TM_LC_UKG_TEXT_Part-3

DAWN

Bright Beginnings, Brighter Futures

Teacher Manual

Part-3

Teacher Manual DAWN

Level C

Acknowledgements

Academic Authors: Sneha Sharma, Anuj Gupta, Sayani Sarkar, Chandni Bhargava

Creative Director: Bhavna Tripathi

Book Production: Vishesh Agarwal, Amisha Gupta

VP, Learning: Abhishek Bhatnagar

All products and brand names used in this book are trademarks, registered trademarks or trade names of their respective owners.

© Uolo EdTech Private Limited

First impression 2025

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

Book Title: Dawn Teacher Manual Level C Part-III

ISBN: 978-81-985727-8-3

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.

TFOREWORD

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

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

A Curriculum Rooted in the Panchakosha Framework

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

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

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

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

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

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

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

Empowering Teachers for Meaningful Learning

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

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

key Features

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

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

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

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

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

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

2. Holistic Learning: The Panchakosha Framework in Action

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

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

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

3. Engaging Learning Approach: A Structured and Interactive Experience

•

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

• Step-by-Step Lesson Guidance – Clear, concise, and easy-to-follow lesson plans provide teachers with structured guidance, ensuring confident, organised, and effective lesson delivery.

• Multisensory Learning Approach – Lessons are designed to stimulate multiple senses, incorporating visual, auditory, and kinesthetic activities. This approach enhances retention, strengthens comprehension, and makes learning more dynamic and interactive.

• Progressive & Play-Based Activities – Carefully curated play-based learning experiences align with children's developmental needs, ensuring a smooth transition from concrete exploration to pictorial representation and symbolic understanding. This gradual progression builds confidence and deepens understanding.

4. Teacher Support & Best Practices: Equipping Educators for Success

• Pro Tips for Teachers – Expert-backed teaching strategies and classroom management tips help educators enhance student engagement, encourage participation, and maximise learning outcomes.

• Error Alerts for Caution – Carefully curated guidelines on common teaching pitfalls ensure that lessons are delivered smoothly and effectively, helping teachers avoid misconceptions and common errors or mistakes.

• Creative Homework Ideas – Engaging, hands-on, and age-appropriate homework activities encourage playful learning beyond the classroom, reinforcing key concepts in a fun and meaningful way.

Classroom Management Tips

1. Use Fun Attention Getters – Clap patterns, call-and-response chants, or simple signals like “1-2-3, eyes on me!” keep kids engaged.

2. Use a Soft Signal for Attention – Instead of raising your voice, use a bell, a clapping pattern, or a simple phrase like "Hands on your head!"

3. Print-rich Environment – Use pictures and words to label materials in the classroom for creating a print-rich environment.

4. Create Clear Rules – Keep the rules simple and display them with pictures so kids can easily remember.

5. Use Positive Reinforcement – Notice good behavior and give compliments or badges often to encourage more of it. Praise good behaviour by saying "I love how quietly you are sitting!" instead of pointing out who isn’t.

6. Use Visual Schedules – A daily routine chart helps kids know what to expect and feel secure.

7. Make Transitions Exciting – Use songs or movement games to smoothly switch between activities.

8. Use Colour Cues for Noise Levels – Display a red sign for silent work, yellow for low talking, and green for discussion time.

9. Keep Instructions Short & Sweet – Young learners need clear, simple directions. Too many words can confuse them.

10. Use Movement Breaks – Brain breaks, stretching, or dancing help keep little bodies and minds active.

11. Have a Magic Word – A special word (like “popcorn”) can signal kids to listen or freeze.

12. Keep Supplies Organized – Label bins and shelves with pictures so kids can easily find and put away materials.

13. Use a Talking Object – Pass around a soft toy or ball; only the person holding it can talk.

14. Use Ice-cream Sticks – Write each student's name on an ice-cream stick, randomly pick one, and invite that child to answer.

15. Set Up a Turn-taking Chart – Write names in order so kids know when their turn is coming.

16. Mix Up Seating Arrangements – Change partner or group work setups to keep children engaged and encourage teamwork.

17. Have a "Mystery Motivator" – Randomly surprise children with a small reward for good behaviour (e.g., extra playtime).

18. End the Day on a Happy Note – Have a short "What did you learn today?" or "One thing that made you smile!" discussion before leaving.

WEEK 19

Domain

Circle Time

Topic of the Day

Storytime: The Little Seed

General Awareness What do Plants Need?

Foundational Literacy This is, That is and It is

Foundational Numeracy What Comes After

DIY An Ice–cream Star

CIRCLE TIME

DAY 91

Book & Page

General Awareness, page 68

Numeracy Skillbook, pages 43–44

Art and Craft, page 25

LO: Children will listen to a story and learn about the life cycle of a plant.

1. Story Telling: Say: Today, we will listen to a story about a little seed and how it grows into a plant! Narrate the story The Little Seed with expression and voice modulation. Repeat the story 2–3 times to help children remember it.

2. Discussion Time: Discuss the story by asking questions to children. Ask them questions like:

• What helped the seed grow? (Sunlight, Water, Soil)

• Have you seen a flower grow at home or outside?

• What happened to the little seed at the end?

Pro Tip

The Little Seed

Once a little seed fell into the soft earth. The sun smiled and gave it warmth. The rain fell and gave it a gentle drink. Slowly, the seed woke up and pushed through the soil. It grew leaves, then a flower, tall and bright. And the little seed became a beautiful plant!

You can also guide children through simple actions to show how a plant grows from a seed. For example: Curl up like a seed; wiggle fingers (roots growing); raise arms up (stem growing); stretch arms wide (leaves and flowers).

GENERAL AWARENESS

LO: Children will identify the basic needs of plants—sunlight, water, air, and soil.

Resources: General Awareness, page 68; a cup of water; a flashlight (or pretend sunlight); a small pot or a handful of soil

Introduction

1. Warm-Up: Say: Have you seen a plant or flower at home or outside? What do you think helps it grow? Encourage responses like air, water or sunlight.

2. What Helps Plants Grow: Show a small plant and explain what they need to grow:

• Water to drink (show a cup of water).

• Sunlight to stay warm and make food (show light coming from a torch).

• Air to breathe, just like us.

• Soil to hold them and give them nutrients (show them the soil in the pot).

Let children repeat the four words: water, sunlight, air and soil!

Practise

FOUNDATIONAL LITERACY

LO: Children will identify the use of ‘this’, ‘that’ and ‘it’ in simple sentences.

3. What Do Plants Need?: Ask children to open page 68 of the General Awareness book. Guide them to identify the objects and tick the ones that help a plant grow.

Resources: Common classroom objects (pencil, erasers, crayons, books, ball, etc.)

Introduction

1. This and That: Ask: When do we use ‘this’ and ‘that’ in a sentence? Listen to all responses and say: We use ‘this’ when we talk about something near us. Hold any object and say, for example: This is a piece of chalk. Then, say: We use ‘that’ when we talk about an object that is far from us. Point to an object (e.g. a chair) and say: That is a chair.

2. Explaining ‘It’: Hold up a common object (e.g., a pencil). Say clearly: It is a pencil. Repeat with other objects. Now, describe the object—hold up a red pencil, for instance. Say: It is red. Repeat with other objects like—hold a ball and say: It is big. / It is soft. Explain: We use ‘It is’ when we talk about something or describe it. We say ‘It’ instead of using the object’s name.

Practise

3. Fun Game: Explain that children will form sentences using ‘This is...’ , ‘That is...’ or ‘It is... Call children one by one to walk to an object and use the correct sentence. Guide them to say:

• If close: This is a _____.

• If far: That is a ______.

• Add ‘It is ___’. to describe the colour, size or texture of the objects.

FOUNDATIONAL NUMERACY

LO: Children will understand the concept of after and identify the number that comes after a given number.

Resources: Numeracy Skillbook, pages 43–44; classroom objects (pen, chalk, book, crayon, ball, etc.)

Introduction

1. Fun with Objects: Place four objects in a row, for example: pen – book – ball –crayon. Explain the concept of ‘after’ by pointing at the objects. For example, say: The book is after the pen. Then call children one by one and ask questions like: What is after the ball? / What is after the book?

2. Fun with Numbers: Write the numbers from 1 to 10 on the board. Say: 6 comes after 5. Explain: To find the number that comes after, we count forward from the given number. For example, after 6 comes 7. Then, call children one by one and ask questions like:

• What number comes after 4?

• What number comes after 8?

Practise

3. What Comes After: Ask children to open page 43 of the Skillbook. Explain the concept of after by showing the pictures and reading the sentences aloud from the page. Next, ask children to open page 44 of the Skillbook. First, guide them to draw the pictures that come after the given ones. Then, ask them to complete only the first two rows by writing the number that comes after. Remind children to count forward to find the number that comes after a given number.

Refer to page 44 of Skillbook. Solve the third row by filling in the numbers that come after the given numbers.

DIY

LO: Children will develop fine motor skills by making a star using ice cream sticks. Resources: Art and Craft, page 25; ice cream sticks (6 per child); glue

1. Warm-Up Discussion: Ask: When do we see stars in the sky? Listen to all responses and mention that stars look like tiny dots in the night sky. Say: Today we will make a star using ice cream sticks.

2. Ice-Cream Stick Star: Give the materials to the children. Follow the steps given on page 25 of the Art and Craft book and guide children to make a star using ice cream sticks. Then, help children paste the star in the space on page 25.

Domain

Circle Time

Topic of the Day

Yoga and Meditation

General Awareness Flowers

Book & Page

General Awareness, page 69

Foundational Literacy This is... That is… It is… Literacy Skillbook, pages 54–55

Foundational Numeracy What Comes After Numeracy Workbook, page 39

DIY Colourful Elephant Splash

CIRCLE TIME

Art and Craft, pages 26–27

LO: Children will practise a simple yoga pose and simple breathing exercises.

Resources: Soothing music (if possible)

1. Yoga–Tree Pose: Say: Let’s pretend we are trees standing tall and strong! We will try a yoga pose called Tree Pose. Demonstrate and guide children to do the pose:

• Stand tall with both feet on the floor.

• Slowly lift one foot and place it on the opposite ankle or leg (depending on each child’s balance).

• Hands can be on hips or lifted like tree branches.

Say: Let’s hold it for 5 seconds. 1...2...3...4...5! Then, switch the legs.

2. Breathing Exercise: Say: Now let’s calm our bodies like soft balloons. Demonstrate and guide the children to sit or stand still. Ask them to inhale deeply while raising arms like filling a balloon. Say: Breathe in... make a big balloon! Exhale slowly while lowering arms. Say: Breathe out... the balloon goes down. Repeat 3–4 times.

GENERAL AWARENESS

LO: Children will identify the names of some common flowers.

Resources: General Awareness, page 69; some common flowers (rose, marigold, hibiscus, etc.)

Introduction

1. Warm-Up: Show the flowers and say: Today we will learn the names of some flowers. Then, ask: Where do flowers come from? Listen to all responses and say: Flowers grow on plants or trees. Then, pass around the flowers and ask children to touch them and observe their patterns and colours.

2. Flowers: Ask children to open page 69 of the General Awareness book. Guide them to identify the name of each flower and talk about its colour. For example: This is a rose. It is red in colour. Ask children to repeat each flower ’s name aloud.

3. Identifying Flowers: Refer to the same page and call children one by one. Say the name of a flower aloud, and ask the child to point to the correct flower in the book and say its colour. Ensure every child gets a turn.

FOUNDATIONAL LITERACY

LO: Children will use the phrases ‘This is’, ‘That is’ and ‘It is’ to form sentences and read aloud sentences.

Resources: Literacy Skillbook, pages 54–55

Introduction

1. This is… That is... It is…: Hold an object close to you and say, for example: This is a book. Ask children to repeat the sentence after you. Then ask: What is the colour of the book? Let children share their responses. Then say: This is a book. It is blue in colour. Then explain: We use ‘it’ when we talk about an object without repeating its name. Repeat the same for ‘that’ by pointing to an object far away and explain how to use That is… It is…

2. Reading Time: First, write ‘that’, ‘this’ and ‘it’ on the board. Point to and read each word aloud, showing them clearly to the children. Repeat each word 3–4 times and encourage the children to repeat after you. Next, write a few CVC words with the middle ‘o’ sound (e.g. top, box, dog, pod, mop and fox) and help the children identify and sound out each one. Finally, repeat the activity using colour words: red, blue, brown, black, green, and yellow.

Practise

3. This is... That is... It is...: Refer to page 54 of the Skillbook and read aloud the text in the blue box to help children grasp the concept. Then, show the pictures one at a time and ask: What is this? What colour is it? Next, read the sentences using ‘this’, ‘that’ and ‘it’ slowly and clearly, and ask the children to repeat after you. Encourage children to point to each word as they read along.

4. Reading and Colouring: Ask the children to open page 55 of the Skillbook. Guide them to look at the pictures and identify whether the objects are near or far, then circle the words ‘this’ or ‘that’ accordingly. Once completed, support them in reading the sentences and colouring the pictures using suitable colours.

FOUNDATIONAL NUMERACY

LO: Children will revise the concept of after and identify objects and numbers that come after a given one through a fun game.

Resources: Numeracy Workbook, page 39; chalk

Introduction

1. Number Hopscotch: Draw a hopscotch grid on the ground with numbers from 21–30 in a sequence. Say: We will play hopscotch and say the number that comes after each one. Demonstrate by hopping on number 21 and saying: What comes after 21? Pause and say, 22!

2. Play and Practice: Ask children to take turns hopping on each number and saying the number that comes after it out loud. Encourage the group to repeat it together. Support children who need help by saying the number and asking them to say the next one.

Pro Tip

You can also say: What comes after __? and let children hop on that number.

Practise

3. What Comes After?: Ask children to open page 39 of the Workbook. Guide them to look at the picture given in the left column A and circle the one that comes after it in column B. Then, guide children to write the numbers that come after the given numbers.

Write any 4 numbers between 30 and 50 and write down the numbers that come after each one.

DIY

LO: Children will develop fine motor skills by making a splash using watercolours and a straw.

Resources: Art and Craft, pages 26–27; watercolours; straws (1 per child)

1. Warm-Up: Show children simple examples of splash shapes by drawing them on the board, such as raindrops, water from a pichkari, or paint drops. Say: Today, we will make splash paintings using colours and water. Explain: Splash painting means making colourful drops and splashes on paper to create fun patterns.

2. Colourful Elephant Splash: Guide children to make the splash painting on page 27 of the Art and Craft book by following the instructions given on page 26 of the book. Demonstrate and guide them how to blow over the paint drops using a straw to make a splash.

Domain

Topic of the Day

Circle Time Story Weaving

General Awareness Flower Activity

Foundational Literacy Words with Middle /a/, /e/, /i/ and /o/ Sounds

Book & Page

Foundational Numeracy What Comes Before Numeracy Skillbook, pages 45-46

DIY Rhyme: My Dear Friends Rhymes and Stories, page 41

CIRCLE TIME

LO: Children will develop their cognitive and communication skills while creating their own story and sharing their ideas.

1. Story Starter: Begin by saying: Let’s make up a story together about trees. Draw a simple tree on the board and say: Once there was a big tree in a park. It had many friends. Ask: Who do you think its friends were? Let children share ideas like birds, squirrels, wind, or sun. Add their suggestions to the story one by one.

2. Building the Story: Say: One day, something happened near the tree. What do you think it was? Let children imagine freely—someone resting under it, a bird making a nest, or a storm coming. Repeat their ideas in full sentences and build the story together, adding simple events.

3. Ending the Story: Help children give the story a happy ending. Say: How do you think the story ends? Guide them to complete it in a simple way. Then, tell the full story aloud slowly and clearly. Ask children to repeat key lines with you like: The tree was happy. The birds sang. The tree gave shade.

GENERAL AWARENESS

LO: Children will identify, draw and colour a flower and discuss it.

Resources: Drawing sheet (1 per child); crayons

Introduction

1. Warm-Up Discussion: Begin by showing a drawing of a flower on the board. Say: This is a flower. Flowers can be big or small. They come in many colours like red, yellow, pink, and blue. Ask: What flowers have you seen? What colours were they? Listen to all responses.

2. Drawing Time: Give each child a plain sheet of paper. Say: Now let’s draw our own flower. Draw a circle in the middle. Then draw five petals around it. Add a stem and two leaves. Guide them step-by-step. Then say: Now colour your flower. Use any colours you like. Walk around to support.

3. Sharing Time: Once done, ask a few children to hold up their drawings. Say: Tell us about your flower. What colour is it? Encourage speaking in short, simple sentences.

FOUNDATIONAL LITERACY

LO: Children will identify CVC words with the middle /a/, /e/, /i/ and /o/ sounds. Practise

Introduction

1. Sound Game: Say: Let’s play a sound game. Write one word at a time on the board: cat, bed, pin, top. Read each word slowly, stretching the middle sound. Say: /k/ /a/ /t/ – Cat. What sound is in the middle? Let children respond. Repeat with each word. Encourage children to say the middle sound aloud with you.

2. Board Activity: Draw four columns on the board with headings: a, e, i, o. Under each, write 2–3 CVC words like:

• a – cat, man

• e – bed, pen

• i – pin, lip

• o – top, mop

Read the words aloud and ask: Which sound do we hear in the middle? Let children come up and circle the middle letter in each word.

Practise

3. Matching Middle Sound: Call children one by one. Say: Now I will say a word. You tell me the middle sound and match it to the right group. Say words like hat, net, pig, log. Let children say the middle sound and point to the correct column on the board.

FOUNDATIONAL NUMERACY

LO: Children will identify what comes before a given object or a number.

Resources: Numeracy Skillbook, pages 45–46

Introduction

1. Concept of Before – Objects: Place 3–4 objects in a line (e.g. pencil–eraser–book–bottle). Point and say: This is a line of objects. Which object is kept before the book? Let children respond. Then say: The eraser is kept before the book. Repeat with different objects and ask children to come and answer. Say: We say ‘before’ when we talk about something that comes earlier in a line.

2. Concept of Before – Numbers: Write a number line on the board (e.g. 11 to 20). Point to a number like 15 and ask: What number comes before 15? Let children reply. Say: 14 comes before 15. Continue with different numbers and encourage children to say the number that comes before each one.

Practise

3. What Comes Before?: Ask children to open page 45 of Skillbook. Explain the concept of before by pointing to the pictures and reading aloud the sentences from the page. Then ask them to refer to page 46 of the Skillbook. First, guide them to draw the pictures that come before the given pictures. Then, ask them to complete only the first two rows and write the number that comes before.

Refer to page 46 of Skillbook. Complete the third row by filling in the numbers that come before the given numbers.

DIY

LO: Children will recite the rhyme My Dear Friends using expressions and voice modulations. Resources: Rhymes and Stories, page 41

1. About Friends: Begin by saying: Friends are people we like to play, talk to and share things with. Ask: Who are your friends? What do you like to do with them? Let children share their responses. Say: Friends help us and make us happy.

2. Rhyme Time: Recite the rhyme My Dear Friends using expressions and voice modulations and ask children to recite along. Repeat 4–5 times to help children remember the rhyme.

WEEK 19

Domain

Topic of the Day

Circle Time Story: Green Land

General Awareness Taking Care of Plants

Book & Page

Foundational Literacy Puzzle Time Literacy Skillbook, page 56

Foundational Numeracy What Comes Before Numeracy Workbook, page 40

DIY Rhyme: My Dear Friends

DIY Rhyme: My Dear Friends

CIRCLE TIME

LO: Children will listen to a story about trees and discuss it.

1. Story Time: Say: Trees are important not only for us, but also for birds and animals. Today we will listen to a story on the importance of trees. Narrate the story Green Land with expressions and voice modulation. Repeat 2–3 times.

2. Discussion Time: Discuss the story by asking questions like:

• How was Green Land?

• Why did people start cutting the trees? Do you think they did the right thing?

• What happened after the trees were cut?

At the end say: We can take care of trees. We should plant more trees and not cut them without reason. Trees keep the Earth happy and healthy.

GENERAL AWARENESS

LO: Children will identify ways to care for plants.

Introduction

Rhymes and Stories, page 41

Rhymes and Stories, page 41

Green Land

Green Land was full of tall trees, colourful flowers, and happy animals. Birds sang on the branches, monkeys played, and rabbits ran around. There was a big tree named Grandma Tree. All the animals loved her shade and fruits. One day, people came with big saws. They started cutting trees to make buildings and roads. Slowly, many trees were gone. Grandma Tree was sad. The birds had no branches to sit on. The rabbits had no bushes to hide. The monkeys had nowhere to play. The air was not clean. The forest became hot and dry.

1. Warm-Up Discussion: Say: Plants are living things like us. They need love and care to grow. Ask: Have you seen plants at home, in school, or in the park? Let children respond and name a few.

2. Taking Care of Plants: Say: We can take care of plants in many ways. Explain:

• Give them water every day.

• Keep them in sunlight.

• Do not pull their leaves or flowers.

• Clean the dust from the leaves gently

Use actions to show watering the plants, touching leaves gently, and placing a pot in the sun.

Practise

3. Caring for Plants: Say aloud some sentences in a random order. If it is good for plants ask children to show a thumbs up, if not ask them to show a thumbs down. Mention sentences like:

• We should water the plants.

• We should pluck leaves and flowers from plants.

• We should keep plants in the sunlight.

• We should cut trees and plants.

FOUNDATIONAL LITERACY

LO: Children will fill in the blanks to complete CVC words and read them aloud.

Resources: Literacy Skillbook, page 56

Introduction

1. Warm-Up Discussion: Begin by saying: Let’s say some middle sounds together: a, e, i, o. Repeat each sound and ask children to repeat after you. Say a few simple words like cat, bed, pin, top and ask: What sound do you hear in the middle? Welcome all responses.

2. Fill in the Letters: Write a few incomplete CVC words on the board, like: m _ t b _ d p _ n m _ p f _ x

Say: Let’s fill in the missing letter to complete the word. Point to each word and ask: What letter goes here? Encourage children to sound it out. Assist them wherever needed.

Give hints to children to help them fill in the blanks. For example: It is an animal that says Meow. Pro Tip

3. Guided Practice: Call children one by one to come and fill in the blanks on the board. Each time, say the full word after completing it. Ask: What word is this? Can you say it aloud?

Practise

4. Puzzle Time: Ask children to open page 56 of the Skillbook. Guide them to complete the puzzle by identifying the pictures and filling in the blanks to complete the CVC words.

FOUNDATIONAL NUMERACY

LO: Children will identify numbers and objects that come before, through an activity and fun exercises.

Resources: Numeracy Workbook, page 40

Introduction

1. Warm-Up: Say: Let’s remember what the word “before” means. If I say a number, like 7, can you tell me which number comes before 7? Pause and allow the children to respond. Say: That’s right, 6 comes before 7. “Before” means the number that comes earlier in the counting order.

2. Setting Up Hopscotch: Draw a hopscotch grid on the ground with numbers in order (e.g. 11 to 20). Point to the numbers and say them aloud together with the class.

3. Playing Time: Ask one child to hop on a number, for example, 14. Ask: What comes before 14? Let the child say and then hop backwards to the correct number (13). Repeat the activity until each child gets a chance and make sure to use a different number each time you call a child.

Practise

4. What Comes Before: Ask children to open page 40 of the Workbook. Guide them to look at the picture in column A and circle the one that comes before it in column B. Then, guide children to write the numbers that come before the given number.

Write any 4 numbers between 30 to 50. Then write down the numbers that come just before each of them.

DIY

Resources: Rhymes and Stories, page 41

1. Rhyme Time: Recite the rhyme My Dear Friends with expressions and voice modulation and ask children to recite along. Repeat 3–4 times.

2. Sharing Time: Say: Now let’s say something nice about our friends. Give an example: My friend Ria shares her colours with me. Encourage children to say one kind thing about a friend in the class. Help with sentence starters like My friend is kind or My friend helps me.

LO: Children will recite the rhyme My Dear Friends and share one kind thing about their friends.

CATCH - UP CARNIVAL

Domain General Awareness

Learning Outcome Children will share what plants need and how we can take care of plants.

Resources A plant

Suggested Method Say: This week we have learned about plants. They help us in many ways, such as giving us food and shade. We should take good care of plants. Call children one by one and ask the following:

• Mention one thing that plants need.

• Mention one way in which we can take care of plants. Give each child a smiley and ensure everyone gets a turn.

Support for Struggling Learners

Gather the learners together. Show them the plant and say: Today we will learn what a plant needs to grow. Mention that a plant needs air, water, soil and sunlight to grow. Let children repeat after you.

Domain Foundational Literacy

Learning Outcome Children will make sentences using—This is… That is... It is.

Resources Some common classroom objects (ball, book, pencil, chair, etc.)

Suggested Method Call children one by one. Show an object—near or far and ask them to make a sentence using This is ... / That is... and describe the object using It is... Guide them to say: This/That is a ___________. It is _________ in colour. They can also mention the size or texture.

Support for Struggling Learners

Domain

Learning Outcome

Gather the learners together. Show them a nearby object, for example: a book and say: This is a book. It is red in colour. Explain that we use ‘This’ for objects that are nearby and describe it without repeating the name of the object by using ‘It’. Repeat with different objects. Explain ‘That is...’ the same way and mention that we use it for objects that are far away.

Foundational Numeracy

Children will identify the concept of what comes before and after a given number.

Resources Chalks

Suggested Method

Support for Struggling Learners

Call children one by one. Give them a number and let them guess the number that comes before the given number and the one that comes after the given number. Give them a smiley and ensure everyone gets a turn.

Gather the learners together. Write the numbers from 1 to 10 in a row and explain the numbers that come before and after a given number. Say: For after numbers we ‘count forward’ and for ‘before numbers’ we go one step back. Repeat with other sequences of 10s like: 11 to 20, 21 to 30 and so on.

DAY 96 WEEK ` 20

Domain

Topic of the Day Book & Page

Circle Time Who Grows Fruits for Us

General Awareness Fruits

General Awareness, page 71

Foundational Literacy Middle Sound /u/ Literacy Skillbook, pages 57–58

Foundational Numeracy What Comes Between Numeracy Skillbook, pages 47–48

DIY Story: Aditi Wants a Pet Rhymes and Stories, pages 42–46

CIRCLE TIME

LO: Children will learn who grows fruits through discussion and movement.

Resources: Picture of a farmer, if possible

1. Warm-Up: Say: We eat tasty fruits like mangoes, bananas, apples and oranges. But who grows them? Let children guess or share their thoughts. Welcome all responses.

2. Meet the Farmer: Say: A farmer grows fruits and vegetables. He works on a farm. He takes cares of trees and plants. He waters them and waits for fruits to grow. Show a simple picture or describe a farmer working in a field.

3. Movement Fun: Demonstrate and guide children to do the actions of a farmer. Say: Let’s act like farmers!

• Pretend to dig soil.

• Pretend to plant seeds.

• Pretend to water trees.

• Pretend to pick fruits from trees. Say: Well done, little farmers!

GENERAL AWARENESS

LO: Children will identify some common fruits and name them.

Resources: General Awareness, page 71; some common fruits (apple, banana, guava, etc.)

Introduction

1. Fruits We Know: Say: Fruits grow on trees and plants. They are healthy foods. Fruits come in many colours. Show or name some common fruits: a red apple, a yellow banana, a green guava, an orange. Ask children to name the colours they see in fruits around them.

2. Taste and Texture: Say: Fruits can taste sweet or sour. Give examples: bananas are sweet, lemons are sour. Ask: What fruit do you like to eat? Does it taste sweet or sour? Listen to all responses. Then, say: Some fruits feel soft or hard, some are smooth, and some are rough. Talk about an apple’s smooth skin and a pineapple’s rough skin. Ask: Name your favourite fruit How does the fruit feel? Listen to all responses. Then, pass around the fruits and let children feel them.

Practice

3. Fruits: Ask children to open page 71 of the General Awareness book. Point to each fruit one by one. Guide children to point to each fruit and say its name aloud.

FOUNDATIONAL LITERACY

LO: Children will recognise and understand the middle /u/ sounds in the CVC words. Resources: Literacy Skillbook, pages 57–58; some objects / pictures of objects with middle /u/ sound

Introduction

1. Middle /u/ Sound: Write the letter ‘u’ on the board and say: This is the letter u. It makes /u/ sound. Show different pictures or objects, emphasising the middle /u/ sound as you say each word aloud. Ask children to repeat after you, really stretching the middle /u/ sound. For example: cuuuup / muuuug / guuuum.

2. Blending Three Letter Words: Write simple CVC words with the middle /u/ sound like CUP, TUB, MUG, etc. on the board. Point to each letter and sound them out slowly, blending the sounds together in the end. For example: /k/- /u/ - /p/ → cup. Ask children to repeat many times after you, helping them blend and read the words fluently.

Practice

3. Middle /u/ Sound: Write ‘ub’ on the board and say: read words with the middle sound /u/ and ending sound /b. Guide children to open page 57 of the Skillbook. Write the ‘ub’ words on the board. Read the words aloud one by one as done in step 2. For example - /t/ - /u/ - /b/ → tub; /c/ - /u/ - /b/ → cub. Repeat the same process for other word families too given on page 58 of the Skillbook.

FOUNDATIONAL NUMERACY

LO: Children will identify numbers and objects that come between two given items. Resources: Numeracy Skillbook, pages 47–48; some common classroom objects (pencils, chalk, books, toys, crayons, etc.)

Introduction

1. Warm-Up: Ask: What do you mean by ‘in between’? Listen to all responses and say: In between means in the middle of two things.

2. Concept of in Between–Objects: Place two pencils with a chalk in between. Ask: What is in between these two pencils? Point and show the chalk. Repeat with other objects like toys, crayons, or books.

3. Concept of in Between–Numbers: Say two numbers aloud, for example, 1 and 3. Ask: What number is in between? Guide them to say 2. Repeat with other pairs like 4 and 6, 7 and 9 and so on.

Practice

4. What Comes Between: Ask children to open page 47 of Skillbook. Explain the concept of ‘in between’ by showing the pictures and reading aloud the sentences from the page. Then, ask children to open page 48 of the Skillbook. First, guide them to draw the pictures that come in between the given pictures. Then, ask children to solve only the first two rows and write the number that comes in between.

Refer to page 48 of Skillbook. Solve the third row by filling in the numbers that come in between the given numbers.

DIY

LO: Children will describe pictures from the story Aditi Wants a Pet Resources: Rhymes and Stories, pages 42–46

1. Warm-Up: Ask: Who has a pet at home? Invite children who have a pet at home to talk about their pet. Guide them to share the type of animal, its name, and what it looks like.

2. Story Time: Refer to pages 42–46 of the Rhymes and Stories book. Guide children to look at the pictures and share what they see. Ask questions like:

• Who can you see in the picture?

• What animal can you see?

• How is the girl feeling?

Domain

Circle Time

Topic of the Day

Being Mindful about Food

General Awareness Fruits

Foundational Literacy

Book & Page

General Awareness, page 71

Middle Sound /u/ Literacy Workbook, page 30

Foundational Numeracy What Comes Between Numeracy Workbook, page 41

DIY Story: Aditi Wants a Pet Rhymes and Stories, pages 42–46

CIRCLE TIME

LO: Children will learn why food is important and should not be wasted through discussion and role play. Resources: Pictures / Real food items (banana, glass of milk, vegetable, etc.)

1. Warm-Up: Ask: Do you finish your food at home? What happens when we throw food away? Listen to all responses.

2. Good Food Habits: Say: Here are some good food habits we can follow:

• Take only as much as we can eat.

• Finish all that is on our plate.

• Do NOT throw food on the floor.

• Share food if there is extra.

Use simple examples like rice, roti, banana, milk and say: These are some healthy foods that we should eat daily.

3. Role Play: Call out two children at a time. Ask one child to show good food habits (eating properly, finishing food) and the other child to show poor habits (throwing food, taking too much). Ask: Which child is doing the right thing? Let the others observe and give their responses.

GENERAL AWARENESS

LO: Children will identify, name and trace the name of some common fruits. Resources: General Awareness, page 71

Introduction

1. Recap: Say: Let’s name some fruits we know. I will say a fruit name, and you tell me if you have seen or eaten it. Say names of fruits like: apple, banana, grapes, orange, mango, guava, papaya, cherry, plum. Encourage children to repeat each fruit name after you. Refer to page 71 of the General Awareness book. Point to the pictures while saying the names aloud

2. Fruit Names: Write the names of the fruits on the board. Say each one slowly and clearly. Ask children to say each name with you.

Practice

3. Fruits: Ask children to open page 71 of the General Awareness book. Guide them to identify each fruit and trace its name.

Pro Tip

If possible, show the real fruits to children and let them touch and feel them.

FOUNDATIONAL LITERACY

LO: Children will read the CVC words with the middle /u/ sound and match them to the correct pictures.

Resources: Literacy Workbook, page 30

Introduction

1. Reading Time: Write simple CVC words with the middle /u/ sound like: TUB, CUP, MUG, etc. on the board. Point to each letter and sound it out slowly, blending the sound together in the end. For example: /t/ - /u/ - /b/ → tub. Then, invite a few children to read the words individually.

Practice

2. Middle /u/ Sounds: Ask children to open page 30 of the Workbook. First, read aloud the words one by one. Then, guide children to identify the pictures and match them with the correct words.

Look around your house. Find three objects that have the middle /u/ sound and write their names in your notebook.

FOUNDATIONAL NUMERACY

LO: Children will recall and identify the concept of in between.

Resources: Numeracy Workbook, page 41; chalk or tape

Introduction

1. Setting Up: Draw a simple number grid on the floor with chalk or tape. Number the squares with pairs of numbers leaving some squares blank for the ‘in-between’ numbers. For example: 1 | _ | 3 | _ | 5 (The blanks are for children to fill with the correct numbers.)

2. Game Time: Say: We will play hopscotch to learn what comes in between numbers. Show the number grid and say: Look! Some numbers are missing. Your job is to jump on the missing numbers and say them aloud. Children take turns hopping along the squares. When they reach a blank square, they stop, say the missing number that comes in between the numbers on either side, and then continue hopping.

Practice

3. What Comes Between?: Ask children to open page 41 of the Workbook. Guide them to look at the pictures in each row and circle the one that comes in between. Then, guide children to write the numbers that come in between the given numbers.

DIY

LO: Children will listen to the story Aditi Wants a Pet and talk about it.

Resources: Rhymes and Stories, pages 42–46

1. Interactive Read-Aloud: Read aloud the story with expressions and voice modulation. Pause in between to show pictures and ask questions about the story:

• Who wanted a pet?

• Why didn’t Aditi want a cat?

• Why didn’t Aditi want a dog?

• Why didn’t Aditi want a fish?

• Which pet did Aditi decide to keep at the end?

2. What Pet do You Want?: Ask children to say what animal they would like as a pet and why. Model a response: I want a cat, because it is soft and furry. Ensure everyone gets a chance to speak. Guide them to say: I want a _____ because ________.

Aditi Wants a Pet

Domain

Circle Time

Topic of the Day

Keeping the Ocean Clean

General Awareness Peel or Not

Book & Page

General Awareness, page 72

Foundational Literacy Middle /u/ Sound Literacy Skillbook, page 59

Foundational Numeracy Backward Counting Numeracy Skillbook, page 49

DIY A Jellyfish in the Ocean Art and Craft, page 28

CIRCLE TIME

LO: Children will talk about why it is important to keep the ocean clean.

Resources: Some bits of paper; a dustbin

1. About Ocean: Ask: Have you seen the ocean or pictures of it? What animals live there? Listen to all responses. Then, say: The ocean is big and full of water. Fish, turtles and other sea animals live there. It is one of the sources of water.

2. Keeping the Ocean Clean: Say: Water is important to us. When people throw rubbish into ocean, it gets dirty. Sea animals can get hurt. We must keep the ocean clean! Spread paper bits around the classroom to pretend they are trash. Say: Let’s be ocean helpers! Let children walk around, pick up the pretend trash and put it in a dustbin.

GENERAL AWARENESS

LO: Children will tell which fruits we peel before eating and which we eat as they are.

Resources: General Awareness, page 72; some real fruits/pictures like: banana, orange, apple, guava

Introduction

1. Warm-Up Discussion: Begin by asking: Do you like fruits? Ask a few children to name their favourite fruits. Show a few real fruits or pictures and say: Some fruits we can eat as they are, but some we need to peel first. Let’s find out which ones!

2. Show and Tell: Show real fruits or pictures one by one. Ask children what the fruit is and whether we peel it or not. For example: Show a banana and ask: Do we eat the peel? (No.) So, what do we do before eating it? (We peel it.) Repeat with the other fruits like apple, guava, grapes, orange, watermelon, cherries, pear, etc.

Practice

3. Peel or Not: Ask children to open page 72 of the General Awareness book. Guide children to identify the fruits and write P beside the fruits that need peeling. Assist those who need help.

FOUNDATIONAL LITERACY

Introduction

LO: Children will look at the pictures and colour the correct CVC words. Resources: Literacy Skillbook, page 59; some objects with the middle /u/ sound (mug, cup, gum)

1. Recap: Write CVC words with middle /u/ sound on the board. For example: MUG, CUP, TUB. Point to each letter and sound it out slowly. Blend the sounds together to read the word. For example: /m/- /u/- /g/ → mug. Ask children to repeat the words with you to practise blending and reading fluently.

Practice

2. Colouring the CVC Word: Ask children to refer to page 59 of the Skillbook and look at the pictures. Help them identify the pictures and circle the correct CVC words. Also, read aloud the words, for example: /r/ /u/ /n/ → run.

FOUNDATIONAL NUMERACY

LO: Children will recognise the number sequence when counting backward from 10 to 1.

Resources: Numeracy Skillbook, page 49; number flashcards (from Skillbook); objects like erasers, pencils, etc.

Introduction

1. Warm-Up: Ask: Who can count from 1 to 10? Let children count forward together. Then say: Now, let’s do something fun—we’ll go backwards like a rocket countdown! Tell them: Backward counting means we count down from a big number to a smaller number. Say slowly and clearly: 10, 9, 8, 7, 6, 5, 4, 3, 2, 1. Use your fingers and flashcards to show the numbers going down. Ask children to count backwards with you several times. Use a fun rhythm or a clap to keep the pace.

2. Object Counting: Place 10 small objects (erasers, pencils) in front of the children. Remove one object at a time while counting backwards aloud together.

Practice

3. Backward Counting: Ask children to open page 49 of the Skillbook. First, practise counting backwards, from 10 to 1 by looking at the numbers. Then ask them to write the numbers from 10 to 1.

DIY

LO: Children will develop their fine motor skills by tracing a jellyfish and colouring it. Resources: Art and Craft, page 28; crayons

1. Warm-Up: Point to the picture on page 28 of the Art and Craft book. Say: A jellyfish lives in the ocean. It has a soft body and long, wiggly arms. It looks like an umbrella that swims! It can be pink or blue in colour and floats slowly in water.

2. A Jellyfish in the Ocean: Ask children to open page 28 of the Art and Craft book. Guide them to trace the dotted lines to complete the jellyfish and colour it.

Pro Tip

You can also give examples of other animals living in the ocean, for example: whale, shark, dolphin, etc.

Domain

Circle Time

General Awareness

Topic of the Day

Fruit Prints

Sequencing

Book & Page

General Awareness, page 73

Foundational Literacy Middle /u/ Sound Literacy Skillbook, page 60

Foundational Numeracy Backward Counting Numeracy Skillbook, page 50; Numeracy Workbook, page 42

DIY Our Planets

CIRCLE TIME

Art and Craft, page 29

LO: Children will develop their fine motor skills by making an artwork using fruit prints.

Resources: Halved fruits (apple, guava, pineapple, etc.); plates with a little paint; drawing sheets (1 per child)

1. Warm-Up: Say: Fruits are healthy and yummy! They are also colourful and have different shapes inside. Show or name fruits like apple, banana, orange, and guava. Say: We can use real fruit to make colourful designs on paper. This is called fruit printing. Show a sample or explain how pressing a fruit into paint and stamping it makes a shape.

2. Making a Fruit Print: Distribute the materials to the children. Demonstrate and guide them to make their fruit print painting by following the steps below:

• Dip the halved fruit into the paint.

• Press it gently on the paper.

• See the shape! Try with another colour or fruit.

Say: Let’s make our fruit garden with prints!

GENERAL AWARENESS

LO: Children will build cognitive skills by sequencing story steps shown in pictures.

Resources: General Awareness, page 73

Introduction

1. Learning to Sequence: Say: A story tells us what happens first, next, and last. Today, we will hear a story about eating food. Tell this short story slowly: First, Ramu washes his hands. Next, he eats his food and throws the banana peel inside the dustbin. Finally, he cleans his plate. Say each step clearly. Then discuss the story by asking questions like: What did Ramu do first? What did he do next? What did he do last? Encourage children to answer in short phrases.

Practice

2. Sequencing: Ask children to open page 73 of the General Awareness book. Guide them to identify what is happening in each picture. Allow them to sequence the pictures in order, by numbering them. Provide assistance wherever needed.

Pro Tip

You can also act out the pictures given on page 73, as you guide children to sequence them.

FOUNDATIONAL LITERACY

LO: Children will identify the pictures and match them with the correct CVC words.

Resources: Literacy Skillbook, page 60

Introduction

1. Recap: Write CVC words with the middle /u/ sound on the board (e.g., gum, cup, tub, etc.). Guide children to read the words, emphasising the letter sounds. For example: /g//u/ /m/ – gum. Then, invite a few children to read the words individually.

2. Writing CVC Words: Call children one by one and say aloud an item with middle /u/ sound (e.g., tub). Guide children to spell out the word, emphasizing the letter sounds and then write the spelling on the board. (e.g., /t/ /u/ /b/–tub)

Practice

3. Matching Pictures with CVC Words: Ask children to open page 60 of the Skillbook. Help children look at the pictures and find the matching CVC words.

FOUNDATIONAL NUMERACY

LO: Children will count backwards from 20 to 1 and recognise the correct number sequence. Resources: Numeracy Skillbook, page 50; Numeracy Workbook, page 42; number flashcards (from Skillbook)

Introduction

1. Recap: Recap counting backwards from 10 to 1 with children. Ask them to count while folding down their fingers one by one.

2. Counting from 20 to 1: Write the numbers 20 to 1 on the board. Now, guide children to count backwards from 20 to 1. Ask them to show the flashcards of each number as they count. First count backwards from 20 to 11 and then from 10 to 1.

Practice

3. Backward Counting: Ask children to open page 50 of the Skillbook. Guide them to write numbers from 10 to 1 and 20 to 11.

Refer to page 42 of the Workbook. Write down the missing numbers by counting backwards.

DIY

LO: Children will identify the planets in the solar system and paste their stickers. Resources: Art and Craft, page 29; sticker sheet (Art and Craft book)

1. Warm-Up: Say: The Solar System is like a big family in the sky. There are 8 planets in our solar system. The Sun is in the centre. Planets go around the Sun like a merry-go-round! We live on one planet called Earth. Mention the planets in order and ask children to repeat after you—Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.

2. Our Planets: Ask children to open page 29 of the Art and Craft book. Help children spot each planet and carefully stick the correct sticker in order to build their solar system.

20 DAY 100

CATCH - UP CARNIVAL

Domain General Awareness

Learning Outcome

Children will identify, name and describe different fruits.

Resources Some common fruits—real or pictures; General Awareness, page 71

Suggested Method

Support for Struggling Learners

Domain

Say: Today we will observe different fruits and talk about them. Call children one by one and ask them to pick up a fruit. Ask questions like:

• What is the name of this fruit?

• What is the colour?

• Do we need to peel this fruit before eating?

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

Pair the struggling learners with a buddy. Ask them to refer to page 71 of the General Awareness book. The buddy points and says aloud the name of a fruit one by one and the learner repeats after the buddy.

Foundational Literacy

Learning Outcome Children will identify and read CVC words with the middle /u/ sounds.

Resources Some classroom objects like (mug, cup, etc.)

Suggested Method

Support for Struggling Learners

Domain

Call children one by one. Write down 4–5 CVC words on the board with different middle sound words along with the middle /u/ sound. Ask them to identify and circle the ones with middle /u/ sound and read it aloud.

Gather the learners. Show them objects or pictures of objects with middle sound /u/ (e.g., mug) and write it on the board. Guide the children to read the individual sounds that blend together: /m/ /u/ /g/–mug. Ask the children to repeat 3–4 times after you. Repeat as many words as possible.

Foundational Numeracy

Learning Outcome Children will recognise numbers that come between two others.

Resources Chalk; some common classroom objects (pen, pencil, crayon, eraser, etc.)

Suggested Method

Support for Struggling Learners

Call children one by one. Write down any 2 numbers on the board with a number missing in between. Then, guide children to identify and write down the number that comes in between. Make sure each child gets a chance and change the numbers each time you call a child.

Gather the learners together. First, explain the concept of in between by showing objects. Place three objects in a row, for example: a pen, pencil and a crayon. Say: The pencil comes in between the pen and the crayon. Explain that between means the item in the middle. Then, draw a number line of 1 to 10 and explain the meaning of between numbers, for example 5 comes in between 4 and 6.

Domain

Circle Time

Topic of the Day

Rhyming Words Game

General Awareness Seeds

Book & Page

General Awareness, page 74

Foundational Literacy Read For Fun /u/ Sounds Literacy Skillbook, page 61; Literacy Workbook, page 31

Foundational Numeracy Greater Than and Less Than Numeracy Skillbook, page 51

DIY Rhyme: Get a Ticket Rhymes and Stories, page 47

CIRCLE TIME

LO: Children will listen to words and recognise rhyming pairs.

1. Warm-Up: Say: Rhyming words are words that sound the same at the middle and at the end. For example: cat – hat, dog – log, sun – fun. Say these pairs and ask children to repeat:

• pin – bin

• hat – mat

• top – mop

• red – bed

2. Guess the Rhyming Words: Play a simple oral game. Say: I will say a word, and you tell me a word that rhymes with it!

Examples:

• What rhymes with ‘cat’? (hat, mat, bat).

• What rhymes with ‘dog’? (log, fog).

Support children by offering two choices. Ensure everyone gets a turn.

GENERAL AWARENESS

LO: Children will identify fruits with one or many seeds.

Resources: General Awareness, page 74; seed of a fruit (if possible)

Introduction

1. Warm-Up: Ask: Can you name any fruits that have seeds inside? Let children share their responses. Say: A seed is a small part inside a fruit. A new plant can grow from it. Show or draw a simple seed.

2. Seeds in Fruits: Say: Some fruits have only one seed inside. Give examples: mango, plum. Write ‘One’ on the board. Ask children to say: One seed. Then, say: Some fruits have many seeds inside. Give examples: pomegranate, watermelon. Write ‘Many’ on the board and ask children to say: Many seeds.

Practice

3. Seeds: Ask children to open page 74 of the General Awareness book. Guide children to count the seeds and write ‘One’ or ‘Many’ next to each fruit.

FOUNDATIONAL LITERACY

LO: Children will read sentences containing words with the middle /u/ sound.

Resources: Literacy Skillbook, page 61; Literacy Workbook, page 31; letter flashcards (from Skillbook)

Introduction

1. Reading CVC Words: Write CVC words with middle /u/ sound (cub, bug, tub, bun, hut) from page 61 of the Skillbook on the board. Point and read aloud each word. Ask children to repeat.

2. Making CVC Words: Hand out the flashcards to the children. Say aloud a CVC words with middle /u/ sound. Guide them to make the words using the letter flashcards. Check each child’s work and guide them if needed.

Practice

3. Guided Reading: Refer to page 61 of the Skillbook. Read aloud the sentences clearly and slowly with correct pronunciation. Ask children to repeat after you while pointing to each word with their finger. Point and show the picture while reading.

4. Reading Practice: Call children one by one to read a sentence from the Skillbook. Encourage others to repeat the sentence after them. Assist children, if they struggle to read.

Refer to page 31 of the Workbook. Read aloud the CVC words and complete writing them.

FOUNDATIONAL NUMERACY

LO: Children will identify the concepts of greater than and less than using counting and comparison signs (< and >).

Resources: Numeracy Skillbook, page 51; some countable objects (stones, pencils, etc.)

Introduction

1. Explaining Greater Than and Less Than: Say: “Greater than” means more, and “less than” means fewer. Show two groups of objects (like stones): one with 5 stones, one with 3 stones. Say: Which group has more stones? Which has fewer?

2. Introducing Symbols: Ask children to compare two groups of objects you show (example: a group of 5 objects and a group of 3 objects). Say, for example: This group has more stones, so we say 5 is greater than 3. This group has fewer stones, so 3 is less than 5. Explain the symbols ‘>’ and ‘<’ using the board. Write > and say: This sign means “greater than.” We use it when one number is more than the other. Write: 5 > 3. Then write < and say: This sign means “less than.” We use it when one number is less than the other Write: 3 < 5.

Practice

3. Greater Than and Less Than: Ask children to open page 51 of Skillbook. Explain greater than and less than by counting the items and help them identify the symbols.

4. Practice Time: Call children one by one and write 2 numbers on the board. Let children compare the numbers and write the correct symbols: < or > using chalks. Ensure everyone gets a turn.

Pro Tip

You can also make 2 groups of students and let them identify which group has more (greater) and which group has less.

DIY

LO: Children will listen to and recite the rhyme Get a Ticket. Resources: Rhymes and Stories, page 47

1. Warm-Up Talk: Say: Today, we will learn about something special called a ticket. Ask: Have you ever been on a bus, train, or to the cinema? Have you seen a ticket? Listen to all responses. Explain: Tickets are important because they help us enter places like buses, trains, and cinemas.

2. Rhyme Time: Recite the rhyme Get a Ticket with expressions and voice modulation and ask children to sing along. Repeat singing it for at least 3–4 times.

Domain Topic of the Day Book & Page

Circle Time

General Awareness

Vegetable Print

Vegetables

Foundational Literacy Gus the Pup

General Awareness, page 75

Reader Book, page 6; Literacy Workbook, page 32

Foundational Numeracy Greater Than and Less Than Numeracy Skillbook, page 52

DIY Rhyme: Get a Ticket Rhymes and Stories, page 47

CIRCLE TIME

LO: Children will explore and identify different textures, shapes, and patterns using vegetables in a creative art activity.

Resources: Sliced vegetables such as carrot, lady’s finger, potato, capsicum; drawing sheet (1 per child); paint; paint tray or plate

1. Warm-Up: Show or name a few vegetables commonly found at home: lady’s finger, potato, carrot, capsicum. Say: We eat vegetables because they help us stay strong and healthy. Today, we will use vegetables to make beautiful prints! Explain: When we dip a piece of vegetable in paint and press it on paper, it makes a shape or design. That is called printing! Demonstrate and show the children.

Error Alert!

Ensure the vegetables are sliced and ready before beginning the activity.

2. Making Vegetable Print: Provide each child with a drawing sheet and a tray or plate with a few paint colours. Demonstrate the activity once again, then guide the children to create their own vegetable prints. Encourage them to use different vegetables and colours to make creative patterns, such as flowers or abstract designs.

Pro Tip

Ask children to observe and share how the prints of each vegetable differ from each other in terms of shapes, size, and design.

GENERAL AWARENESS

LO: Children will identify, name and discuss the colour, texture and taste of different vegetables. Resources: General Awareness, page 75; some common vegetables (potato, carrot, onion, peas, etc.)

Introduction

1. Warm-Up: Say: Vegetables are healthy foods that grow in gardens and farms. We eat vegetables to stay strong and healthy. Ask: Can you name some vegetables? Listen to all responses.

2. Colours of Vegetables: Vegetables come in many colours! Mention some familiar examples: green spinach, orange carrot, red tomato, and white onion. Ask children: Can you name some colours you see in vegetables around you? Then, show a few real or illustrated vegetables and talk together about their colours.

3. Taste and Texture: Say: Vegetables can taste sweet, bitter, or plain. Give some examples: Carrot is sweet, bitter gourd is bitter. Ask: What vegetable do you like? Does it taste sweet or bitter? Listen to all responses. Say: Some vegetables are soft, some are hard, some are smooth, and some are rough. Then pass around the vegetables and let children touch and feel them. Ask: How does the vegetable feel?

Practice

4. Vegetables: Ask children to open page 75 of the General Awareness book. Guide children to look at the pictures and identify the vegetables. Say aloud the names of the vegetables and ask children to repeat along.

FOUNDATIONAL LITERACY

LO: Children will listen to, read, and write CVC words with the middle /u/ sound and read sight words.

Resources: Reader Book, page 6; Literacy Workbook, page 32

Introduction

1. Picture Talk: Ask children to open page 6 of the Reader Book. Point to a picture and ask: What do you see? Take a few responses and say: This is a pup. Repeat with other pictures.

2. Explaining in Home Language: Read the lines from page 6 of the Reader Book and explain them in a mix of English and the home language to ensure understanding.

3. Modelling: Demonstrate how to read aloud the sentences from page 6. Read loudly and clearly with voice modulation.

Practice

4. Sight Words: Introduce the sight words from page 6. Write the sight words on the board and read each word aloud. For example, write words like is, the, in, has, sees and help children identify and read the sight words with you. Call children one by one, say a sight word, and ask them to point to it in the Reader Book.

5. CVC Words: Introduce the CVC words on page 6. Write a word on the board and guide children in reading it. For example, write pup and say: /p/ /u/ /p/ – pup. Emphasise the middle sound /u/ and ask children to repeat after you. Repeat with other CVC words containing the middle /u/ sound such as Gus, pup, runs, mud, fun, mug, bug, hugs.

6. Writing CVC Words: Ask children to open page 32 of the Workbook. Help them read the CVC words on the page. Ask them to trace and write only the first two lines (mud and bud). Assist those who need help. Refer to page 32 of the Workbook. Trace and write the CVC words. Practise reading words with the middle /u/ sound at home.

FOUNDATIONAL NUMERACY

LO: Children will identify the concepts of greater than and less than using counting and comparison signs (< and >).

Resources: Numeracy Skillbook, page 52; some countable objects; two boxes

Introduction

1. Recap: Write two numbers on the board. Ask children to identify the number which is greater. Then, use the signs < or > to show the greater than or less than.

2. Counting and Identifying: Label the boxes as Box A and Box B. Keep a different number of objects in each box. Call children one by one. Guide children to count and identify the box which has more and the one which has less. Help them write the number using the correct sign, < or > on the board. (Number of objects in Box A < or > Number of objects in Box B).

Practice

3. Greater Than and Less Than: Ask children to open page 52 of Skillbook. Guide them to count and write the numbers and compare numbers using the signs < and > signs.

DIY

LO: Children will listen to and recite the rhyme Get a Ticket with expressions and voice modulation.

Resources: Rhymes and Stories, page 47; a rectangular strip of paper (1 per child); crayons

1. Rhyme Time: Recite the rhyme Get a Ticket with expressions and voice modulation and ask children to sing along. Repeat 3–4 times.

2. Making a Ticket: Write TICKET on the board and say: Today we will make our own ticket. Give the strip of paper to children. Let them write ticket on the paper and design it using crayons.

Domain

Circle Time

Topic of the Day

Hopscotch Words

General Awareness Vegetables

Foundational Literacy Gus and Pup

Book & Page

General Awareness, page 75

Reader Book, page 6; Literacy Workbook, page 33

Foundational Numeracy Greater Than and Less Than Numeracy Workbook, pages 43–44

DIY Hot and Cold Coins

CIRCLE TIME

STEM Exploration, pages 17–18

LO: Children will revise and recognise CVC words through a movement-based game.

Resources: Chalk

1. Recap: Say: Today we will read short three letter words, like cat, dog, mop, while playing hopscotch! Write or show 4–6 simple CVC words beforehand: cat, hat, pin, dog, top, sun.

2. Hop and Read: Draw a large hopscotch grid on the floor (using chalk or tape). In each square, write a CVC word. Guide children to play hopscotch with words One child at a time hops on each box and reads the word aloud before moving to the next.

Pro Tip

You may help children by sounding out each letter if they are unsure: /d/–/o/–/g/ - dog!

GENERAL AWARENESS

LO: Children will identify and write names of a few vegetables.

Resources: General Awareness, page 75

Introduction

1. Recap: Say: Let’s remember some vegetables we know. I will say a vegetable name, and you tell me if you have seen or eaten it. Say: onion, potato, beans, carrot, peas, radish, spinach, cabbage, brinjal. Encourage children to repeat each word after you. Show pictures from page 75 of the General Awareness book.

2. Vegetable Names: Write the names of the vegetables on the board. Say each vegetable name slowly and clearly. Ask children to say the names with you.

Practice

3. Vegetables: Ask children to open page 75 of the General Awareness book. Guide children to trace the names of the vegetables. Assist those who need help.

FOUNDATIONAL LITERACY

LO: Children will practise reading and writing CVC words with the middle /u/ sound and identify sight words through guided activities.

Resources: Reader Book, page 6; Literacy Workbook, page 33

Introduction

1. Revising CVC Words and Sight Words: Write the CVC words from page 6 of the Reader book on the board. Read them aloud, emphasizing the middle /u/ sound. Invite a few children and say a word and ask them to identify it on the board. Then, write sight words on the board and read them aloud. Ask children to open page 6 of the Reader Book, then call out sight words one by one and guide them to underline each with a pencil.

Practice

2. Guided Reading: Read aloud the sentences from page 6 of the Reader Book. Ask children to repeat the sentences after you while pointing to each word with their finger.

3. Reading Practice: Call children one by one to read a sentence from the Reader Book. Encourage others to repeat after them. Assist children if they struggle to read.

Pro Tip

Encourage children to point to each word and read slowly, one word at a time.

4. Writing CVC Words: Ask children to open page 33 of the Workbook. Help them read the CVC words, then guide them to trace and write the first two lines (gun and gum).

Refer to page 33 of the Workbook. Trace and write the CVC words. Practise reading words with the middle /u/ sound at home.

FOUNDATIONAL NUMERACY

LO: Children will identify the number of objects and compare greater than and less than using the < and > signs.

Resources: Numeracy Workbook, pages 43–44

Introduction

1. Recap: Call children one by one. Write 2 numbers on the board. Let them identify which number is greater and which is less, then mark using < or >. Ensure everyone gets a turn and give different numbers to each child.

Practice

2. Greater Than and Less Than: Ask children to open page 44 of Workbook. Guide them to identify the numbers and show greater than or less using the signs < and >.

Solve page 43 of Workbook by counting the number of things and using the < and > signs to show greater than and less than.

DIY

LO: Children will identify the concept of hot and cold through hands-on activities.

Resources: STEM Exploration, pages 17–18; a bowl of warm water; a bowl of cold water; a coin

1. Setting the Context: Ask: How do you feel when you stand in the sun during summer? Listen to all the responses and say: We feel hot when we stand in the sun. Then ask: How do we feel when we touch ice? Let the children share their responses and say: We feel cold.

2. Hot or Cold: Call the children one by one. Allow each child to dip their hands into the bowls of water or touch the bowls one at a time and identify which one is hot and which is cold. Ensure that every child gets a turn. At the end, show a coin and ask: What do you think will happen if we leave this coin in the sunlight? What will happen if we place it in the bowl of cold water? Listen to all the responses and say: We will find out what happens to the coin in the next session.

Ensure the water is comfortably warm and safe to touch.

Domain

Topic of the Day Book & Page

Circle Time Fruits, Vegetables or Both

General Awareness Raw or Cooked

Foundational Literacy Writing Practice

Foundational Numeracy Equal Numbers

DIY Hot and Cold Coins

CIRCLE TIME

General Awareness, page 76

Literacy Workbook, page 34

Numeracy Skillbook, page 53

STEM Exploration, pages 17-18

LO: Children will share whether they prefer fruits, vegetables, or both.

Resources: Some common fruits and vegetables (carrots, apple, potato, brinjal, onion, etc)

1. Warm-Up: Begin with a short talk, say: We all eat fruits and vegetables to stay healthy. Some of us like fruits, some like vegetables, and some like both! Let’s find out what you like Show or name a few familiar fruits and vegetables: apple, banana, mango, carrot, tomato, cucumber

2. Sharing Choices: Call out one child at a time. Ask them to share a sentence on their favourite fruit and vegetable. Assist them with the guiding sentences like: I like fruits/vegetables more because ______________________ / I like to eat both, because ___________. Ensure everyone gets a chance to speak.

GENERAL AWARENESS

LO: Children will identify vegetables that can be consumed raw, and the ones that need to be cooked. Resources: General Awareness, page 76; some raw vegetables (carrot, cucumber); some cooked vegetables (boiled potato); 2 plates

Introduction

1. Warm-Up: Say: We eat some vegetables raw and fresh, without cooking. And some vegetables we eat are cooked properly. That means we boil, fry, or steam them.

2. Vegetables: Keep a raw vegetable on one plate and cooked vegetable on the other. Call children one by one and let them touch, feel and differentiate between the raw vegetables and the cooked ones. Then, ask: How did the vegetables feel? Listen to all responses. Then explain: Raw vegetables are hard and crunchy. Cooked vegetables are very soft.

3. Sorting Game: Say: Let’s play a game. I will name a vegetable, and you tell me if we eat it raw or cooked. Example:

• Carrot – raw!

• Potato – cooked!

Repeat with cucumber, tomato, spinach, beans, cabbage, and brinjal.

Practice

4. Raw or Cooked: Ask children to open page 76 of General Awareness book. Guide them to identify all the vegetables. Ask children to circle the vegetables that are usually eaten raw.

FOUNDATIONAL LITERACY

Resources: Literacy Workbook, page 34

Introduction

LO: Children will identify pictures and write the CVC words with the middle /u/ sound.

1. Spot the Correct Spelling: Write two spellings on the board, one correct and one incorrect. Say aloud the word and ask children to spot the correct spelling. For example, say: cup, and write ‘cup and cep’ on the board. Ask children to spot the correct spelling. Repeat for 5–6 words with middle /u/ sound.

2. Writing CVC Words: Call children one by one and give them CVC words with middle /u/ sound. Guide children to spell the word and write it on the board. Ensure everyone gets a turn.

Practice

3. Writing Time: Ask children to open page 34 of the Workbook. Guide them to identify the pictures and write the CVC words. Then ask them to read the words and match them with their rhyming words.

Write any 4 CVC words with middle /u/ sound in your notebook.

FOUNDATIONAL NUMERACY

LO: Children will identify the concept of equal numbers, and the sign =.

Resources: Numeracy Skillbook, page 53; some classroom objects (pencils, erasers, bottle caps, pens, etc.)

Introduction

1. Explaining Equal Numbers: Show your hands. Say: Look! I have 5 fingers on this hand and 5 on the other hand. That means both sides are equal! Say: When two groups have the same number of things, we say they are equal. Write 5 = 5 on the board and say: We use ‘ = ’ sign to show that two numbers are equal.

2. Object Matching: Use simple classroom items like pencils, erasers, bottle caps, or pens.

• Place 3 pencils on one side and 3 erasers on the other.

• Ask: Are these groups equal? Let’s count together! Repeat with equal and unequal sets (e.g. 4 blocks vs. 2 blocks).

Say: If the number is the same, they are equal. If not, they are not equal.

Practice

3. Equal Numbers: Ask children to open page 53 of Skillbook. Guide them to count the number of objects, write the numbers and put the correct sign.

Pro Tip

You can give real life examples of things that are equal in number like: Each one of us has 2 eyes, 2 ears, 2 hands and so on.

DIY

LO: Children will understand the concept of hot, and cold by doing an experiment using a coin. Resources: STEM Exploration, pages 17–18; coin (kept in sunlight beforehand); a bowl of cold water

1. Warm-Up Game: Say: I will name a few things, you need to say COLD if that thing is cold and HOT if it is hot. Say the things in a random order like: ice cream, soup, ice, rice, snow, sun and so on.

2. Hot and Cold Coins: First, keep a coin in a sunny spot (inside or outside the classroom). Then, call children one by one and let them feel the coin. Next, place it in cold water and let them feel it. Finally, guide children to mark the answers for the questions given in pages 17–18 of the STEM Exploration book. Provide assistance wherever needed.

WEEK 21 DAY 105

CATCH - UP CARNIVAL

Domain General Awareness

Learning Outcome

Children will share names of different vegetables and mention whether it can be eaten raw, or cooked.

Resources General Awareness, page 75; some common vegetables; a bag

Suggested Method Keep some vegetables in a bag. Call children one by one, let them pick up any vegetable from the bag, without seeing. Guide children to identify and name the vegetable and mention whether it can be eaten raw or needs to be cooked. Clap for each child and give them a star. Ensure everyone gets a turn.

Support for Struggling Learners

Pair a struggling learner with a confident learner. Ask them to refer to page 75 of the General Awareness book. The buddy points and tells the name of the vegetables one by one and mentions whether it needs to be cooked or not. Examples: This is a tomato. We can eat it raw. The learner repeats after the buddy.

Domain Foundational Literacy

Learning Outcome Children will read sentences with CVC words having middle /u/ sound.

Resources

Reader Book, page 6

Suggested Method Call children one by one. Guide them to read a sentence aloud from page 6 of the Reader Book. Ask them to put their fingers under each word as they read. Clap for each child and give them a smiley sticker. Ensure everyone gets a chance.

Support for Struggling Learners

Domain

Ask children to open page 6 of the Reader book. First point to each picture and ask children to share what they see. Then, read the sentences aloud one by one with clear pronunciations and ask children to repeat the sentences after you. Guide them to put their index fingers under each word as they read aloud with the teacher.

Foundational Numeracy

Learning Outcome Children will use < or > signs to determine greater than, and less than.

Resources Chalk; some common classroom objects (pens, pencils, erasers, etc.)

Suggested Method Call children one by one. Write two numbers on the board. Let children identify the number that is greater and the one that is less and put the correct sign < or > in between the numbers. Clap for each child and give them a star. Ensure everyone gets a turn.

Support for Struggling Learners

Gather the learners together. Show them two sets of objects, one with more numbers and the other with less. Count and show the two sets and guide children to understand which set has more, and which set has less. Write the two numbers on board (e.g. 6 and 8) and explain that 6 is less than 8 / 8 is greater than 6. (For example: 6 < 8 or 8 > 6). Repeat with other numbers.

Domain

Circle Time

General Awareness

Topic of the Day

Sequencing Story

Ordering Sizes

Foundational Literacy Activity Time

Book & Page

General Awareness, page 77

Literacy Skillbook, page 62

Foundational Numeracy Greater than, Less than, Equal to Numeracy Workbook, pages 45–46

DIY Design Your T-Shirt

CIRCLE TIME

Art and Craft, page 30

LO: Children will listen to a story and arrange them as per the sequence.

1. Story Introduction: Say: Today, we will listen to a short story. Narrate the story Raju Finds a Cake to the children. Pause in between the story to ask questions like:

• Who saw the cake?

• Where was the cake?

• What did Raju do?

Encourage each child to participate and give responses.

Raju Finds a Cake Raju saw a big cake on the table. It had red cherries and white cream. He looked around—no one was there. I will eat just one bite, he said. But the cake was so tasty! He ate the whole cake in a hurry. Then Mummy came and asked, Where is the cake?

2. Story Sequencing: Say: Now let us try to sequence some sentences from the story in order. I will say some sentences that are mixed up. We will help put it in the correct order. Listen carefully. Read aloud three short and simple jumbled sentences, such as:

• The boy eats the cake.

• The cake is on the table.

• The boy sees the cake.

Pause after each sentence. Ask: Does this sound like the right order? Let children respond freely.

3. Understanding Sequence: Say: Let’s think. What happens first? What happens next? What is the last thing? Help them reorder the sentences by asking guiding questions like: Can you eat the cake before you see it? After discussion say the correct order: The boy sees the cake. The cake is on the table. The boy eats the cake. Repeat the full story in the correct order. Say: Now the story is in the correct order and makes sense.

GENERAL AWARENESS

LO: Children will identify, compare, and arrange the vegetables of three different sizes in order. Resources: General Awareness, page 77; common classroom items (books, pencils, chalk, etc.)

Introduction

1. Visual and Verbal Comparison: Draw three circles of different sizes on the board—small, medium, and big. Say: Look at these circles. This circle is small. This is a medium circle and this is the biggest circle. The medium size circle is in the middle. Ask the children: Can you point to the biggest circle? Now point to the smallest. Repeat the words big, small, and medium a few times and encourage children to say them after you.

2. Hands-on Activity: Show three classroom items such as pencils of different lengths or notebooks of different sizes. Say: Let’s put these pencils in order— from the smallest to the biggest. Place them in order and say each time: This is small, this is medium, this is big. Mix the order again and let children come up in pairs to arrange them correctly. Give support and praise.

Practice

3. Ordering Sizes: Ask children to open page 77 of the General Awareness book. Guide them to identify the vegetables and help them order the vegetables by size.

FOUNDATIONAL LITERACY

LO: Children will identify pictures, and fill in the blanks to complete the CVC words. Resources: Literacy Skillbook, page 62

Introduction

1. Warm-Up: Say: Today we will play a word game. I will say a word, and you will help me write the missing letters. You will only see the middle letter for each word. We will listen to the word and fill in the beginning and ending sounds.

2. Guess the Missing Letters: Write: ___a__ on the board. Say: Listen carefully—I will say the word (example: cat). What sound do you hear first? Say: /k/. Then ask: What sound comes at the end? Say: /t/. Then write c a t on the board. Repeat with: e (say: pen) → p e n, i (say: lid) → l i d, o (say: top) → t o p, u (say: cup) → c u p.

Pro Tip

You can also ask children to come and write a CVC word by themselves.

Practice

3. Activity Time: Ask children to open page 62 of Skillbook. Help them identify the pictures and write the first and last letters to complete the CVC words.

FOUNDATIONAL NUMERACY

LO: Children will compare two numbers using the symbols < (less than), > (greater than), and = (equal to).

Resources: Numeracy Workbook, pages 45–46

Introduction

1. Recap: Say: Today we will recall how to compare two numbers and find which is greater, smaller or equal. Say: We will use signs to help us. Draw the signs on the board:

• > Say: This means greater than.

• < Say: This means less than.

• = Say: This means equal.

2. Finger Counting: Call two children at a time and ask them to count and show their fingers. For example, ask one to show 3 fingers and the other to show 5 fingers. Ask: Who has more fingers? Who has fewer? Say: So, 3 is less than 5. Write 3 < 5 on the board. Repeat with other examples like: 6 > 2, 4 = 4, 1 < 3. Ensure everyone gets a turn.

Practice

3. Greater than, Less than, Equal to: Ask children to open page 45 of Workbook. Guide them to count the number of objects and put the correct sign: <, > or =. Then, ask them to open page 46 of the Workbook and solve only the first column.

Refer to page 46 of the Workbook and solve the second column.

DIY

LO: Children will make doodle art to design a t-shirt. Resources: Art and Craft, page 30; crayons

2. Design Your T-Shirt: Ask children to open page 30 of the Art and Craft book. Guide them to design the T-shirt by using doodle art.

1. Warm-Up: Begin by asking: What do you like to wear, when you go out? Let children share their responses. Then, say: Today we are going to make doodle art on a T-shirt. Do some simple doodle art on the board to show children.

Domain

Circle Time

General Awareness

Topic of the Day

I Spy: Rainbow Colours

Healthy Me

Foundational Literacy Activity Time

Book & Page

General Awareness, page 78

Literacy Skillbook, page 63

Foundational Numeracy Small to Big Numeracy SKillbook, page 54

DIY Button Up The Balloon

CIRCLE TIME

Art and Craft, page 31

LO: Children will identify, and spot objects from the surroundings that resemble the colours of a rainbow.

Resources: Classroom objects in rainbow colours

1. Introduction: Say: Today, we will play a game called “I spy.” I will say, “I spy with my little eye…” and tell you a colour from the rainbow. Show and tell the children about the rainbow colours using crayons and saying the name of each colour clearly: red, orange, yellow, green, blue, indigo, violet. Ask them to repeat each colour after you.

2. Game Time: Look around the classroom or outside and say: I spy with my little eye something red. Ask the children to look carefully and say what they see that is red. Encourage responses such as: a book, a shirt, a bag. Repeat with other colours from the rainbow. Use simple objects in the environment—no need for special materials.

GENERAL AWARENESS

LO: Children will identify and differentiate between healthy and junk food.

Resources: General Awareness, page 78; pictures or real objects of fruits, vegetables, glass of water, etc.

Introduction

1. Warm-Up: Show pictures or real fruits, vegetables to the children. Say: Fruits and vegetables help us grow strong and healthy. Then say: Some foods are good for us. We call them healthy food. Some foods are tasty but not so good if we eat too much. We call them junk or unhealthy food. Let children share what they ate yesterday. Say: Clap if you ate a fruit or vegetable!

Practice

2. Healthy Me: Ask children to open page 78 of the General Awareness book. Guide them to look at the pictures and identify the food items that are healthy and the ones that are unhealthy.

3. Healthy or Unhealthy: Say aloud the name of a food and ask the children to give a thumbs up if it’s healthy (like apple, rice, carrot) and arms crossed if it’s not healthy (like chips, soft drink, too many sweets). Make it fun and energetic.

FOUNDATIONAL LITERACY

LO: Children will look at the pictures, and guess the correct middle letter of the CVC words.

Resources: Literacy Skillbook, page 63

Introduction

1. Matching with Middle Letter: Make 5 columns on the board, marked a, e, i, o, u respectively. Call children one by one and say aloud a CVC word. Guide them to identify the middle sound and the middle letter of the word and write the spelling under the correct column. For example, if you say bag –the child writes ‘bag’ in the column marked ‘a’.

Practice

2. Activity Time: Ask children to open page 63 of the Skillbook. Guide them to identify the pictures and write the correct CVC words under the respective letters. Write down 5 CVC words in your notebook with different middle letter sounds a, e, i, o and u.

FOUNDATIONAL NUMERACY

LO: Children will learn to arrange the numbers in order from smallest, to biggest.

Resources: Numeracy Skillbook, page 54

Introduction

1. Explaining the Concept of Small to Big: Say: Today, we will learn how to put numbers in order from small to big. Write three numbers on the board, for example: 31, 13, 23. Say: Let’s find the smallest number first. Point to each number and ask: Which number is the smallest?

Guide children to say: 13 is the smallest. Then say: Next, which number comes after 13 but is still smaller than the others? (23). Finally: Which number is the biggest? (31). Write the numbers in order below: 13, 23, 31

2. Arranging from Small to Big: Give children a new set of numbers, for example: 42, 24, 34. Say: Now you try! Find the smallest number first. Help children identify 24 as smallest, then 34, then 42 as biggest. Ask children to say the numbers in order: 24, 34, 42. Repeat with other number sets.

Practice

3. Small to Big: Ask children to open page 54 of the Skillbook. Guide children to arrange the numbers from small to big.

DIY

LO: Children will develop their fine motor skills by pasting the buttons within the outline of a hot air balloon.

Resources: Art and Craft, page 31; colourful buttons

1. Warm-Up: Ask children to open page 31 and say: Can you name the picture? Listen to all responses, and say: This is a hot air balloon. It can fly up in the air. Today we are going to paste buttons to decorate the hot air balloon.

2. Button-Up the Balloon: Give the materials to the children. Demonstrate and guide them to paste the buttons to decorate the balloon. Let each child decorate their own balloon.

DAY 108

Domain

Circle Time

General Awareness

Topic of the Day

Physical Exercises

Healthy Eating Habits

Book & Page

General Awareness, page 79

Foundational Literacy Matching Sentences with Pictures Literacy Skillbook, pages 64–65

Foundational Numeracy Small to Big Numeracy Workbook, page 47

DIY Floating a Raft

CIRCLE TIME

STEM Exploration, pages 19–20

LO: Children will practice simple exercises to enhance their gross motor skills.

1. Warm-Up: Say: Today, we will do some fun exercises to move our bodies and stay healthy. Explain: Exercise helps us grow strong and feel happy.

2. Basic Stretching: Ask the children to stand up straight. Say: Reach your hands up to the sky. Stretch high. Then say: Now bend down slowly and try to touch your toes. Ask them to reach side to side afterwards. Repeat twice. Use clear, slow instructions and encourage children to follow you.

3. Jumping and Clapping: Say: Let’s jump up and down on the spot three times. Count out loud together: One, two, three. Next, say: Clap your hands five times. Count with them as they clap. Repeat this once more.

4. Cool Down: Say: Now, let’s sit down quietly and take deep breaths. Instruct: Breathe in slowly through your nose. Pause. Breathe out through your mouth. Repeat three times. Finish with: Well done! You did a great job moving your body.

GENERAL AWARENESS

LO: Children will identify healthy and unhealthy eating habits.

Resources: General Awareness, page 79; a covered plate (with a lid); an uncovered plate; a glass; a fruit; a bottle

Introduction

1. Warm-Up: Say: Eating habits are the way we eat our food every day. Good habits help us stay healthy and strong. Pretend to wash your hands and say: Before eating, we must always wash our hands. Mime sitting straight and eating with your mouth closed. Say: We should sit properly and eat slowly.

2. Role Play Eating Habits: Act out a short scene showing both habits. Enact the following scenes:

• Pretend to eat food from an uncovered plate, say: Oh no! I ate food from an uncovered plate! Then correct yourself: Let me eat food from a covered plate.

• Pretend to drink water from an uncovered glass, say: Oh no! I drank water from an uncovered glass! Then correct yourself: Let me drink water from a covered glass.

• Pretend to eat a fruit without washing, say: Oh no! I forgot to wash the fruit! Then correct yourself: Let me wash the fruit before I eat.

Practice

3. Healthy Eating Habits: Ask children to open page 79 of the General Awareness book. Guide them to look at the pictures and circle the ones that show healthy eating habits.

FOUNDATIONAL LITERACY

LO: Children will look at the pictures, write the correct CVC words and match the sentences. Resources: Literacy Skillbook, pages 64–65; some objects like cup, bat, cap, mug, hat, pen, etc.

Introduction

1. Identifying Objects: Call children one by one and ask them to select any 2 objects. Guide them to identify the objects and write the correct spelling on the board.

Practice

2. Fill in the Blanks: Ask children to open page 64 of Skillbook. Guide them to read the sentences, identify the objects and fill in the blanks with the correct CVC words.

3. Matching Sentences: Ask children to open page 65 of Skillbook. First, read aloud the sentences one by one and ask children to repeat after you. Then, guide them to match the sentences with the correct pictures.

Pro Tip

You can also ask children to read aloud the sentences given on page 65 individually.

FOUNDATIONAL NUMERACY

LO: Children will arrange numbers in order from smallest to biggest through an interactive game.

Resources: Numeracy Workbook, page 47

Introduction

1. Recap: Say: Today we will play a game called “Number Line Race.” We will learn how to put numbers from small to big in the right order. Write three numbers on the board, for example: 31, 13, 23. Say: Look at these numbers. Who can find the smallest number? Let children shout answers and guide them to say: 13 is the smallest Then ask for the next bigger number and finally the biggest. Write the correct order on the board: 13, 23, 31.

2. Game Time: Call any 3 children at a time. Call out a set of 3 numbers (e.g., 42, 24, 34) and give the numbers to 3 children. Children stand randomly on the line. Guide them to arrange themselves from small to big number. Say: Who is the smallest number? Please move to the left side. Then: Who is next bigger? Move next to the smallest. Then: Who is the biggest? Move to the right end. Ensure everyone gets a turn.

Practice

3. Small to Big: Ask children to open page 47 of Workbook. Guide them to identify and arrange the given numbers from small to big. Write down 3 sets of numbers in the order of small to big.

DIY

LO: Children will make a raft using ice cream sticks. Resources: STEM Exploration, pages 19–20; ice cream sticks, paper (1 per child); glue

1. Warm-Up: Ask: Name some vehicles that can move on water. Listen to all responses and say: Today we will make a raft using ice cream sticks. It is a small wooden boat.

2. Making a Raft: Give the materials to the children. Follow the steps given on pages 19–20 of the STEM Exploration book. Demonstrate and guide children to make a raft using the ice cream sticks.

Domain Topic of the Day

Circle Time Can We Cook It?

General Awareness Good Habits

DAY 109

Book & Page

General Awareness, page 80

Foundational Literacy Where are the Hens? Reader Book, page 7

Foundational Numeracy Big to Small Numeracy Skillbook, page 55 DIY Floating a Raft

STEM Exploration, pages 19–20

CIRCLE TIME

LO: Children will recognise items that can be cooked through a fun game.

1. Warm-Up: Say: Today, we will play a game called Can We Cook It?

Say: I will name something, and you have to decide—Can we cook it or not?

2. Game Time: When you say something that can be cooked (like a potato, an egg, some rice):

• Children pretend to stir a pot and say loudly: Yes! We can cook it!

When you say something that cannot be cooked (like a soap, a pencil, a shoe):

• Children shake their heads and say: No! We cannot cook it!

GENERAL AWARENESS

LO: Children will identify daily healthy and unhealthy habits.

Resources: General Awareness, page 80

Introduction

1. Warm-Up: Say: Today, we will talk about habits. A habit is something we do every day. Say: Some habits keep us strong and happy—these are called healthy habits.

Say: Some habits are not good for our body—these are unhealthy habits.

2. Discussion Time: Ask the following questions and discuss them with children:

• Do you brush your teeth every day?

• Do you wash your hands before eating?

Say: These are healthy habits. They help us stay clean and safe.

Ask: Do you eat too many chips or spend too much time on the phone?

Say: These are unhealthy habits. They are not good for our body.

3. Sorting Habits: Say: I will say a habit. You say ‘Healthy’ if it is good for us and ‘Unhealthy’ if it is not. Examples: Brushing teeth – Healthy / Eating junk food –Unhealthy / Playing outside – Healthy etc. Make it fun: ask children to clap for healthy and shake heads for unhealthy habits.

Practice

4. Good Habits: Ask children to open page 80 of the General Awareness book. Guide them to identify the pictures and circle yes for healthy habits and no for unhealthy habits.

FOUNDATIONAL LITERACY

LO: Children will read aloud sentences with simple position words and colours.

Resources: Reader Book, page 7

Introduction

1. Picture Talk: Ask children to open page 7 of the Reader Book. Point to each picture one by one and ask: What colour is the hen? Where is the hen? Listen to all responses and say, for example: The hen is black. It is on the van. Repeat with all pictures.

2. Colour Words: Introduce the colour words from page 7. Write the colour words on the board and read each word aloud. For example, write colour words like black, red, yellow, green, blue, white and help children identify and read the colour words after you. Call children one by one, say a colour word, and ask them to point to it in the Reader Book.

3. Position Words: Introduce the position words on page 7. Write a word on the board and guide children to read the words (on, in, near, under, in front of, behind).

Practice

4. Guided Reading: Read aloud the sentences from page 7 of the Reader Book. Ask children to repeat the sentences after you while pointing to each word with their finger.

5. Reading Practice: Call children one by one to read a sentence from the Reader Book. Encourage others to repeat after them. Assist children if they struggle to read.

Pro Tip

Encourage children to point to each word and read slowly, one word at a time.

Read the sentences given on page 7 of the Reader book and underline all the position words.

FOUNDATIONAL NUMERACY

LO: Children will identify and sequence numbers from biggest to smallest.

Resources: Numeracy Skillbook, page 55

Introduction

1. Explaining Big to Small: Say: Today, we will learn how to put numbers in order from big to small. Write three numbers on the board: 56, 41, 23. Say: Look at these numbers. Which number is the biggest? Let children answer: 56! Then ask: Which number is smaller than 56 but bigger than 23? (41). Finally ask: Which is the smallest? (23).

Say: So from big to small, the order is: 56, 41, 23. Write the numbers in that order.

2. Oral Practice: Say: Let’s read these numbers together and find the biggest. Write some numbers on the board:

• 22, 11, 33

• 49, 59, 31

Ask children to tell the correct order aloud from big to small. Assist those who need help.

Practice

3. Big to Small: Ask children to open page 55 of Skillbook. Guide children to identify and arrange the numbers from big to small.

DIY

LO: Children will observe if their rafts can float on water.

Resources: STEM Exploration, pages 19–20; rafts made in the previous session; a bucket of water

1. Floating Raft: Say: Today we will try to float the raft in the bucket filled with water. Call children one by one and let them gently place their rafts in water and watch what happens. Then, guide them to open page 20 of the STEM Exploration book and mark the correct answer.

2. Floating Game: Name some vehicles in a random order. Ask children to show a thumbs up if they float on water and a thumbs down if they do not float on water. For example, say: boat, ship, bus, raft, car, yacht and so on.

CATCH - UP CARNIVAL 22 DAY 110

Domain General Awareness

Learning Outcome Children will share daily healthy habits we should follow.

Resources General Awareness, page 79

Suggested Method Call children one by one and ask them questions on some healthy habits. You can ask questions like:

• Can you name some healthy food?

• Can you mention some healthy eating habits?

• Can you mention some unhealthy food?

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

Support for Struggling Learners

Gather the struggling learners. Say: Today we will talk about some healthy eating habits. Refer to page 79 of the General Awareness book, show the pictures one by one and discuss them. Also, enact the habits shown in the pictures and ask children to follow along.

Domain Foundational Literacy

Learning Outcome Children will read sentences with colour words and position words.

Resources Reader Book, page 7

Suggested Method

Support for Struggling Learners

Call children one by one. Guide them to read a sentence aloud from page 7 of the Reader Book. Ask them to put their fingers under each position and colour words as they read. Clap for each child and give them a smiley sticker. Ensure everyone gets a chance.

Ask children to open page 7 of the Reader book. First point to each picture from the page and ask children to share what they see. Then, read the sentences aloud one by one with clear pronunciations and ask children to repeat the sentences after you. Guide them to put their index fingers under each word as they read along with the teacher.

Domain Foundational Numeracy

Learning Outcome Children will arrange numbers from small to big and big to small.

Resources Chalks; some countable objects (crayons, ice cream sticks, stones, etc.)

Suggested Method Call children one by one. Write any three numbers on the board. Ask them to arrange the numbers from ‘small to big’ and then from ‘big to small’. Clap for each child and give them a smiley. Ensure everyone gets a turn.

Support for Struggling Learners

Gather the learners together. Write down three numbers on the board. Then guide them to identify and arrange the numbers from small to big. Count and show the objects, to help children understand which is more and which is less. Repeat with 3–4 sets of different numbers. Explain big to small numbers in the same manner.

Domain

Topic of the Day Book & Page

Circle Time Moving Like a Car

General Awareness Safety at School

General Awareness, page 81

Foundational Literacy Position Words: In and On Literacy Skillbook, page 66

Foundational Numeracy Big to Small Numeracy Workbook, page 48

DIY Story: Which Season is the Best? Rhymes and Stories, pages 48–52

CIRCLE TIME

LO: Children will play a fun game imitating cars and learning basic road signals.

1. Warm-Up: Say: Today, we will play a game where you are cars on a road! We will learn three road signals, just like real cars:

• Green means “Go!”

• Red means “Stop!”

• Yellow means “Slow Down!”

Use hand actions to show each one:

• Green: hand up, waving forward.

• Red: both hands up in a stop sign.

• Yellow: hands moving slowly side to side.

Let children repeat the actions with you.

2. Game Time: Say: You will pretend to be a car. When I say “Green,” you walk fast. When I say “Red,” you stop. When I say “Yellow,” you walk slowly like a snail.

• Green! (Children move fast like cars).

• Red! (Children freeze).

• Yellow! (Children move slowly).

Say: Listen carefully and follow the signals!

You can also add fun variations like: Reverse! (Children walk backward slowly) / Turn! (Children pretend to turn left or right with steering hands). Pro Tip

GENERAL AWARENESS

LO: Children will identify basic school safety rules they should follow. Resources: General Awareness, page 81

Introduction

1. Warm-Up: Say: Safety means keeping ourselves and others away from harm. We must be careful and follow rules to stay safe. Mention some safety rules that we should follow at school, as well as some unsafe situations:

• Walking in line is safe.

• Running in the classroom is unsafe.

• Using sharp things without asking is unsafe.

• Holding the railing when climbing stairs is safe.

Practice

2. Safety at School: Ask children to open page 81 of the General Awareness book. Let them look at the pictures and discuss them one by one. Read each sentence slowly and clearly.

FOUNDATIONAL LITERACY

LO: Children will fill in the blanks with the position words ‘in’ or ‘on’ to complete the sentences.

Resources: Literacy Skillbook, page 66; some common classroom objects (crayons, pencils, erasers, books,etc); a box

Introduction

1. Explaining ‘in’ and ‘on’: Hold up a box and a pencil. Place a pencil inside the box and say: Look! The pencil is in the box. Now, place it on top and say: Now the pencil is on top of the box. Repeat with a few other common objects (chalk, book, eraser).

Each time, say the sentence aloud and ask children to repeat: The chalk is in the box. The chalk is on the box.

2. Activity Time: Say: Now let’s play a game. You will listen and do the action. Call children one by one. Give a small object (chalk, crayon, eraser) to each child and place a box in front of them. Call out, for example:

• Put the crayon in the box.

• Put the crayon on the box.

• Now put it back in the box!

Repeat a few times using different objects.

Practice

3. Position Words: In and On: Ask children to open page 66 of Skillbook. First, show the picture of the cat and read aloud the sentences using ‘in’ and ‘on’. Then, guide them to look at the pictures and fill in the blanks with ‘in’ or ‘on’.

FOUNDATIONAL NUMERACY

LO: Children will identify and sequence numbers from biggest to smallest.

Resources: Numeracy Workbook, page 48

Introduction

1. Recap: Call children one by one. Write any 4 numbers on the board. Guide children to arrange and write the numbers on the board from big to small. Ensure everyone gets a turn.

Practice

2. Big to Small: Ask children to open page 48 of the Workbook. Guide them to look at the numbers and arrange them from big to small.

Write down 4 sets of numbers arranged from biggest to smallest.

DIY

LO: Children will talk about the pictures in the story Which Season is the Best?

Resources: Rhymes and Stories, pages 48–52

1. Warm-Up: Begin by asking: Can you name the different seasons? Listen to all responses and say: The different seasons are: Summer, Rainy, Autumn, Winter and Spring. Today we will look at pictures from the story, ‘Which Season is the Best?’ and discuss them.

2. Which Season is the Best?: Ask children to refer to pages 48–52 in the Rhymes and Stories book. Guide them to look at the pictures and discuss them. You can ask questions like:

• What do you see in the picture?

• What are the people doing?

• Which season do you think it is?

Domain Topic of the Day Book & Page

Circle Time

Making Simple Choices

General Awareness Safety at School

Foundational Literacy

General Awareness, page 82

Position Words: Under and Near Literacy Skillbook, page 67

Foundational Numeracy Top or Bottom Numeracy Skillbook, page 56

DIY Story: Which Season is the Best? Rhymes and Stories, pages 48–52

CIRCLE TIME

LO: Children will develop their socio-emotional and cognitive skills by making choices from given options.

1. Warm-Up: Say: Today, we will learn how to make simple choices. Making a choice means choosing one thing from two or more things. Say: Sometimes, we need to choose what to do or what to eat. Ask: What will you choose to wear if it is a sunny day? Encourage children to say answers like a hat, a t-shirt, or shoes.

2. Making Choices: Say: I will give you two things. You tell me which one you want. Do you want water or juice? Ask children to say their choices aloud. Guide them to say: I want __________ because _______________. Repeat with other pairs such as milk and juice, or book and toy. Make sure each child gets a chance to participate and give their responses.

GENERAL AWARENESS

LO: Children will recognise school safety rules they should follow. Resources: General Awareness, page 82

Introduction

1. Safe or Unsafe: Give children different situations. Ask them to show a thumbs-up if it is safe and a thumbs down if it is unsafe. Use examples like:

• Sliding on the handrail.

• Walking in a straight line.

• Listening to the teacher.

• Pushing friends on stairs.

• Hiding behind the classroom door.

Practice

2. Safety at School: Ask children to open page 82 of the General Awareness book. Guide them to observe the pictures and cross out the unsafe actions.

Pro Tip

You can also ask children to act out some school safety measures.

FOUNDATIONAL LITERACY

LO: Children will identify the positions ‘under’ and ‘near’.

Resources: Literacy Skillbook, page 67; some common classroom objects (pencils, crayons, book, bag, chair, bottle, etc.)

Introduction

1. Warm-Up: Say: Position words tell us where things are. Today we will learn two words: under and near. Put a pencil under a book. Say: The pencil is under the book. Then place the pencil near the book. Say: Now the pencil is near the book. Repeat with 2–3 examples using items like a chair, bag or bottle.

2. Guess the Positions: Place a chalk under a chair or near a bag. Ask: Where is the chalk? Let children answer: It is under the chair! / It is near the bag! Let different children take turns with various items.

Practice

3. Position Words–Under and Near: Ask children to open page 67 of the Skillbook. Guide them to look at the pictures and fill in the blanks with the correct position words – under or near

. FOUNDATIONAL NUMERACY

LO: Children will identify the concept of top and bottom through hands-on activities.

Resources: Numeracy Skillbook, page 56; some common classroom objects (book, bottle cap, pencil, etc.)

Introduction

1. Warm-Up: Say: Today, we will learn two new words: top and bottom. Hold a book and say: The cover is at the top of the book. The pages are at the bottom of the book. Ask: Can you touch the top of your bottle? Pause for children to do so. Then say: Now touch the bottom of your bottle. Let children respond and guide them as needed.

2. Game Time: Say: I will place this pencil either on top or at the bottom of the box. You need to tell me where it is. Place the pencil clearly on top, then at the bottom. Ask children to say whether it is on the top or at the bottom loudly. Repeat with objects like a notebook or a bag.

Practice

3. Top or Bottom: Ask children to open page 56 of the Skillbook. Guide them to look at the pictures and identify the objects that are on the top and the ones at the bottom.

Draw a simple picture showing a ball on top of a square and a flower at the bottom.

DIY

LO: Children will listen to the story Which Season is the Best? and talk about their favourite season.

Resources: Rhymes and Stories, 48–52

1. Interactive Read-Aloud: Read aloud the story Which Season is the Best? with expressions and voice modulations. Pause in between to show pictures and ask relevant questions like:

• What happens in the Spring?

• In which season do children splash on puddles?

• What happens in Autumn?

• In which season do people sit around the fire?

• What did Mother Nature say?

2. Sharing Time: Ask children to share about their favourite season and say why they like it. Guide them to say: I like the __________ season because __________ in this season. Ensure everyone gets a chance to speak.

Domain Topic of the Day Book & Page

Circle Time Fun with Exercises

General Awareness Safety at Home

General Awareness, page 83

Foundational Literacy Position Words Literacy Skillbook, page 68

Foundational Numeracy Top or Bottom

Numeracy Skillbook, page 57; Numeracy Workbook, page 49

DIY Fun with Bubbles STEM Exploration, pages 21–22

CIRCLE TIME

LO: Children will practise simple exercises to enhance gross motor development.

1. Warm-Up Stretch: Say: Let’s start by warming up our body.

• Stretch your hands up to the sky.

• Bend down and touch your toes.

• Move your head slowly side to side.

Do each movement slowly and let children follow you.

2. Fun Exercises: Lead children through 4–5 simple actions:

• Jump up and down – 5 times.

• Hop on one foot – now the other!

• March in place like a soldier.

• Touch knees, then clap hands – repeat.

Say each instruction clearly and do the action along with the children.

3. Cool Down: Say: Now let’s rest our body. Take a deep breath in... now breathe out slowly. Repeat this 2–3 times. Then ask: How do you feel?

GENERAL AWARENESS

LO: Children will recognise basic safety rules to follow at home.

Resources: General Awareness, page 83

Introduction

1. Warm-Up: Say: Our home is a safe place, but we must be careful so we don’t get hurt. Point around and say: Let’s learn how to stay safe at home.

2. Talk and Show: Act out or describe simple scenes:

• Playing with wires and electric sockets – Say: This is unsafe.

• Touching a hot pan – Say: This is NOT safe.

• Playing with toys on the floor – Say: This is safe.

• Climbing on chairs – Say: This is NOT safe.

• Calling an adult for help – Say: This is safe.

Ask: Should we touch hot things? Should we play near sharp things? Ask children to show thumbs up for safe, thumbs down for unsafe.

Practice

3. Safety at Home: Ask children to open page 83 of General Awareness book. Guide them to identify the incidents shown in the pictures. Let them tick the safe actions and cross out the unsafe ones.

FOUNDATIONAL LITERACY

LO: Children will identify the position words ‘in’, ‘on’, ‘under’ and ‘near’ and use them correctly. Resources: Literacy Skillbook, page 68; some common classroom objects (chair, book, crayon, pencil, bag, etc.)

Introduction

1. Recap: Say: We are going to learn some words that tell us where things are – in, on, under and near. Give examples using real objects: The book is on the table. / The pencil is under the chair. / The crayon is in the box. / The bag is near the door.

2. Activity Time: Show or describe scenes using classroom objects. Ask children to complete the sentence:

• The bottle is ___ the table. (on)

• The shoes are ___ the bench. (under)

• The bag is ___ the wall. (near)

Let them take turns answering. You can place objects and ask children to observe and respond. Say: Look at this. The eraser is ___ the box. What should we say?

Practice

3. Fill in the Blanks: Ask children to open page 68 of Skillbook. Guide them to look at the pictures, read the sentences and fill in the blanks with the correct position words.

FOUNDATIONAL NUMERACY

LO: Children will recognise and describe top and bottom positions in objects and pictures.

Resources: Numeracy Skillbook, page 57; Numeracy Workbook, page 49; some common classroom objects (pencil, crayons, book, bottle, etc.)

Introduction

1. Recap: Say: Can you show me the top of the bottle? Say: Can you show me the bottom of your bottle? Let children respond enthusiastically.

2. Object Placement Game: Give a few children simple objects (like books or pencils). Ask: Which book is at the top? Which one is at the bottom? Let children take turns following instructions. Encourage the class to say top and bottom aloud.

Practice

3. Top or Bottom: Write top and bottom on the board, point to each word and read them aloud. Help children recognise the spellings. Then ask them to open page 49 of the Workbook. Guide them to look at the pictures and circle the correct words – top or bottom.

Refer to page 57 of the Skillbook. Read the instructions and look at the pictures – circle the things that are at the bottom and the ones that are on the top.

DIY

LO: Children will develop sensory awareness by creating bubbles using soap and water.

Resources: STEM Exploration, pages 21–22; water; soap; bubble wand

1. Warm-Up: Say: Today we are going to play with something fun – bubbles! Ask: Have you ever seen bubbles? What do they look like?

2. Making Bubbles: Demonstrate how to make the mixture. Say: Let’s make soapy water!

• Pour water into a bowl.

• Add some soap or shampoo.

• Stir it gently to make it foamy. Call children one by one and let each child take turns stirring.

3. Blowing Bubbles: Call children one by one. Say: Dip your bubble wand and blow softly! Children dip the bubble wand and blow gently. Observe and say: Look! A bubble! What shape is it? Is it big or small? Make sure each child gets a chance to participate.

Domain

Circle Time

Topic of the Day

A Story on Honesty

Book & Page

General Awareness Safety on Road General Awareness, page 84

Foundational Literacy Position Words Literacy Workbook, page 35

Foundational Numeracy Over and Under Numeracy Skillbook, page 58

DIY Fun with Bubbles STEM Exploration, pages 21–22

CIRCLE TIME

LO: Children will listen to and discuss the story Ravi and the Shiny Coin.

1. Warm-Up: Say: Today, we will hear a story about honesty. Honesty means telling the truth. Ask: Do you know what telling the truth means? Listen to children’s answers and gently explain if needed.

2. Story Time: Narrate the story Ravi and the Shiny Coin to children. Use clear voices and gestures to make the story engaging.

3. Discussion Time: Discuss the story Ravi and the Shiny Coin by asking the following questions to children:

• What did Ravi do when he found the coin?

• Was Ravi honest?

• Why is it good to tell the truth? Encourage children to share their thoughts.

GENERAL AWARENESS

LO: Children will recognise road safety rules to follow.

Resources: General Awareness, page 84

Introduction

Ravi and the Shiny Coin There was a little boy named Ravi. One day, he found a shiny coin on the ground. He wanted to keep it but remembered his mother said, “Always tell the truth.” So, Ravi gave the coin to his teacher and told her where he found it. The teacher was very happy and said, “Thank you for being honest, Ravi.

1. Discussion Time: Say: Roads are where cars, bikes and buses move. We must be careful to stay safe when we are near roads. Show your hands as a stop sign and say: Stop! Look! Listen! That helps us cross the road safely.

2. Behaviour on Road: Use simple actions to show:

• Not running on the road.

• Wearing a seat belt while riding a car.

• Wearing a helmet while riding a bike.

• Not cycling on the main road.

• Using the zebra crossing if there is one.

• Keep hands and head inside the vehicle.

Ask children to repeat after you: Hold hands. Stop. Look left. Look right. Cross carefully.

Practice

3. Safety on Road: Ask children to open page 84 of the General Awareness book. Show the pictures and discuss them one by one.

FOUNDATIONAL LITERACY

LO: Children will identify the position words ‘in’, ‘on’, ‘under’ and ‘near’ and use them correctly.

Resources: Literacy Workbook, page 35; some common classroom objects (toy, book, pencil, bag, chalk, eraser, etc.)

Introduction

1. Recap: Say: We will recap some position words today: ‘in’, ‘on’, ‘near’ and ‘under’. These words tell us where things are! Quickly show examples:

• Place a book on a chair.

• Put a pencil under the book.

• Keep a bag near the table.

• The toy is in the box.

2. Object Hunt: Place small classroom items (chalk, eraser, ball) in different positions around the classroom. Call children one by one. Give them commands like: Find the chalk that is under the chair! Children run to the correct object. Next: Touch the bag that is on the table!

Repeat 3–4 times with different combinations. Ensure everyone gets a turn.

Practice

3. Position Words: Ask children to open page 35 of Workbook. Guide them to look at the pictures, read the sentences and fill in the blanks with the correct position words: ‘in’, ‘on’, ‘under ’ and ‘near ’

Try to write 2 sentences using in and on and simple CVC words.

FOUNDATIONAL NUMERACY

LO: Children will recognise and correctly use the position words ‘over’ and ‘under’.

Resources: Numeracy Skillbook, page 58; some common classroom objects (pencil, pen, book, ball, etc.)

Introduction

1. Warm-Up: Say: Today, we will learn two new words—over and under. Hold a ball and place it over your head. Say: The ball is over my head. Now place it under a chair. Say: The ball is under the chair. Ask children to copy your actions.

2. Movement Game: Say: Let’s stand up. Put your hand over your head. Now put your hand under your chin. Repeat twice. Encourage children to say over and under as they do this. Repeat the activity with at least 2–3 classroom items.

Pro Tip

Invite children to observe the classroom and share what is over or under objects.

Practice

3. Over and Under: Ask children to open page 58 of the Skillbook. Guide them to observe the picture carefully and explain that the blue bird is over the tree and the red bird is under the tree.

DIY

LO: Children will develop their sensory skills by making bubbles and observing their movements. Resources: STEM Exploration, pages 21–22; soap and water mixture; 2 bubble wands

1. Recap: Say: Do you remember what we made yesterday? Children answer: Bubbles! Ask: What materials did we use? Listen to all responses and say: We used water and liquid soap. Guide them to solve the question given on page 21 of the STEM Exploration book.

2. Bubble Challenge: Say: Let’s see how many bubbles we can make! Children blow bubbles in pairs. Say: Can you make a big one? Can you pop one gently? Let them watch how bubbles float, glide and burst.

3. Discussion Time: Ask simple questions to help children reflect on what they noticed:

• What shape are the bubbles?

• Do they go up or down?

• Are they fast or slow?

• Did they burst? Let children respond in simple words.

WEEK 23 DAY 115

Domain

CATCH - UP CARNIVAL

General Awareness

Learning Outcome Children will talk about safety rules to follow at school, at home and on road.

Resources General Awareness, pages 81–84; a soft toy

Suggested Method Pass around a soft toy. Ask the child who is holding the toy to share one safety measure to follow at home, school or on the road. Clap for each child and give them a smiley. Ensure everyone gets a turn.

Support for Struggling Learners

Domain

Make the children sit in a circle. Refer to pages 81–84 from the General Awareness book. Show the pictures one by one and discuss the safety measures children should follow at home, at school and on the road.

Foundational Literacy

Learning Outcome Children will use of position words: in, on, under and near correctly.

Resources Some common classroom objects (ball, chair, box, pencil, crayons, etc.)

Suggested Method Call children one by one. Give them an instruction using the position words and guide them to place the objects correctly. Give them instructions like:

• Put the ball under the chair.

• Put the crayons in the box.

• Put the book on the table.

• Put the ball near the book.

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

Support for Struggling Learners

Domain

Gather the learners together. Explain the position words one by one by placing objects and showing it to the children. For example, first put the ball on a box and say: The ball is on the box. Repeat with other objects to explain ‘on’. Then explain “in,” “under,” and “near” in the same way.

Foundational Numeracy

Learning Outcome Children will recognise and correctly use the position words ‘top’ and ‘bottom’.

Resources Chalk; some common classroom objects (ball, book, pencil, crayon, etc.)

Suggested Method Call children one by one. Draw any shape or a simple object (flower, tree, house) on the board and give instructions like:

• Draw a circle at the top of the flower.

• Draw a square at the bottom of the flower.

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

Support for Struggling Learners

Gather the learners together. Take a box and place a ball or a crayon on top of it and explain: The ball is on top of the box. Explain with other examples from the surrounding like: The book is on top of the table. / The chalk is on top of the table. Explain bottom in a similar manner.

Domain

Topic of the Day

Circle Time Yoga Pose: Warrior 2

General Awareness

Foundational Literacy

Book & Page

Knowing about Earth

Position Words: In front of, Behind Literacy Skillbook, page 69

Foundational Numeracy Over and Under Numeracy Skillbook, page 59

DIY Rhyme: Row, Row, Row your Boat Rhymes and Stories, page 53

CIRCLE TIME

LO: Children will practise the yoga pose Warrior 2 to improve posture and build balance through movement.

1. Introduction: Say: Today, we will learn the Warrior 2 Pose. It helps us feel strong and brave—just like a warrior.

Ask: Can you show me how strong and brave you can be?

2. Demonstration: Stand with your legs wide apart. Turn your right foot out to the side and your left foot slightly inward. Gently bend your right knee so it’s directly over your ankle. Stretch your arms out to the sides and gaze over your right hand. Say: Stretch your arms wide like a warrior’s sword. Bend your knee and look ahead with courage.

3. Practice: Ask children to try the pose slowly with your guidance. Guide them to hold their balance and keep arms extended. Repeat on both sides.

GENERAL AWARENESS

LO: Children will learn basic ideas about Earth as the place where we live. Resources: A globe (if available)

Introduction

1. Look Around: Say: We live on a big, round ball called Earth. Look around you—we see the sky, the ground, houses, and people. This is all part of Earth.

Ask: What do you see around you? Let children share simple answers like sun, sky, floor, walls. If possible, show a globe and say: Our Earth looks like this!

2. Earth is Our Home: Say: Earth is an amazing place! It has tall mountains, deep oceans, green forests, and wide deserts. There are animals, trees, rivers—and people too!

Ask: What is your favourite thing about Earth? Is it animals, flowers, the rain, or something else? Encourage children to share what they like most.

Practice

3. Movement Game: Say: Let’s pretend we are Earth! Spin slowly like the Earth turning. Now stop. Good job! Earth keeps moving all the time, and we stay safely on it.

Do this 2–3 times with children joining in the movement.

FOUNDATIONAL LITERACY

LO: Children will recognise and use the position words ‘in front of’ and ‘behind’.

Resources: Literacy Skillbook, page 69; some common classroom objects (e.g. bottle, bag, chalks, chair etc.); 2 balls

Introduction

1. Warm-Up: Say: Today we will learn two new position words—in front of and behind.

Use a chair and a book to demonstrate:

• Place the book in front of the chair. Say: The book is in front of the chair.

• Then place it behind the chair. Say: The book is behind the chair.

Repeat with other familiar classroom objects like a bottle, bag, or chalk to reinforce the idea.

2. Movement Game: Say: Let us use our bodies to practise! Invite two children at a time and give each a ball:

• Ask: Can you put the ball in front of you?

• Then: Now, can you place it behind you?

Make sure every child gets a turn so they can all experience the movement and positioning.

Practice

3. Position Words: In front of, Behind: Write behind and in front of on the board. Point and say each word clearly. Ask children to repeat. Say: Let’s practice saying—behind… in front of.

Ask children to open to page 69 of the Literacy Skillbook.

Say: Look at the pictures carefully. Help them fill in the blanks with the correct position words. Move around to support as needed.

Pro Tip

Guide children to look around and help them identify objects that are ‘in front of’ or ‘behind’ some object.

FOUNDATIONAL NUMERACY

LO: Children will recognise the position words over and under through movement and observation.

Resources: Numeracy Skillbook, page 59; common classroom objects (ball, book, chair, etc.)

Introduction

1. Recap: Recall the positions ‘over’ and ‘under’ through a game of Simon Says. Say the instructions aloud and let children enact them. For example:

• Simon says put your hand over your head.

• Simon says put your hand under your chin.

Demonstrate the actions to clarify if children are confused between the two positions.

2. Object Placement Game: Call children one at a time. Give each child a ball or pencil.

Say: Put the ball over the chair. Then say: Put the ball under the chair.

Let children take turns. Encourage the class to say over and under loudly. Ensure everyone gets a turn and repeat with different objects.

Practice

3. Over and Under: Ask children to open page 59 of Skillbook. Guide them to identify the positions shown in the pictures and tick the correct pictures.

Draw a tree on a piece of paper in your notebook. Then, draw a sun over the tree and a ball under the tree.

DIY

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

Resources: Rhymes and Stories, page 53; picture of a boat or a paper boat

1. Warm-Up: Ask: Have you seen a boat? Where does it go? Say: Boats float on water and people use oars to row them! Show a simple picture of a boat or a paper boat.

2. Rhyme Time: Recite the rhyme Row, Row, Row Your Boat with actions and expressions and ask children to sing along. Repeat 3–4 times to help children remember the song.

3. Movement Game: Children sit in pairs facing each other, hold hands, and rock back and forth as they sing.

Say: Pretend you are rowing a boat together!

Domain

Topic of the Day

Circle Time Morning and Night Game

General Awareness Our Earth

Book & Page

General Awareness, page 86

Foundational Literacy ‘In front of’ and ‘Behind’ Literacy Workbook, page 36

Foundational Numeracy Over and Under Numeracy Workbook, page 50

DIY Rhyme: Row, Row, Row Your Boat Rhymes and Stories, page 53

CIRCLE TIME

LO: Children will recognise activities done in the morning and at night.

1. Warm-Up: Say: Today, we will play a fun game about morning and night. We will learn what we do in the morning and what we do at night.

2. Game Time: Say: When I say morning, stretch your arms up high like you have just woken up. When I say night, pretend to sleep by closing your eyes and resting your head on your hands. Repeat the actions a few times.

3. Extending the Game: Say: Now I will say something we do, and you tell me if it’s done in the morning or at night.

Examples:

• Eat breakfast? (morning)

• Brush teeth? (both morning and night)

• Go to bed? (night)

• Play outside? (morning)

Children respond by doing the action or saying morning or night.

Pro Tip

You could say: What activities do you do in the morning and at night? Let children respond and build on their answers.

GENERAL AWARENESS

LO: Children will colour a picture of Earth and identify its blue and green areas. Resources: General Awareness, page 86; a ball or a globe; blue and green crayons

Introduction

1. Warm-Up: Hold up a globe or a ball. Say: This is like our Earth. Earth is where we live. It is round like a ball. Ask children to say Earth after you.

2. Colours of Earth: Show a globe or a simple picture of Earth with blue and green areas. Say: Earth looks blue and green from space. The blue parts are water—oceans, seas, and rivers. The green parts are land—forests, fields, and trees.

Practice

3. Our Earth: Ask children to open page 86 of General Awareness book. Guide them to colour the Earth using blue and green, according to the given codes.

FOUNDATIONAL LITERACY

LO: Children will identify and use the position words ‘in front of’ and ‘behind’ through play and observation.

Resources: Literacy Workbook, page 36; common classroom objects (pencil, book, ball, chair, etc.)

Introduction

1. Recap: Say: In front means ahead. Behind means at the back. Ask: Who is sitting behind you? Who is in front of you? Let children point and answer. Guide them if required.

2. Object Game: Place an object like a toy or book in front of or behind a chair or box.

Ask: Where is the book?

Children might say: It is behind the chair! or It is in front of the box! Let children take turns placing an object and asking their friends.

Practice

3. Position Words: Ask children to open page 36 of Workbook. Guide them to identify the positions and circle the cats that are in front and cross the ones that are behind.

FOUNDATIONAL NUMERACY

LO: Children will recognise the position words ‘over’ and ‘under’ through pictures and movement-based activities.

Resources: Numeracy Workbook, page 50; a rope; a chair; a ball

Introduction

1. Recap: Tell a short story: A cat jumped over the fence. Then it went under the table to hide. Ask children to act out jump over and go under during the story.

2. Fun with Movements: Make a straight line using a rope or draw a straightline using chalk and place a chair. Call children one by one. First, ask them to jump over the rope and then ask them to place a ball under the chair. Ensure everyone gets a turn. Encourage them to say aloud the words ‘over’ and ‘under’.

Practice

3. Over and Under: Ask children to open page 50 of Workbook. Ask them to look at the pictures and trace the lines to show over and under. Guide them to say: The butterfly is over the fence. / The caterpillar is under the bench.

DIY

LO: Children will recite the rhyme Row, Row, Row Your Boat and play a pretend rowing game.

Resources: Rhymes and Stories, page 53

1. Rhyme Time: Recite the rhyme Row, Row, Row your Boat with actions and expressions. Repeat 3–4 times and ask children to recite along.

2. Pretend Rowing Game: Ask children to sit in rows like they are in a big boat.

Say: Let’s go on a pretend boat ride! We are rowing down the stream… what do we see?

Let children name things: Fish! Ducks! Trees!

Draw a picture of a boat going down the stream, and colour it.

Domain

Circle Time

Topic of the Day

Sharing our Planet Earth

General Awareness A Story on Earth

Book & Page

Foundational Literacy Position Words Reader Book, page 8

Foundational Numeracy Behind and In Front Numeracy Skillbook, pages 60-61

DIY Story: The Giant Turnip Rhymes and Stories, pages 54-57

CIRCLE TIME

LO: Children will share ways to care for and share planet Earth with living things.

1. Warm-Up: Say: Today, we will learn how to share our planet Earth. Ask: What do you see outside?

Listen to answers like trees, animals, air, water, people, birds.

2. Explain Sharing Earth: Say: We all live on the same Earth. We share the trees, the animals, the water, and the air. Explain that by sharing, we take care of Earth and everything on it.

3. Group Discussion: Divide children into groups of four. Ask: How can we share Earth?

Help children suggest simple ideas like: Don’t throw litter / Save water / Be kind to animals / Plant trees, and so on.

Conclude by saying: Earth is our home. When we ask care for it, we all stay happy and healthy.

GENERAL AWARENESS

LO: Children will listen to and discuss a story about planet Earth.

Introduction

1. Recap: Begin by asking: What is the colour of our planet Earth? Listen to all responses and say: Our Earth is blue and green in colour. Today, we will listen to a story about Earth—our home.

Our Colourful Earth

Once, Earth was all alone in space and very quiet. So, it made wind to sing, rivers to giggle, and trees to dance. Birds came to sing on the trees, fish splashed in the rivers, and children ran on the soft ground. Earth wore a blue sky above and green lands below, full of life and joy. Earth smiled and said, “Now I am not lonely anymore. I have friends everywhere!”

Practice

2. Interactive Story Time: Narrate the story Our Colourful Earth with expressions and voice modulations. Discuss the story with children by asking questions such as:

• What did Earth do when it felt lonely?

• Who came to live on Earth?

• What colours do we see on Earth?

• How did Earth feel at the end of the story?

Pro Tip

You can ask children to describe other colours they notice on Earth (e.g. brown, white, etc.).

FOUNDATIONAL LITERACY

LO: Children will read aloud simple sentences using position words. Resources: Reader Book, page 8

Introduction

1. Picture Talk: Ask children to open page 8 of the Reader Book. Point to each picture one by one and ask: Where is the dog? / Where is the cat? Listen to all responses and say, for example: The dog is on the bed. / The cat is down. Repeat with all pictures.

2. Position Words: Introduce the position words on page 8. Write each word on the board and guide children in reading it aloud. (up, down, in, out, behind, in front of, under, on)

Practice

3. Guided Reading: Read aloud the sentences from page 8 of the Reader Book. Ask children to repeat each sentence after you while pointing to the words with their finger.

4. Reading Practice: Call children one by one to read a sentence from the Reader Book. Encourage others to repeat after them. Assist children if they struggle to read.

Pro Tip

Encourage children to point to each word and read slowly, one word at a time.

Read the sentences on page 8 of the Reader Book and underline all the position words.

. FOUNDATIONAL NUMERACY

LO: Children will identify the position words ‘behind’ and ‘in front of’ through pictures and activities. Resources: Numeracy Skillbook, pages 60–61; a chair; a ball

Introduction

1. Warm-Up: Begin by explaining the position words ‘behind’ and ‘in front’. Put a ball in front of a chair and say: The ball is in front of the chair. Then, put it behind the chair and say: The ball is behind the chair.

2. Movement Game: Call children one by one. First ask them to stand in front of the chair. Then, ask them to stand behind the chair. Repeat 3–4 times and ensure everyone gets a turn. Encourage children to repeat the words ‘in front’ and ‘behind’.

Practice

3. Behind and In Front: Ask children to open page 60 of Skillbook. Guide children to identify the positions ‘in front’ and ‘behind’ in the pictures. Then, help them solve the exercises given on page 61 as per the given instructions.

DIY

LO: Children will observe and discuss pictures from the story The Giant Turnip. Resources: Rhymes and Stories, pages 54–57; a drawing sheet (one per child); crayons

1. Warm-Up: Ask: Have you seen a turnip? Is it big or small? Listen to all responses and say: A turnip is a round vegetable. Say: Let’s look at pictures from a story about a turnip that grew really, really big!

2. Picture Talk: Ask children to refer to pages 54–57 of Rhymes and Stories book. Guide them to look at the pictures and share what they say. Ask them questions like: What do you see in the picture? / What are the man and the woman doing? / What animals do you see?

3. Drawing a Turnip: Give the drawing sheets to children. Help them draw a turnip by making an illustration on the board (refer to page 57). Let children colour the turnip purple and leaves on top green.

The Giant Turnip

Domain

Circle Time

Topic of the Day

Taking Care of Planet Earth

General Awareness Earth, Sun and Moon

Book & Page

Foundational Literacy Story: Come Dance with Me Literacy Skillbook, pages 70–72

Foundational Numeracy Position of Things Numeracy Workbook, pages 51–52

DIY Story: The Giant Turnip Rhymes and Stories, pages 54–57

CIRCLE TIME

LO: Children will share simple ways to care for planet Earth.

1. Warm-Up: Say: Earth is our home. It gives us air to breathe, water to drink, trees, animals, and places to live and play. If we do not take care of Earth, it can get dirty and sick. So we must keep it clean and happy!

2. Action Game: Mention some activities and ask children to show a thumbs up if it is good for planet Earth, and a thumbs down if it is not. Call out each action slowly and clearly:

• Throwing garbage in the dustbin

• Plucking all the flowers from a plant

• Watering a plant every day

• Leaving the tap running while brushing teeth

• Feeding a bird or animal

• Throwing plastic on the road

• Using both sides of paper for drawing

• Breaking tree branches for fun

Pro Tip

You can encourage children to act out ways they care for planet Earth.

GENERAL AWARENESS

LO: Children will explore the relationship between the Sun, Earth and Moon through movement and art.

Resources: Drawing sheet (one per child); pencils and crayons

Introduction

1. Warm-Up: Say: Let’s talk about Earth, Sun, and Moon. Earth is where we live. Sun gives us light and warmth in the morning. Moon shines at night. Recite the rhyme Earth, Sun and Moon with actions and expressions. Repeat 3–4 times and ask children to recite along.

2. Action or Movement Game: Call three children at a time and assign them to be Earth, Sun, and Moon. The ‘Sun’ stands in the middle and stretches arms wide like shining light. The ‘Earth’ stands nearby and slowly turns around to show day and night. The ‘Moon’ moves around the Earth, showing how it orbits at night. Say: Let’s all move like Earth turning and Moon going around! Ensure everyone gets a turn.

Practice

3. Drawing Time: Give each child a drawing sheet and crayons. Demonstrate on the board and guide them to draw the Sun, Earth and Moon, then colour them. Explain that the Sun appears in the daytime and the Moon at night.

FOUNDATIONAL LITERACY

Earth, Sun and Moon Sun is bright, shining light, Earth spins round day and night, Moon glows soft in the sky, Watching us from way up high.

LO: Children will listen to the story Come and Dance with Me and identify sight words from the story. Resources: Literacy Skillbook, pages 70–72

Introduction

1. Picture Talk: Ask children to refer to pages 70–72 of the Skillbook. Guide them to look at the pictures one by one and discuss them. Ask questions like: What animals do you see? / What is the giraffe doing? / What is the lion doing?

Practice

2. Interactive Read-Aloud: Read the story Come and Dance with Me aloud with expression and voice modulation. Pause to show pictures and ask questions such as:

• What did the giraffe love doing?

• Who asked the giraffe to stop dancing?

• Did the lion dance?

• How was the forest?

3. Sight Words: Write all the sight words from page 72 of the Skillbook on the board. Point to each word and read it aloud. Call children one by one, say a sight word, and let them spot it on the board. Refer to page 72 and underline all the sight words in the story.

FOUNDATIONAL NUMERACY

LO: Children will recognise and use the position words ‘behind’, ‘in front’, ‘bottom’ and ‘over’ through movement and observation.

Resources: Numeracy Workbook, pages 51–52; some common classroom objects (ball, pencil, bottle etc.)

Introduction

1. Identifying the Positions: Keep objects in different positions and let children guess whether it is ‘behind’, ‘in front’, ‘over’ or ‘bottom’. For example, keep a chalk behind a bottle and ask: Where is the chalk? / Keep a book in front of a bag and ask: Where is the book? Repeat with 5–6 different items.

Practice

2. Behind and In Front: Ask children to open page 51 of Workbook. Guide them to colour the objects as per the given instructions.

3. Position of Things: Ask children to open page 52 of Workbook. Guide them to look at the pictures and match each object to the correct position word.

DIY

LO: Children will listen to the story The Giant Turnip and take part in related role play.

Resources: Rhymes and Stories, pages 54–57

1. Interactive Read-Aloud: Read aloud the story The Giant Turnip with expressions and voice modulations. Pause in between to show pictures and ask questions from the story like: Who planted seeds in the garden? / What grew from the seeds? / Who did Manu call for help?

2. Role Play of the Story: Call 4 children at a time. Assign simple roles: the old man, the old woman, the boy, the girl, the dog, the donkey, and the turnip. Let them act out the story with your guidance using simple phrases like:

• I will help you!

• Let’s pull together!

• POP - when the turnip comes out!

The Giant Turnip

CATCH - UP CARNIVAL

Domain General Awareness

Learning Outcome Children will share facts about the Sun, Moon, and Earth.

Resources A ball; a picture of Earth or a globe.

Suggested Method Pass around a soft toy. Ask the following questions to the children holding the soft toy:

• What shape is the Earth? Is it like a book or a ball?

• What does the green part of the Earth show?

• What does the blue part of the Earth show?

• When do we see the Sun and the Moon? Clap for each child and give them a smiley. Ensure everyone gets a turn.

Support for Struggling Learners

Domain

Gather the struggling learners together. Show the ball and say: We live on planet Earth. It is round like a ball. Then show the picture (or a globe) of Earth and say: Our Earth is green and blue in colour. The green part is the land and the blue part is the ocean (water).

Foundational Literacy

Learning Outcome Children will read aloud sentences that contain position words.

Resources Reader book, page 8.

Suggested Method

Support for Struggling Learners

Domain

Call the children one by one. Guide each child to read a sentence aloud from page 8 of the Reader book. Ask them to place their fingers under each word as they read. Clap for each child and give them a smiley sticker. Ensure that every child gets a chance.

Ask children to open page 8 of the Reader book. First point to each picture from the page and ask children to share what they see. Then, read aloud the sentences one by one loudly, with clear pronunciations and ask children to repeat the sentences after you. Guide them to place their index fingers under each word as they read along with you.

Foundational Numeracy

Learning Outcome Children will identify the position words like: over, under, behind and in front.

Resources Common classroom objects like: bag, books, chair, table, ball, etc.

Suggested Method

Support for Struggling Learners

Call children one by one. Give them instructions like: Place the ball under the chair. / Place the book behind the bag. / Stand in front of the table.

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

Gather the learners together. Take a ball and place it under the table and say: The ball is under the table. Then call children one by one and let them place any object under a table or a chair. Explain ‘over’, ‘behind’ and ‘in front’ in a similar manner.

DAY 121 WEEK ` 25

Domain Topic of the Day Book & Page

Circle Time Being Kind

General Awareness Uses of Water

Foundational Literacy Starting Blends - I

Foundational Numeracy Open and Close

DIY Indian Map

CIRCLE TIME

LO: Children will listen to a story about kindness and discuss it.

1. Warm-Up: Say: Today, we will hear a story about kindness. Kindness means helping others and being caring. Ask: Can you tell me what it means to be kind? Listen to children’s answers

2. Story Time: Narrate the story The Lost Pencil with expressions and voice modulation. Repeat the story 2–3 times and ask questions to prompt discussion. Ask questions like:

• Why was Meera’s friend sad?

• What did Meera do?

General Awareness, page 87

Literacy Skillbook, page 73

Numeracy Skillbook, page 62

Art and Craft, page 32

The Lost Pencil

There was a little girl named Meera. One day, she saw her friend feeling sad because she had lost her pencil. Meera gave her own pencil and said, “You can use mine.” Her friend smiled and said, “Thank you, Meera!”

• How was her friend feeling at the end? At the end, ask each child to share a moment when they were kind to someone. Say: Kindness makes everyone happy. When you are kind, you make friends and help make the world a better place.

GENERAL AWARENESS

LO: Children will identify the different uses of water by observing pictures.

Resources: General Awareness, page 87

Introduction

1. Warm-Up: Say: Water is very important. We need water every day. Water helps us in many ways. Ask children to mention some ways in which they use water. Listen to all responses.

2. Action Time: Call out different uses of water and let children act them out:

• We use water to drink.

• We use water to wash our hands and face.

• We use water to cook food.

• We use water to water plants.

Practice

3. Uses of Water: Ask children to open page 87 of the General Awareness book. Show the pictures one by one and mention the different uses of water.

Pro Tip

You can discuss different ways in which water is used in school – like washing hands, cleaning the school, and watering plants.

FOUNDATIONAL LITERACY

LO: Children will identify words starting with blends like: cl, fl, pl, and sl.

Resources: Literacy Skillbook, page 73; some objects starting with blends – cl (clock, clip), fl (flag, floor), pl (plug, plate), sl (slab, slide)

Introduction

1. Warm-Up: Say: Today we will learn new sounds by blending two different sounds. Say each blend slowly and clearly using actions. Say: c says /k/ /k/ /k/ and raise the right hand. Then say: l says /l/ /l/ /l/ and raise the left hand. Now say: Let’s blend them together – we get cl – clap both hands. Explain blends fl, pl and sl in a similar manner. Practise saying each blend 3–4 times with actions.

2. Sound and Word Matching: Say: Let’s say some words together and listen to the sound at the start. Explain: If we blend the letters ‘c’ and ‘l’, we get – cl. Let’s hear some words that begin with cl. Show the objects and say their names aloud to the children. For example, show a clip and say: cl-cl clip; show a clock and say: cl-cl clock. Ask children to repeat after you. Emphasise the starting blend – cl – while saying the words. Repeat the same for words starting with the blends – fl, pl and sl.

Practice

3. Starting Blends 1: Ask children to open page 73 of the Skillbook. Guide them to look at the pictures and say aloud the words starting with blends. For example, point to the picture showing a clip and say: cl-cl-clip. Repeat each word 3–4 times.

Look for objects at home that start with fl, cl, pl and sl blends.

FOUNDATIONAL NUMERACY

LO: Children will identify the concepts of open and close through hands-on activities and by looking at pictures.

Resources: Numeracy Skillbook, page 62; some objects like a box and some books

Introduction

1. Warm-Up: Say: Today, we will learn about two words – open and close. Ask: Can you open your hands? / Can you close your hands? Help children do both actions.

2. Demonstration with Objects: Show a box, a book, or a door. Say: I will open the box. Show the box in the open position. Say: Now, I will close the box. Show the box in the closed position.

Repeat with a book or door.

Practice

3. Open and Close: Ask children to open page 62 of Skillbook. First, read aloud the instructions mentioned in the beginning of the page and guide children to do the actions. Then, help children look at the pictures and match objects that are open with those that are closed.

DIY

LO: Children will recognise the map of India and decorate it using orange masoor dal and green moong dal.

Resources: Art and Craft, page 32; an Indian flag; masoor dal; moong dal; glue

1. Warm-Up: Ask children to open page 32 of the Art and Craft book and ask: What do you see? Listen to all responses and say: This is the map of India. We are going to decorate it using the colours of the Indian national flag. Show the Indian flag to the children and mention the colours – saffron, white and green – with a blue Ashoka Chakra in the middle.

2. Indian Flag: Refer to page 32 of the Art and Craft book. Talk about the diversity of India and explain that people living in different regions speak different languages (Gujarat – Gujarati, West Bengal – Bengali, Tamil Nadu – Tamil, Punjab – Punjabi, and so on). Explain that they also have different dress styles and tradition. Show them the pictures of people living in different places from page 32. Then, guide children to paste orange masoor dal and green moong dal on the map to complete the art work.

DAY 122

Domain

Circle Time

General Awareness

Foundational Literacy

Foundational Numeracy

Topic of the Day Book & Page

Solve the Situation

Saving Water

Blend- cl, fl, sl, pl

Open and Close

DIY A Cool Spaceship

CIRCLE TIME

General Awareness, page 88

Literacy Skillbook, page 74

Numeracy Workbook, page 53

Art and Craft, page 33

LO: Children will listen to a story and suggest ways to solve the problem.

1. Warm-Up: Say: Sometimes, small problems happen during our day. Today, we will think of what to do when we face a little problem and how to solve it. Say: Let’s listen to a short story.

2. Situation Story: Say: Ravi went to the playground. After running and playing, he felt very thirsty. He opened his bag and saw that his water bottle was empty! What can Ravi do now? Ask: What is the problem? (Wait for responses.)

Say: Yes, Ravi is thirsty, and there is no water in his bottle.

3. Thinking and Sharing: Ask: What can Ravi do to solve this problem? Encourage children to share their ideas. Help them with prompts if needed:

• He can ask his teacher for water.

• He can drink from the school tap.

• He can tell a friend or an adult.

• He can refill his bottle from the school water station.

Pro Tip

You can also ask children to act out what Ravi would do.

GENERAL AWARENESS

LO: Children will identify ways to save water and recognise activities that lead to water wastage.

Resources: General Awareness, page 88

Introduction

1. Warm-Up Talk: Say: Water is very important, but there is only a little of it. We must save water so we always have enough to drink and use. Ask: Can you tell me a way to save water? Listen to all responses.

2. Saving Water: Give simple examples on how one can save water:

• Turn off the tap when brushing your teeth.

• Use a small bucket to wash, not a big one.

• Don’t waste water by playing with it.

Pretend to turn off a tap, drink from a small cup, and cover a bucket. Say: Let’s all show how to save water. Encourage children to copy your actions.

Practice

3. Solving Exercise: Ask children to open page 88 of the General Awareness book. Guide them to observe the pictures and identify the different activities. Let them tick the ones that show wastage of water.

FOUNDATIONAL LITERACY

LO: Children will look at pictures, identify starting blends – fl, cl, pl or sl – and read words that begin with them.

Resources: Literacy Skillbook, page 74

Introduction

1. Recap: Call out a blend: fl! Ask children to think of a word with that blend (prompt if needed). Say: fl – flag! Everyone says: fl – flag! Repeat with other blends (pl, sl, cl). Then say a few words aloud and ask: Which blend does it start with – cl, fl, pl or sl? Examples: clap → cl / flag → fl / plug → pl / slip → sl.

2. Reading Words with Blends: Write down some words starting with cl, fl, pl and sl blends. Guide children to read the words one by one, for example: /f/ /l/ /a/ /g/ – flag.

3. Identifying Blends: Call children one by one, say a word and write it on the board with the starting blends missing, for example ___ u g (plug). Ask children to guess and say the correct starting blend.

Practice

4. Solving Exercises: Ask children to open page 74 of the Skillbook. Help children identify the objects shown in the picture and guide them to write the beginning blends.

Refer to page 74 of the Skillbook. Practice reading the words with starting blends.

FOUNDATIONAL NUMERACY

LO: Children will recall the concept of open and close through a fun hands-on activity and by looking at pictures.

Resources: Numeracy Workbook, page 53; pencil boxes; books

Introduction

1. Activity Time: Ask children to be ready with their pencil boxes and a book. Give them the following instructions:

• Open the pencil box.

• Close the pencil box.

• Open the book.

• Close the book.

Monitor and guide children as required.

Practice

2. Open and Close: Ask children to open page 53 of Workbook. Guide them to tick the pictures that show something open, and cross the ones that are closed.

DIY

LO: Children will colour a spaceship according to the given colour codes.

Resources: Art and Craft, page 33

1. Get Set Go: Say: Today, we are going on a spaceship adventure! Ask: Have you seen a spaceship? Where does it go? Listen to all responses. Then say: A spaceship goes up into space. Say: Let’s get ready to fly in a spaceship!

Children follow your actions:

• Put on your helmet (pretend)

• Wear your boots

• Strap your seatbelt

• Count down: 5…4…3…2…1…Blast off! (Jump in place)

2. A Cool Spaceship: Ask children to open page 33 of the Art and Craft book. Say: We will colour this spaceship. Guide them to colour the spaceship using the given colour codes.

DAY 123 WEEK

Domain

Circle Time

Topic of the Day

Alternate Use of a Pencil Box

General Awareness Water for Plants, Birds and Animals

Foundational Literacy

Starting Blends 1

Book & Page

Literacy Workbook, pages 37–38

Foundational Numeracy Hot Numeracy Skillbook, page 63

DIY Making White from Seven Colours

CIRCLE TIME

LO: Children will suggest a different use for a pencil box.

Resources: A pencil box

STEM Exploration, pages 23–24

1. Warm-Up: Say: Today, we will think about different ways to use a pencil box. Show a pencil box. Ask: What do we usually keep in a pencil box? Listen to children’s answers. Say: A pencil box is for keeping pencils, but can we use it for other things? Let’s think together.

2. Show and Tell: Ask: What else can we keep or do with a pencil box? Encourage ideas like keeping small toys, using it as a treasure box, storing beads or buttons, using it as a small planter, or turning it into a mini toolbox. Say: Let’s pretend we use the pencil box in a new way. Show me how you will use it. Children can act out or explain their ideas. Praise creativity and encourage sharing.

GENERAL AWARENESS

LO: Children will understand that plants, animals, and birds need water.

Introduction

1. Warm-Up Discussion: Say: Water is not just for us. Plants, birds, and animals also need water to live. Without water, they feel tired and weak – just like us!

Ask: Can you act like a tired bird or a droopy plant without water?

Let children do a fun little “droopy” act.

2. Water Charades: Say: I will act like someone who needs water. You guess! Act examples (no words):

• A wilting plant (bend arms down)

• A thirsty dog or cat (panting, looking for water, make sound like: Meow or Bow Wow)

• A bird looking for water (flap arms and look around)

Let children take turns acting too!

Practice

3. Action Fun: Say: When I say the name of a living thing, you act like you are giving it water.

• Plant! → Pretend to pour water into the soil.

• Bird! → Pretend to pour water into a bowl.

• Cow! → Pretend to hold a bucket and give it water. Mix it up and call them faster to make it fun!

Pro Tip

If possible, pour some water into a bowl and place it on school grounds for birds or animals. Show it to the children and explain its importance.

FOUNDATIONAL LITERACY

LO: Children will look at pictures to identify, read, and write words starting with blends.

Resources: Literacy Workbook, pages 37–38

Introduction

1. Guess the Blend: Call children one by one and say a word starting with blends – cl, pl, fl or sl. Write the word on the board with the starting blend missing, for example: __ a g (flag). Give them two options – fl or cr – and let children guess the correct blend.

Blends–1

Practice

2. Starting Blends 1: Ask children to open page 37 of the Workbook. Guide children to look at the pictures and identify the correct starting blends and write them.

3. Reading Words Starting with Blends: Write down the words from page 38 of the Workbook on the board and guide children to read them one by one. For example, say: /cl/ /i/ /p/ - clip; /pl/ /u/ /g/ - plug. Read each word 2–3 times and ask children to read along.

4. Writing Words: Ask children to open page 38 of the Workbook. Read aloud the words one by one and ask children to trace and write the words in the first two rows (clip and clap).

Refer to page 38 of the Workbook. Trace and write the words given on the page and practise reading the words with starting blends.

FOUNDATIONAL NUMERACY

LO: Children will identify objects that are hot to touch.

Resources: Numeracy Skillbook, page 63

Introduction

1. Warm-Up: Say: Today, we will learn about hot. Ask: What things are hot? Listen to children’s answers.

2. Dumb Charades: Call children one by one. Name an item that is hot and ask them to act it out while the others guess. You can give items like – sun, iron, soup, or fire. If children are stuck, give them hints like: It is used to make our clothes look neat (iron).

Practice

3. Hot: Ask children to open page 63 of the Numeracy Skillbook. Guide them to look at the pictures and identify the hot items. Then, ask them to circle the items that are hot.

DIY

LO: Children will identify the seven colours in a rainbow and create a rainbow disc.

Resources: STEM Exploration, pages 23–24; a round cut-out of paper (per child); crayons

1. Warm-Up: Say: Today, we will make a beautiful rainbow disc! Ask: Can you name the colours of the rainbow?

Say the colours aloud with the children: red, orange, yellow, green, blue, indigo, violet.

2. A Rainbow Disc: Give each child a round paper (a circle cut from plain paper). First, help children to draw lines and divide the disc into seven equal sections. Demonstrate and say: Let’s start with red. Colour a section on your disc. Continue: Now orange, then yellow, green, blue, indigo, and violet. Help children colour each section carefully, creating a colourful disc with seven equal parts, like slices of a pie.

Domain

Circle Time

Topic of the Day

Keeping Water Clean

General Awareness Forms of Water

Book & Page

General Awareness, page 89

Foundational Literacy Fun with Clo Reader Book, page 9

Foundational Numeracy Cold Numeracy Skillbook, page 64

DIY Making White from Seven Colours STEM Exploration 23–24

CIRCLE TIME

LO: Children will listen to and discuss a story about keeping water clean.

1. Warm-Up: Say: Today, we will hear a story about keeping water clean. Ask: Why do we need clean water? Encourage responses like: to drink, to cook, for plants and animals.

2. Interactive Story Time: Narrate the story Mimi and the River with expressions and voice modulation. Repeat the story at least 2 times and discuss it by asking questions like:

• What made Mimi sad?

• How did the children help Mimi?

• What can we do to keep lakes and rivers clean?

GENERAL AWARENESS

Mimi and the River

There was a little fish named Mimi who lived in a clean river. One day, people threw garbage into the river. Mimi’s home became dirty, and she felt sad. Some children cleaned the river and told everyone, “Don’t throw trash in water.” Soon, the river became clean again, and Mimi was happy.

LO: Children will identify the different forms of water – liquid, steam, and ice.

Resources: General Awareness, page 89; a bowl of water; some ice

Introduction

1. Warm-Up: Say: Water can be many things. It can be a liquid, steam, or ice. Let’s learn how! Show them the bowl of water and ice.

2. Forms of Water: Explain the different forms of water one by one to children:

• Liquid Water: Say: Water we drink and see in rivers and lakes is liquid. Pretend to drink water and splash water gently on your hands and show a small bowl of water.

• Steam: Say: When water gets hot, it changes into steam. Show steam by breathing out warm air on a glass or a plastic surface, or by showing steam from a kettle (if possible and safe). Say: Steam is like tiny water drops in the air. It is hot and disappears quickly.

• Ice: Say: When water gets very cold, it becomes ice. Ice is hard and cold. Show some ice cubes.

Practice

3. Forms of Water: Ask children to open page 89 of the General Awareness book. Guide them to look at the pictures and help them identify the different forms of water.

FOUNDATIONAL LITERACY

LO: Children will read aloud sentences containing words starting with blends. Resources: Reader book, page 9

Introduction

1. Picture Talk: Ask children to open page 9 of the Reader Book. Point to each picture one by one and ask: What is the cat doing? Listen to all responses and say, for example: The cat is climbing the cliff. Repeat with all pictures.

2. Explaining in Home Language: Read the lines from page 9 of the Reader Book and explain them in a mix of English and the home language to ensure understanding.

3. Words with Starting Blends: Introduce the words with starting blends on page 9. Write a word on the board and guide children in reading it. (Clo, climbs, cliff, blocks, plays, glad and claps)

Practice

4. Guided Reading: Read aloud the sentences from page 9 of the Reader Book. Ask children to repeat the sentences after you, pointing to each word with their finger.

5. Reading Practice: Call children one by one to read a sentence from the Reader Book. Encourage others to repeat after them. Assist children if they struggle with reading.

Pro Tip

Encourage children to point to each word and read slowly, one word at a time.

Read the sentences on page 9 of the Reader book and underline all the words with starting blends.

FOUNDATIONAL NUMERACY

LO: Children will identify objects that feel cold when touched.

Resources: Numeracy Skillbook, page 64

Introduction

1. Warm-Up: Say: Today, we will learn about things that are cold. Ask: Can you name something that feels cold? Listen to children’s answers.

2. Dumb Charades: Call children one by one. Name an item that is cold and ask them to enact it while the others guess. You can give items like –a snowman, ice cream, juice, or ice cubes. If children are stuck, give them hints like: We like to have it during summer (ice cream).

Practice

3. Cold: Ask children to open page 64 of the Skillbook. Guide them to identify and circle the items that are cold.

DIY

LO: Children will create the colour white using the rainbow disc. Resources: STEM Exploration, pages 23–24; a pencil (per child); rainbow discs (made the previous day); a round cardboard cut-out (same size as the rainbow disc, per child); glue

1. Rainbow Colours: Say: Did you know that white light is made of many colours? Let’s try a fun experiment to see this! Ask: Can you name the colours of the rainbow? Say together: Red, orange, yellow, green, blue, indigo, violet. Then guide children to stick the rainbow disc on the card board.

2. Making White: Guide children to pierce a pencil through the centre of the rainbow disc, then spin it around and observe the colour white. Follow steps 5 and 6 on page 24 of the STEM Exploration book.

Making White from Seven Colours

In this fun activity, we will learn to create white from seven different colours.

Let’s Collect ) A circular cardboard cutout

) A pencil ) Crayons of violet, indigo, blue, green, yellow, orange and red colours.

) A sheet of white paper

) A pair of scissors

Let’s Do

5.

1. Cut the paper in the same size as the cardboard cutout. 2. Stick it on the cutout.

6. Spin the pencil with the cutout. What do you see?

Now We Know

WEEK 25 DAY 125

Domain

Learning Outcome

CATCH - UP CARNIVAL

General Awareness

Children will identify different uses of water and ways to save it.

Resources General Awareness, pages 87–88; a soft toy

Suggested Method Pass around a soft toy. Ask the child holding the toy to share one use of water and one way to save it. Clap for each child and give them a smiley sticker. Ensure everyone gets a turn.

Support for Struggling Learners

Gather the struggling learners. Refer to pages 87–88 of the General Awareness book. Show the pictures one by one and discuss the different uses of water and ways to save it.

Domain Foundational Literacy

Learning Outcome Children will identify words starting with blends cl, fl, pl, and sl.

Suggested Method

Call children one by one:

• Say a word aloud and ask them to identify the beginning blend.

• Then, ask them to say a word that begins with one of the blends: cl, fl, pl, or sl. Clap for each child and give them a smiley sticker. Ensure everyone gets a turn.

Support for Struggling Learners

Gather the learners together. Say each blend clearly and slowly. For example: C says /k/ and L says /l/. Blend them together and you get — cl. Ask children to repeat after you. Repeat the same for the blends fl, pl, and sl. Then, say a few words that begin with each blend and have the children repeat after you.

Domain Foundational Numeracy

Learning Outcome

Children will identify the concept of “open” and “close.”

Resources Some common classroom objects (pencil box, box, book etc.)

Suggested Method

Support for Struggling Learners

Call children one by one. Ask them to pick an object of their choice and give simple instructions, such as:

• Can you close the book?

• Now, can you open the book? Clap for each child and give them a smiley sticker. Ensure everyone gets a turn.

Gather the learners together. Take a box, open it, and say: The box is now open. Then, close the box and say: The box is closed. Repeat this 3–4 times. Next, guide children to open their eyes when you say “open” and close their eyes when you say “close.”

Repeat this 3–4 times to reinforce the concept through movement and repetition.

Domain

Circle Time Riddles

General Awareness

Foundational Literacy

Topic of the Day

Sources of Water

Starting Blends–2

Foundational Numeracy Hot and Cold

DIY

Humming Honey Bees

CIRCLE TIME

Book & Page

General Awareness, page 90

Literacy Skillbook, page 75

Numeracy Workbook, page 54

Art and Craft, page 34

LO: Children will listen to simple riddles and guess the correct answers.

1. Introduction: Begin by saying: Today, we are going to play a fun word game called riddles. Say: A riddle is a question that gives clues. You have to guess what it is. Let’s try one!

Give an example: I have four legs. I have a back but no head. You can sit on me. What am I? Let children guess. Praise all attempts. Then say: The answer is a chair. It has four legs and a back, but no head!

Explain: Riddles make us think. They are like word puzzles.

2. Solving Riddles: Say: Now I am going to say a few riddles. Listen carefully and try to guess the answers. Ask riddles like:

Riddle 1: I am round and hot. You see me in the sky. I shine brightly. What am I? (Sun)

Riddle 2: I have hands but no fingers. I tell you the time. What am I? (clock)

Riddle 3: I go up when the rain comes down. What am I? (umbrella)

Riddle 4: I can fly in the sky. I have wings. I lay eggs. What am I? (bird)

Let the children guess each one. After each riddle, say the correct answer clearly and have the class repeat it together.

Pro Tip

Encourage children to create their own riddles and share them with the class.

GENERAL AWARENESS

LO: Children will identify sources of water by observing pictures.

Resources: General Awareness, page 90

Introduction

1. Warm-Up: Say: Today we will learn about where water comes from. These are called sources of water. Say: We all use water every day—to drink, bathe, wash, and cook. But do you know where water comes from? Let’s find out!

2. Guess and Tell: Say: Let’s play a game. I will name something. If it gives us water, say ‘Yes!’ If it doesn’t, say ‘No!’ Examples: River – Yes! / Chair – No! / Tap – Yes! / Sun – No! / Ball – No! and so on.

Say: Great thinking! You are learning to recognise what gives us water.

Practice

3. Sources of Water: Ask children to open page 90 of the General Awareness book. Guide them to look at the pictures and identify the different sources of water. Point and read each word aloud. Ask children to repeat after you 2–3 times. Say: Rain is the main source of water. It fills rivers, lakes, and wells.

Bring a glass, a spoon, a lemon wedge, and some salt and sugar for an activity tomorrow.

FOUNDATIONAL LITERACY

LO: Children will identify words starting with blends like: cr, dr, fr and pr.

Resources: Literacy Skillbook, page 75

Introduction

1. Warm-Up: Say: Today we will learn new sounds by blending two different letter sounds. Say each blend slowly and clearly, using actions. Say: ‘c’ says /k/ /k/ /k/ and raise the right hand. Then say: ‘r’ says /r/ /r/ /r/ and raise the left hand. Now say: Let’s blend them together – we get ‘cr.’ (Clap both hands.) Explain blends dr, fr and pr in a similar manner. Practise saying each blend 3–4 times with actions.

2. Sound and Word Matching: Say: Let’s say some words together and listen to the sound at the beginning. Say: If we blend the letters ‘c’ and ‘r’, we get – ‘cr’. Let’s hear some words that begin with cr. Say aloud names of a few objects that begin with the blend – ‘cr’. For example, say: cr–cr–crab; cr–cr–crib. Ask children to repeat after you. Emphasise the starting blend – cr – while saying the words. Repeat the same for words starting with the blends – dr, fr and pr.

Practice

3. Starting Blends – 2: Ask children to open page 75 of Skillbook. Guide them to look at the pictures and say aloud the words starting with blends. For example: point to the picture showing a drum and say: /dr/ /dr/ drum. Repeat each word 3–4 times.

Look for objects at home that start with cr, dr, fr and pr blends.

FOUNDATIONAL NUMERACY

LO: Children will identify hot and cold objects through a fun game and by observing pictures.

Resources: Numeracy Workbook, page 54

Introduction

1. Recap: Say: Today we are going to revise hot and cold. Can you remember what hot and cold means? Let a few children respond. Then say: Hot means something that feels warm or burns, such as tea, soup, or the sun. Say: Cold means something that feels cool or chilly, like ice, water from the fridge, or a fan. Write the two words on the board: Hot and Cold. Point to each word and say it aloud. Ask children to repeat 3–4 times.

2. Hot or Cold: Say: Let’s play a game. I will name something. You tell me if it is hot or cold. Say aloud the answer together! Examples: Sun – Hot / Ice cream –Cold / Soup – Hot / Water from fridge – Cold / Fire – Hot / Rain – Cold and so on. Praise responses: Well done! You are thinking quickly!

Practice

3. Hot and Cold: Ask children to open page 54 of Workbook. Guide them to look at the pictures and write ‘H’ for objects that are hot and ‘C’ for the ones that are cold.

Refer to page 54 of the workbook. Draw your favourite hot and cold object in the space provided below and colour it.

DIY

LO: Children will make small bees using thumbprints.

Resources: Art and Craft, page 34; yellow paint; a tray; black sketch pen

1. Warm-Up: Say: Let’s play a game. When I say “buzz,” you fly like a bee around your spot. When I say “flower,” you stop and pretend to drink nectar. Model this once: Say buzz – flap arms and hum softly. Say flower – freeze and bend down. Repeat this 4–5 times. Keep the pace fast to make it fun. Say: You are busy little bees! Today we will make bees using thumbprints.

2. Humming Honey Bees: Ask children to open page 34 of Art and Craft book. Guide children to dip their thumbs in yellow paint and make thumbprints within the given outlines. Then, let the paint dry and guide them to draw wings and patterns using a black sketch pen.

Error Alert!

Ensure that children wash their hands thoroughly after the activity.

DAY 127

Domain

Circle Time

General Awareness

Foundational Literacy

Topic of the Day

Beginning, Middle and End of a Story

Let’s Make Lemonade

Starting Blends–2

Foundational Numeracy Money

DIY

The Dinosaur Family

CIRCLE TIME

Book & Page

General Awareness, page 91

Literacy Workbook, page 39

Numeracy Skillbook, page 65

Art and Craft, page 35

LO: Children will listen to a story and identify the beginning, middle, and end.

1. Introduction: Explain that every story has three parts – beginning, middle, and end. Then say: The beginning is how the story starts. The middle is what happens in the story. The end tells us how the story finishes.

2. Story Time: Narrate the story Rosie and the Red Apple with expressions and voice modulation. Repeat 2–3 times to help children remember the story.

Rosie and the Red Apple

Once there was a little rabbit named Rosie. Rosie loved to hop in the garden. One day, she found a big red apple. She shared the apple with her friend, the squirrel. They ate the apple happily under a tree. Rosie smiled and said, “Sharing is fun!”

3. Identifying Story Parts: Write the words ‘Beginning’, ‘Middle’, and ‘End’ clearly on the board. Point and say each word slowly. Say: Repeat after me – Beginning... Middle... End. Discuss the beginning, middle, and end of the story Rosie and the Red Apple.

Explain: At the beginning, we meet a rabbit named Rosie who loves playing in the garden. In the middle, Rosie finds an apple and shares it with her friend. At the end, they happily eat the apple together.

GENERAL AWARENESS

LO: Children will follow the steps to make a glass of lemonade. Resources: General Awareness, page 91; a glass (per child); a lemon wedge (per child); spoon (per child); sugar; salt; water; some ice cubes; a lemon

Introduction

1. Warm-Up: Hold a lemon and say: This is a lemon. It is yellow and sour. Ask: Have you ever tasted lemonade? Listen to children’s answers. Then say: Lemonade is a sweet, cold drink made from lemons. People drink it when they are thirsty. It is sweet and cold.

2. Talking about Ingredients: Say: To make lemonade, we need three things – lemon, water, and sugar. Write the words ‘lemon’, ‘water’, and ‘sugar’ on the board. Point and say each word slowly, then ask children to repeat.

Ask: Can you say lemon? Water? Sugar? Say: We mix lemon juice, water, and sugar to make lemonade. Explain simply: We squeeze the lemon to get juice. Then we mix it with water and sugar.

Practice

3. Let’s Make Lemonade: Refer to page 91 of the General Awareness book. Follow the steps given, and guide children to make a glass of lemonade. Once the lemonade is ready, let children enjoy drinking it.

Pro Tip

Keep some glasses and ingredients handy in case children forget to bring them from home.

FOUNDATIONAL LITERACY

LO: Children will look at pictures and identify the starting blends – cr, fr, dr, pr – and read words beginning them.

Resources: Literacy Workbook, page 39

Introduction

1. Recap: Call out a blend, for example: fr! Ask children to think of a word with that blend (prompt if needed). Say: fr–frog! Everyone say: fr–frog. Repeat with other blends (cr, dr, pr).

Then say a few words aloud and ask: What sound does it start with–cr, fr, pr or dr?

Examples: Crib → cr / Frock → fr / Pram → pr / Drum → dr

2. Reading Words with Blends: Write down some words that begin with the blends cr, fr, dr and pr. Guide children to read the words one by one, for example: /cr/ /a/ /b/ – crab.

3. Identifying Blends: Call children one by one. Say a word and write it on the board with the starting blend missing, for example: ___ o g (frog). Let children guess the starting blend.

Practice

4. Starting Blends – 2: Ask children to open page 39 of the Workbook. Help them identify the objects shown in the pictures and guide them to write the beginning blends. Refer to page 39 of Workbook. Practice reading the words with starting with blends.

FOUNDATIONAL NUMERACY

LO: Children will identify notes and coins from the Indian currency and read price tags.

Resources: Numeracy Skillbook, page 65; Indian currency coins (₹1, ₹2, ₹5, ₹10, ₹20) and notes (₹10, ₹20, ₹50 and ₹100)

Introduction

1. Warm-Up: Hold up a coin and say: This is money. We use money to buy things we need or want.

Ask: Can we take things from a shop without giving money? (Listen to all responses.)

Say: We cannot take things from a shop without giving money. We give money to the shopkeeper when we buy something like a pencil, fruit, or a toy.

Let children repeat: We use money to buy things.

2. Indian Coins and Notes: Show real coins and notes and help children identify them. Say, for example This is a one-rupee coin. This is a hundred-rupee note. Hold each coin and note, one by one and repeat the name slowly. Write each amount on the board as you show the coins, for example ₹100, and explain that ‘₹’ is the symbol for the rupee.

Practice

3. Money: Ask children to open page 65 of the Skillbook. Guide them to look at the pictures and identify the notes and coins. Then, ask them to look at the picture of the shop and observe the toys marked with price tags. Help them read the price tags. Explain: We pay the price using money to buy things from the shop.

DIY

LO: Children will colour pictures of dinosaurs using crayons. Resources: Art and Craft, page 35; crayons

1. Warm-Up Talk: Ask: Have you heard of dinosaurs? Can you name one? Say: Dinosaurs lived a very long time ago, before people were here. They came in many shapes and sizes.

2. The Dinosaur Family: Ask children to open page 35 of the Art and Craft book. Point to the picture and show the Papa, Mumma, and Baby Dino. Ask children to colour the dinos using colours of their choice.

Domain

Circle Time

Topic of the Day

Beginning of a Story

General Awareness Water Pollution

Book & Page

General Awareness, page 92

Foundational Literacy Writing Blends Literacy Workbook, page 40

Foundational Numeracy Let Us Count the Money Numeracy Workbook, page 55

DIY Rhyme: The Friendly Policeman Rhymes and Stories, page 58

CIRCLE TIME

LO: Children will listen to a story and suggest a different beginning for the story.

1. Story Time: Narrate the story The Cat in the Pond with actions and expressions. After the story, ask: Did you like the story? What happened to the cat? Allow children to respond.

2. Beginning of the Story: Say: A story beginning is how a story starts. It tells us who the story is about and where it starts.

Then ask: How did this story begin? (Let them respond: Once there was a little cat who lived near a pond.)

The Cat in the Pond

Once there was a little cat. It lived near a pond. One day, it saw a fish jumping in the water. The cat was curious. It went close, but splash! The cat fell into the pond. It swam back quickly. After that, the cat never went near the pond again.

Now say: Let us think—can we begin this story in a different way?

3. New Beginnings: Say: I will tell you the same story, but in a new way. Listen carefully.

Then say: One sunny day, a cat sat near a pond. It saw something move in the water... Ask: Was this the same story? Did it begin the same way?

Now invite children: Can you think of another way to start this story? You can begin with: “Near a big tree…” or “There was a pond…” or your own idea.

Support them gently and encourage all attempts. Repeat and celebrate their suggestions.

GENERAL AWARENESS

LO: Children will understand what water pollution means and identify activities that pollute water. Resources: General Awareness, page 92; a transparent bottle of water

Introduction

1. Clean Water: Hold up a cup or bottle of clean water. Say: Look at this water. It is clean. We can drink it. We can use it to wash our hands.

Then ask: Where do we get clean water from? Let children share answers like tap, well, river. Say: Water is very important for us. We must keep it clean.

2. Explaining Water Pollution: Say: Sometimes, people throw rubbish in water. They put dirty things in ponds, rivers, or lakes. Then the water becomes dirty. This is called water pollution. Narrate the story Anaya and the Pond with expressions and voice modulation. Ask: Why was the water dirty? Who helped clean it? Let children share their responses.

Practice

Anaya and the Pond

One day, a little girl named Anaya went to a pond near her house. She saw plastic bags, old bottles, and food wrappers in the water. The fish looked sad. Anaya said, “Oh no! This pond is dirty. This water is not safe anymore.” She told her friends, and together, they cleaned the pond.

3. Water Pollution: Ask children to open page 92 of the General Awareness book. Ask them to look at the picture and share what they observe. Then, discuss the activities that make the water dirty.

FOUNDATIONAL LITERACY

LO: Children will read and write words that begin with blends – cr, dr, fr, pr. Resources: Literacy Workbook, page 40

Introduction

1. Reading Words with Blends: Write down the words from page 40 of the Workbook on the board and guide children to read them one by one. For example, say: /cr/ /a/ /b/ – crab; /cr/ /o/ /p/ – crop. Read each word 2–3 times and ask children to read along.

Practice

2. Writing Words: Ask children to open page 40 of the Workbook. Read aloud the words and ask children to trace and write the words given in the first four rows (crab, crop, pray, drum).

Refer to page 40 of the Workbook. Trace and write the words given on the page and practise reading the words with starting blends.

FOUNDATIONAL NUMERACY

LO: Children will identify coins in the Indian currency and match them with the correct price tags. Resources: Numeracy Workbook, page 55; coins (₹1, ₹2, ₹5, ₹10 and ₹20); some common classroom objects (books, pens, pencils, erasers, etc.); price tags

Introduction

1. Identifying Coins: Show real ₹1, ₹2, ₹5, ₹10 and ₹20 coins and help children identify the coins. Say, for example: This is a one-rupee coin. / This is a two-rupee coin. Hold each coin one by one and repeat the name slowly. Write the amount on the board as you show the coins. For example, write ₹5 and explain that ‘₹’ is used to show the symbol of rupee.

2. Matching Price: Prepare and place small price tags on common classroom objects (e.g. pencil – ₹2, notebook – ₹5, eraser – ₹1, storybook – ₹20, pencil box – ₹10). Call children one by one. Point to a tagged object and ask: How much is this? Which coin will you use? Let children pick or point to the matching coin.

Practice

3. Let Us Count Money: Ask children to open page 55 of the Workbook. Guide them to look at the price tags and circle the coin they would use to pay for each item.

DIY

LO: Children will recite the rhyme The Friendly Policeman with actions and expressions. Resources: Rhymes and Stories, page 58

1. Warm-Up: Ask: Have you seen a policeman? What do they do?

Let a few children share their ideas.

Say: A policeman helps keep us safe. They help people, stop bad things, and make sure everyone follows the rules.

2. The Friendly Policeman: Recite the rhyme The Friendly Policeman with actions and expressions. Ask children to recite along. Repeat 3–4 times.

The Friendly Policeman

Domain

Topic of the Day

Circle Time Guess the End

General Awareness Rhyme on Rain

Book & Page

Foundational Literacy The Crab and the Frog; Ned and the Prince Reader Book, pages 10–11

Foundational Numeracy Let Us Go Shopping

Numeracy Skillbook, page 66; Numeracy Workbook, page 56

DIY Rhyme: The Friendly Policeman Rhymes and Stories, page 58

CIRCLE TIME

LO: Children will think creatively by listening to an incomplete story and suggest possible endings.

1. Warm-Up: Say: A story has a beginning, middle, and an end. Today, I will tell you a story without the end. You will help me finish it! Ask: Do you like stories? What stories do you know? Let a few children respond briefly.

2. Story Time: Narrate the story Aman and the Red Balloon with actions and expressions. Tell the story slowly and clearly. Pause and say: The story is not finished. What do you think happened next?

Aman and the Red Balloon

One morning, a little boy named Aman found a shiny red balloon outside his door. He picked it up and said, “I wonder who this belongs to.” He looked around, but no one was there. He held the string tightly and walked to the park. Suddenly, a big wind came. The balloon flew up, up, up... and then...

3. Ending the Story: Say: Let us think of different endings. What could happen to the balloon? Where does it go? Who finds it? Allow children to share their ideas. If they get stuck, prompt gently: Did the balloon pop? Did another child find it? Did it reach the clouds?

Say: There is no right or wrong. All your ideas are good! Stories can have many endings.

GENERAL AWARENESS

LO: Children will recite a rhyme about rain and draw a rainy day picture. Resources: Drawing sheets (one per child); crayons

Introduction

Pitter Patter Raindrops

Pitter-patter rain, falling from the sky, Splashing in the puddles as clouds go by. Drip-drop on rooftops, tap-tap on the ground, Rain makes a lovely splashing sound!

1. Warm-Up: Ask: Do you like the rain? What do you see when it rains? Let 2–3 children respond: clouds, raindrops, puddles, frogs, umbrellas. Say: Today we will learn a little rhyme about the rain. Then we will draw it! Mention that rain is the main source of water as it fills lakes, ponds, oceans, and rivers.

Practice

2. Rhyme: Recite the rhyme Pitter Patter Raindrops with actions and expressions and ask children to recite along. Repeat the rhyme 3–4 times.

3. Drawing Time: Give each child a drawing sheet. Give instructions slowly: Draw big clouds in the sky. Now draw small raindrops falling down. You can draw puddles on the ground too. If you want, draw yourself with an umbrella! Demonstrate the drawing on the board as well.

FOUNDATIONAL LITERACY

LO: Children will read sentences having words beginning with blends – cr, fr, dr, tr, pr.

Resources: Reader Book, pages 10–11

Introduction

1. Picture Talk: Ask children to open page 11 of the Reader Book. Point to each picture one by one and ask: What do you see in the picture? Listen to all responses and say, for example: We see a train, a green tree. Repeat with all pictures.

2. Explaining in Home Language: Read the lines from pages 10 and 11 of the Reader book. Explain them using a mix of English and the home language to support understanding.

3. Words Starting with Blends: Introduce the words with starting blends on page 10. Write each word on the board and guide children in reading it. (crab, crawl, frog, crops, drum, drip, drop). Repeat the same for the words on page 11 (prince, travels, train, green, trees, greets, drums.)

Practice

4. Guided Reading: Read aloud the sentences from page 10 of the Reader Book. Ask children to repeat the sentences after you while pointing to each word with their finger. Repeat the same for page 11.

5. Reading Practice: Call children one by one to read a sentence from the Reader Book. Encourage others to repeat after them. Assist children if they struggle.

Pro Tip

Encourage children to point to each word and read slowly, one word at a time.

Read the sentences given on pages 10 and 11 of the Reader book and underline all the words with blends.

FOUNDATIONAL NUMERACY

LO: Children will identify notes in the Indian currency and match them with the correct price tag.

Resources: Numeracy Skillbook, page 66; Numeracy Workbook, page 56; Indian notes (₹10, ₹20, ₹50, ₹100); pretend notes (made of paper); some common classroom items; price tags

Introduction

1. Identifying Indian Notes: Show real ₹10, ₹20, ₹50 and ₹100 notes and help children identify the notes. Say, for example: This is a ten-rupee note / This is a twenty-rupee note. Hold each note one by one and repeat the name slowly. Write the amount on the board as you show the notes. For example, write ₹50 and explain that ‘₹’ is used to show the symbol of rupee.

2. Matching with Price Tags: Place some common classroom items with price tags attached. For example: Pencil - ₹10; Eraser - ₹20; Book - ₹50; Pencil box – ₹100

Say: Each item has a price tag. We need to give the same money to buy it. Call children one by one, give them the pretend notes (made of paper) and let them match the items with the correct note.

Practice

3. Let Us Go Shopping: Ask children to open page 66 of the Skillbook. Guide them to look at the price tags on each item and match them with the correct note. Then, ask them to open page 56 of the Workbook and complete the activity by matching the items with the correct notes.

DIY

LO: Children will recite the rhyme The Friendly Policeman with actions and expressions. Resources: Rhymes and Stories, page 58

1. Rhyme Time: Recite the rhyme The Friendly Policeman with actions and expressions and ask children to recite along. Repeat 3–4 times

2. Activity Time: Mention a few activities. If they are done by a policeman ask children to show a thumbs up, if not ask them to show a thumbs down. For example: helping people cross road, cooking food, keeping the city safe, catching thieves, cleaning roads.

Domain

CATCH - UP CARNIVAL

General Awareness

Learning Outcome Children will identify different sources of water and activities that causes water pollution.

Resources General Awareness, pages 90; a soft toy

Suggested Method Pass around a soft toy. Ask the child who is holding the toy to share one source of water and any one activity that causes water pollution. Clap for each child and give them a smiley. Ensure everyone gets a turn.

Support for Struggling Learners

Domain

Pair a struggling learner with a buddy. Ask them to refer to page 90 of General Awareness book. The buddy points to the pictures and names each source of water and the learner repeats after the buddy.

Foundational Literacy

Learning Outcome Children will identify words that begin with blends cr, dr, fr and pr.

Suggested Method Call children one by one.

• Say aloud a word and let them identify the beginning blend of the word.

• Then, ask them to say a word aloud with the blends cr, dr, fr and pr. Clap for each child and give them a smiley. Ensure everyone gets a turn.

Support for Struggling Learners

Domain

Gather the learners together. Say each blend clearly and slowly, for example: c says /k/ and r says /r/. Blend them together and you get – cr. Ask children to repeat after you. Repeat the same for blends dr, fr and pr. Then, say aloud a few words starting with each blend and let children repeat after you.

Foundational Numeracy

Learning Outcome Children will identify the Indian notes and coins and match them to the correct price tags.

Resources Indian coins (₹1, ₹2, ₹5, ₹10, ₹20) and notes (₹ 10, ₹20, ₹50 and ₹100) – real or pretend; price tags

Suggested Method Call children one by one. Guide them to read the amount written in the price tags and match them with the correct notes and coins. Clap for each child and give them a smiley. Ensure everyone gets a turn.

Support for Struggling Learners

Gather the learners together. Say: Today we will learn about money. We use money to buy things. Write ₹ on the board and explain: This symbol shows rupee. Then, show real coins and notes one by one to children and mention their value.

About the Book

The early years shape a child’s cognitive, social, and emotional growth. The DAWN Curriculum, aligned with NEP 2020 and NCF-FS 2022, integrates the Panchakosha framework to nurture well-rounded development—physical, emotional, intellectual, social, and moral. This manual ensures progressive, engaging, and hands-on learning through a structured teaching model, and provides special days dedicated for reinforcement and enrichment activities.

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

Key Features

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

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

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

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

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

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

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

About Uolo

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

ISBN 978-81-985727-8-3

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