den cap

mat cat hat

nap sad jet

wet tap bag

Practice 2. Identifying Pictures: Ask children to open page 71 of the Workbook.

Guide them to identify the pictures and circle the correct CVC word.

Objectives

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

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FOUNDATIONAL NUMERACY LO: Children will count and write numbers 71 to 80.

Resources: Numeracy Skillbook, page 98; ice cream sticks (8 bundles of 10 and loose sticks)

119

Introduction 1. Counting 71 to 80: Count and show a bundle of 10 ice cream sticks and say: We have 10 sticks. Then, count and show one more bundle of 10 ice cream sticks and say: Now we have 20. Keep counting and showing until 70. Then add one more stick and say: Now we have 71! One more than 70.

Numbers 71 to 80 Count by adding one stick at a time, counting aloud up to 80 – showing 8 bundles of 10.

7 7 2 2. Writing 71 to 80: Write numbers 71 to 80 clearly on the board. Say each 7 3 number aloud and ask children to repeat. Guide children to trace each 7 4 number slowly in the air using their index fingers.

7 7 6 7 7 Practice 7 7 9 3. Numbers 71 to 80: Ask children to open page 98 of the Skillbook. Guide them to trace the numbers and write the numbers only in the first two columns.

Read, count and trace.

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Refer to page 98 of the Skillbook. Write numbers from 71 to 80 in the third column.

DIY LO: Children will colour a picture to complete a tiger.

Resources: Art and Craft, page 43

1. Warm-Up Talk: Ask children to open page 43 of the Art and Craft book. Ask: What animal do you see? Let children share their responses. Then, say: This is a tiger. It is yellow with brown stripes.

Today, we will complete the picture by colouring it.

Find the Tiger

2. Find the Tiger: Ask children to colour the grass green and the tiger yellow using crayons to complete the picture on page 43 of the Art and Craft book.

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120

Theme: Animals

Colour the grass green and the tiger yellow to complete the picture.

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WEEK

DAY 177

36

Domain

Topic of the Day

Book & Page

Circle Time

What I Like about School

General Awareness

Keep in Touch

General Awareness, page 124

Foundational Literacy

Read Aloud

Literacy Skillbook, page 109

Foundational Numeracy Numbers 81 to 90

Numeracy Skillbook, page 99

DIY

Rhymes and Stories, page 73

Rhyme: An Elephant goes Like This, Like That

CIRCLE TIME LO: Children will express what they enjoy most about school.

Resources: a soft toy or a ball

1. Warm-Up Talk: Say: School is a special place where we learn, play, and make friends. Today, we will share what we like most about school.

Give examples to help them think: • Do you like playing outside?

• Do you like drawing, singing, or reading stories?

• Do you like being with your friends or teachers?

2. Sharing Time: Pass a soft toy or ball around. Each child holds it and says one thing they like best about school. Provide simple prompts if children need help expressing their thoughts: • I like story time.

• I like playing with my friends.

• I like learning new songs.

• I like when we go outside.

GENERAL AWARENESS LO: Children will recognise and name common household items.

Resources: General Awareness, page 124

Introduction 1. Warm-Up Talk: Say: There are many things we use at home every day. Today, we will talk about some of them. These things help us talk, read, learn, or work. Ask children to share one common gadget that they see at home.

121

2. Guess the Item: Describe an item and let children guess. Say: • I use this to read news in the morning. What is it? (Newspaper)

• I press buttons to call someone. What is it? (Telephone/ Mobile) • My parents use it for typing while working. What is it? (Laptop)

Practice

Keep in Touch Tick () the things you see at your home.

3. Keep in Touch: Ask children to open page 124 of the General Awareness book. Point to the pictures and describe them one by one: • Laptop – Used for work, classes, or video calls.

newspaper

mobile

• Newspaper – Used for reading news or looking at pictures.

• Computer – Big screen with keyboard, like a laptop.

computer laptop

• Tablet – A touch screen device used to play or learn.

• Telephone / Mobile – Used to talk to someone who is far away.

Finally, ask children to tick the things that they see in their house.

tablet

telephone

Objectives

• Identify gadgets we use at home

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Pro Tip

You can also enact and show how these gadgets are used and ask children to copy.

FOUNDATIONAL LITERACY LO: Children will read aloud simple sentences with CVC words.

Resources: Literacy Skillbook, page 109

Introduction 1. Picture Talk: Ask children to open page 109 of the Skillbook. Help them identify the pictures one by one and say aloud their names.

2. Reading CVC Words: Write down all the CVC words from page 109 of the Skillbook on the board (hen, bed, pen, peg). Read aloud the words one by one by blending the letter sounds (e.g. /b/ /e/ /d/ - bed) and ask children to repeat after you. Read each word 3–4 times.

3. Sight Words: Write down the sight word from page 109 of Skillbook (has) on the board. Read the sight word aloud one by one and let children repeat after you. Read the word 3–4 times.

Read Aloud

1. The hen is on the bed.

2. The pen and the peg.

3. Ben is in the jet.

Practice 4. Read Aloud: Ask children to open page 109 of Skillbook. Read each sentence slowly and clearly, one by one, and let children repeat after you.

Guide them to point under each word with their fingers, as they read.

Then, call children one by one and let them read a sentence individually.

4. Ned has a pet.

5. Ted has a pen.

SIGHT WORDS

has Objectives • Blending of letter sounds • Reading sentences • Reading sight words

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Read the sentences from page 109 of Skillbook. Underline all the sight word (has) as you read.

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FOUNDATIONAL NUMERACY LO: Children will count and write numbers 81 to 90.

Resources: Numeracy Skillbook, page 99; ice cream sticks (9 bundles of 10 and loose sticks)

Introduction 1. Counting 81 to 90: Count and show a bundle of 10 ice cream sticks and say: We have 10 sticks. Then, count and show one more bundle of 10 ice cream sticks and say: Now we have 20. Keep counting and showing until 80. Then add one more stick and say: Now we have 81! One more than 80.

Continue adding one stick at a time and count aloud up to 90. Showing 9 Numbers 81 to 90 bundles of 10.

2. Writing 81 to 90: Write numbers 81 to 90 clearly on the board. Say each number aloud and ask children to repeat. Guide children to trace each number slowly in the air using their index fingers.

Read, count and trace.

2 3 4

Practice

6 7

3. Numbers 81 to 90: Ask children to open page 99 of Skillbook. Guide them to trace the numbers and write the numbers only in the first two columns.

9 99

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Refer to page 99 of the Skillbook. Write numbers from 81 to 90 in the third column.

DIY LO: Children will recite the rhyme An Elephant Goes Like This, Like That with actions and expression.

Resources: Rhymes and Stories, page 73

1. Warm-Up Actions: Say: Today we will recite a rhyme about an elephant. Let us do some elephant actions. Guide children to do the following actions:

An Elephant Goes Like This, Like That

• Stomp your feet like an elephant.

• Move your hand up and down like the trunk of an elephant.

• Flap your hands near your head like the ears of an elephant.

Ask children to refer to page 73 of the Rhymes and Stories book and discuss how an elephant looks.

2. Rhyme Time: Recite the rhyme An Elephant goes Like This, Like That with actions and expressions and ask children to recite along.

Repeat 3–4 times.

An elephant goes like this and that.

He is terribly big and he is terribly fat!

He has no fingers, and he has no toes.

But goodness gracious, what a long nose!

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123

WEEK

DAY 178

36

Domain

Topic of the Day

Book & Page

Circle Time

Making a Friendship Card

General Awareness

Machines Around Me

General Awareness, page 125

Foundational Literacy

My Sight Words Wall

Literacy Skillbook, page 110

Foundational Numeracy Numbers 91 to 100

Numeracy Skillbook, page 100

DIY

Rhymes and Stories, page 74

The Counting Rhyme

CIRCLE TIME LO: Children will make and exchange a friendship card.

Resources: A folded paper, like a card (per child); crayons; pencils 1. Warm-Up: Say: Friends are special. They play with us, help us, and make us happy.

Ask: What do you like about your friend? (Guide children to share short answers.)

Say: Today, we will make a card to show our friend we care.

2. Making a Card: Provide each child with a folded sheet and colouring materials.

Guide them to: • Draw a small heart, flower, or smiley face.

• Write or copy a short message like You are my friend or Thank you.

• Colour and decorate their card neatly.

Pro Tip

Pair children to exchange cards so everyone receives one. If there’s an odd number, form a group of three so everyone receives a card.

GENERAL AWARENESS LO: Children will recognise and name household machines.

Resources: General Awareness, page 125

Introduction 1. Warm-Up Discussion: Ask: What machines do you see at home? Let children share their answers.

124

2. Common Machines: Say: Machines help us do work easily. We use some machines every day at home.

Show or describe the pictures from page 125 and name each: • Washing Machine – Washes clothes

• Fridge – Keeps food and milk cold and fresh • Mixer Grinder – Mixes or grinds food items • Fan – Keeps us cool when it’s hot

• Television – Used for watching shows and cartoons.

Machines Around Me

3. Guess the Machine: Describe a machine and let children guess:

Say the names of these machines. Tick () the ones you have seen in your house.

• It makes our clothes clean… What is it? (Washing machine) • It keeps food and water cold… What is it? (Fridge)

washing machine

fridge

mixer grinder

fan

oven

heater

iron

air conditioner

• It moves air in the room… What is it? (Fan)

Practice 4. Machines Around Me: Ask children to open page 125 of the General Awareness book. Guide them to tick the machines they have seen at home.

television Objectives

• Visual discrimination

• Observation

• Identify common machines

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FOUNDATIONAL LITERACY LO: Children will read and recognise common sight words.

Resources: Literacy Skillbook, page 110; sight words flashcard – (from Skillbook)

Introduction 1. Sight Words: Write the sight words from page 110 on the board. Point and read each word aloud, and ask children to repeat. Repeat 4–5 times to help them remember.

My Sight Words Wall

2. Spot the Sight Words: Distribute sight word flashcards. Call out a word and ask children to hold up the correct card. Support children who need help identifying the correct card.

Practice 3. My Sight Words Wall: Ask children to open page 110 of the Skillbook.

Say a few sight words aloud and guide them to underline or circle those words. Check and help as needed.

a

on

in

I

the

is

it

has

an

and

have can

are

was

am

with

to

my

see

he

she

saw

do

go

Objectives • Blending of letter sounds • Reading sight words

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FOUNDATIONAL NUMERACY LO: Children will count and write numbers 91 to 100.

Resources: Numeracy Skillbook, page 100; ice cream sticks (10 bundles of 10 and loose sticks)

125

Introduction 1. Counting 91 to 100: Count and show a bundle of 10 ice cream sticks and say: We have 10 sticks. Continue adding bundles of 10 until you reach 90.

Then add one more stick and say: Now we have 91! One more than 90.

Continue counting aloud up to 100, showing 10 bundles of 10.

Numbers 91 to 100 Read, count and trace.

9 9 2 9 3 9 4 9 9 6 9 7 9 9 9

2. Writing 91 to 100: Write numbers 91 to 100 clearly on the board. Say each number aloud and ask children to repeat. Guide children to trace each number in the air using their index fingers.

Practice 3. Numbers 91 to 100: Ask children to open page 100 of the Skillbook. Guide them to trace and write the numbers in the first column.

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Refer to page 100 of the Skillbook and write numbers from 91 to 100 in the second column.

DIY LO: Children will recite The Counting Rhyme with actions and expressions.

Resources: Rhymes and Stories, page 74; number flashcards 1 to 20 (from Skillbook) 1. Warm-Up Activity: Lay the number flashcards in a row, in jumbled order. Call out a number between 1 and 20 and let each child find the correct flashcard. Ensure everyone gets a turn with a different number.

2. Rhyme Time: Recite the rhyme The Counting Rhyme with actions and expressions and ask children to join in. Repeat 3–4 times with actions.

The Counting Rhyme 1, 2, 3, 4, 5, Into the pool I dive, 6, 7, 8, 9, 10, I swim to the end and back again.

11, 12, 13, 14, 15 After my swim I’m nice and clean, 16, 17, 18, 19, 20 I drink from my bottle. Oh! it’s empty.

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126

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WEEK

DAY 179

36

Domain

Topic of the Day

Book & Page

Circle Time

Making a Card for Teacher

General Awareness

Sticker Activity

General Awareness, page 126

Foundational Literacy

Read Aloud

Literacy Skillbook, page 111

Foundational Numeracy Numbers 1 to 100

Numeracy Workbook, pages 64–66

DIY

Rhymes and Stories, page 74

Rhyme: The Counting Rhyme

CIRCLE TIME LO: Children will create a handmade card to show love and respect for their teacher.

Resources: Paper folded like a card (per child); crayons; pencil

1. Warm-Up: Say: Teachers help us learn, play, and grow. Today, we will make a card to thank our teachers!

Ask: What do you love about your teacher? (Guide children to share simple responses like: She helps me / She reads stories) 2. Card Making: Give each child a folded sheet and crayons or colour pencils.

Guide them to: • Draw a flower, star, or smiley face

• W rite or copy a simple message: Thank you, Teacher! or I love my Teacher! (help if needed) • Decorate with colours and patterns

Say: Give your card to your teacher with a big smile to show you care.

GENERAL AWARENESS LO: Children will recognise common household machines and their uses.

Resources: General Awareness, page 126; sticker sheet (from General Awareness book)

Introduction 1. Uses of Machines: Say: Machines help us do work faster and easier. We use some machines every day at home.

127

Introduce each machine with a simple explanation: • Mixer – Used to mix and grind food items like chutney or juice.

• Washing Machine – Cleans dirty clothes • Iron – Makes clothes neat and smooth • Fan – Moves air to keep us cool • Television – Used to watch cartoons, songs, and shows.

What do you use to do these activities. Paste pictures.

(Use the sticker sheet.)

• Oven – Used for baking or heating food

Pro Tip

to make coriander chutney

to wash clothes

to bake a cake

to iron clothes

Mention the uses of machines and let children guess their names.

Practice 2. Sticker Activity: Ask children to open page 126 of the General Awareness book. Guide them to identify the machines for the given activities and paste the correct stickers.

Objectives

• Logical reasoning

• Observation

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FOUNDATIONAL LITERACY LO: Children will read simple sentences aloud using CVC words.

Resources: Literacy Skillbook, page 111

Introduction 1. Picture Talk: Ask children to open page 111 of the Skillbook. Help them identify each picture and say its name aloud.

2. Reading CVC Words: Write the CVC words from page 111 on the board (Zac, pen, red, Ned, dog, wet, Pat, cat, vet). Blend the sounds of each word aloud (e.g., /p/ /e/ /n/ – pen) and ask children to repeat. Read each word 3–4 times.

3. Sight Words: Write the sight words from page 111 on the board. Read each sight word aloud and ask children to repeat it 3–4 times.

Practice 4. Read Aloud: Ask children to open page 111 of the Skillbook. Read each sentence slowly and clearly. Ask children to repeat each sentence and point under each word with their finger. Call children one by one to read a sentence individually.

128

Read Aloud

1. I am Zac. I have a pen.

My pen is red.

2. He is Ned. Ned can see a dog.

The dog is wet.

3. She is Pat. Pat is my cat.

Pat and I go to a vet.

Objectives • Blending of letter sounds • Reading sentences • Reading sight words

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FOUNDATIONAL NUMERACY LO: Children will identify and write numbers 1 to 100.

Resources: Numeracy Workbook, pages 64–66; chalk

Introduction

Numbers 1 to 100

Write the numbers from 41 to 80.

Write the numbers from 1 to 40.

1. Writing Numbers: Call children one by one.

Assign each child a number between 1 and 100 to write on the board. Ensure everyone gets a turn with different numbers.

Practice Objectives

Objectives

• Identification of number • Counting • Fine motor skills

• Identification of number • Counting • Fine motor skills

64

65

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Maths Workbook LKG.indd 65

Write the numbers from 81 to 100.

07/10/24 1:16 PM

Listen and colour the numbers called out.

45 98 67

Complete writing numbers 50–100 on pages 65–66 of the Workbook.

37 22 19 7 73 Objectives

• Identification of number • Counting • Fine motor skills

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DIY LO: Children will count objects from 1 to 20 and recite The Counting Rhyme.

Resources: Rhymes and Stories, page 74; some countable objects (books, chalk, crayons, toys, etc.); a basket 1. Rhyme Time: Recite The Counting Rhyme with actions and expressions, and let children join in. Repeat 3–4 times.

2. Counting Time: Keep some objects for counting in a basket. Call children one by one. Assign each child a number between 1 and 20 and let them count that many objects from the basket. Ensure everyone gets a turn.

The Counting Rhyme 1, 2, 3, 4, 5, Into the pool I dive, 6, 7, 8, 9, 10, I swim to the end and back again.

11, 12, 13, 14, 15 After my swim I’m nice and clean, 16, 17, 18, 19, 20 I drink from my bottle. Oh! it’s empty.

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129

-

2. Numbers 1 to 100: Ask children to open pages 64–65 and write numbers from 1 to 50.

Call out selected numbers and ask children to colour them on page 66.

WEEK

DAY 180

36

CATCH UP CARNIVAL

130

Domain

General Awareness

Learning Outcome

Children will identify machines used in daily life.

Resources

General Awareness, page 125

Suggested Method

Say: We have learned about different machines this week that make our work easier.

Call children one by one and give them a riddle to solve.

Example riddles: • I help in washing clothes at home. Who am I? • I help in baking yummy cakes. Who am I? Cheer for each child and give them a smiley. Ensure everyone gets a turn.

Support for Struggling Learners

Gather the learners together. Show them pictures of different machines from page 125 of the General Awareness book and mention their uses.

Example: This is a washing machine. It is used for washing clothes.

Domain

Foundational Literacy

Learning Outcome

Children will read aloud sentences with short /e/ CVC words.

Resources

Literacy Skillbook, page 109

Suggested Method

Refer to page 109 of the Skillbook and revise all the sight words and CVC words on the page.Write the words on the board and read them aloud. Ask children to repeat.

Then, call children one by one and let each child read one sentence from the page.

Cheer for every child and give them a smiley. Ensure everyone gets a turn.

Support for Struggling Learners

Gather the learners together. Refer to page 109 of the Skillbook and introduce the CVC and sight words again. Write the words on the board and read them aloud. Ask children to repeat after you. Read the sentences slowly and let children read along, pointing to each word.

Domain

Foundational Numeracy

Learning Outcome

Children identify numbers up to 100.

Resources

Chalk

Suggested Method

Call children one by one and give them a number between 51 and 100. Let them write the number on the board. Clap for each child and give a smiley. Ensure everyone gets a turn.

Support for Struggling Learners

Gather the learners together. Write numbers 51 to 60 on the board, count aloud, and ask children to repeat. Guide them to trace the numbers in the air with their index fingers. Repeat with each set of ten up to 100.

130

About the Book The early years shape a child’s cognitive, social, and emotional growth. The DAWN Curriculum, aligned with NEP 2020 and NCF-FS 2022, integrates the Panchakosha framework to nurture well-rounded development—physical, emotional, intellectual, social, and moral.

This manual ensures progressive, engaging, and hands-on learning through a structured teaching model, and provides special days dedicated for reinforcement and enrichment activities.

Equipped with helpful alerts, pro-tips, and best practices, this manual makes teaching seamless, interactive, and impactful. With play-based activities and multisensory techniques, teachers can confidently create a stimulating, joyful, and inclusive classroom.

DAWN

Level B

Bright Beginnings, Brighter Futures

Teacher Manual

Part-4

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

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

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

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

• Dynamic Circle Time: Engaging discussions, mindfulness, and movement-based activities.

• Multisensory & Play-Based Approach: Enhancing retention through interactive learning.

• Error Alerts & Pro-Tips: Practical guidance for smooth and effective teaching.

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

hello@uolo.com

ISBN 978-81-985727-7-6

Singapore

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18/07/25 2:14 PM