DAWN
Bright Beginnings, Brighter Futures Assessment Booklet
Part-1
DAWN
Level A Assessment Booklet Part 1
Acknowledgements
Academic Authors: Sneha Sharma, Anuj Gupta
Book Production: Vishesh Agarwal, Tauheed Danish, Amisha Gupta
VP, Learning: Abhishek Bhatnagar
All products and brand names used in this book are trademarks, registered trademarks or trade names of their respective owners.
© Uolo EdTech Private Limited
First published in 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 Assessment Booklet Level A Part-I
ISBN: 978-81-985187-9-8
Published by Uolo EdTech Private Limited
Corporate Office Address:
91, Springboard, 3rd Floor
145, 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.
About the Assessments
Preface
Assessing the progress of young learners in the foundational years requires a thoughtful approach that aligns with their developmental needs. On that note, this book presents a collection of assessments designed specifically for children, ensuring a balanced and engaging evaluation process.
In alignment with the National Curriculum Framework—Foundational Stage, these assessments embrace the principles of holistic development in children, focusing not just on their academic abilities but also on their cognitive, social, and language skills. The intent is to facilitate continuous and comprehensive evaluation that informs educators and parents about their learners’ progress in a meaningful and developmentally appropriate manner.
There are 20 copies of each of the 4 assessments in this book, aligned with the concepts taught every 2 weeks as per the teacher’s manual. Each assessment follows a structured yet simple format—a two-sided, removable question paper containing one question each from General Awareness, Literacy, and Numeracy.
The questions in the assessments are to be read aloud by the teacher and explained to the learners.
These assessments aim to provide the teacher with a clear picture of the young learners’ progress in various learning outcomes and competencies, as recommended in the NCF-FS, and to measure the understanding of concepts. Moreover, the carefully curated assessments encourage revision of key concepts at regular intervals, making the assessment process an extension of the child’s natural learning journey.
Key Features
1. Holistic Assessments: Covers General Awareness, Literacy, and Numeracy in each assessment, ensuring a wellrounded evaluation.
2. Child-friendly Format: Simple and engaging question papers designed especially for learners.
3. Analysis of Learning Outcomes: Tracks the learners’ understanding of the concepts on an outcome analysis table across three levels of progress, which are
Beginner (B): when the learner tries to achieve the learning outcome with a lot of support from the teacher.
Learner (L): when the learner achieves the learning outcome with occasional/limited support from the teacher.
Proficient (P): when the learner achieves the learning outcome on his/her own.
4. Teacher- & Parent-friendly Assessments: Provides clear insights into the learners’ progress, thereby enabling informed support and guidance.
We trust that this book will serve as a valuable and easy-to-use resource for teachers, caregivers, and parents in guiding learners through early educational milestones.
Assessment - 1
Name: Date:
1. Colour the girl blue . Colour the boy yellow .
2. Trace the lines.
Subject
General Awareness Differentiate between a boy and a girl.
Numeracy Trace sleeping line, curved line, waves, and zigzag line.
Literacy Identify characters from the story.
Assessment - 1
Name: Date:
1. Colour the girl blue . Colour the boy yellow .
2. Trace the lines.
Subject
General Awareness Differentiate between a boy and a girl.
Numeracy Trace sleeping line, curved line, waves, and zigzag line.
Literacy Identify characters from the story.
Assessment - 1
Name: Date:
1. Colour the girl blue . Colour the boy yellow .
2. Trace the lines.
Subject
General Awareness Differentiate between a boy and a girl.
Numeracy Trace sleeping line, curved line, waves, and zigzag line.
Literacy Identify characters from the story.
Assessment - 1
Name: Date:
1. Colour the girl blue . Colour the boy yellow .
2. Trace the lines.
Subject
General Awareness Differentiate between a boy and a girl.
Numeracy Trace sleeping line, curved line, waves, and zigzag line.
Literacy Identify characters from the story.
Assessment - 1
Name: Date:
1. Colour the girl blue . Colour the boy yellow .
2. Trace the lines.
Subject
General Awareness Differentiate between a boy and a girl.
Numeracy Trace sleeping line, curved line, waves, and zigzag line.
Literacy Identify characters from the story.
Assessment - 1
Name: Date:
1. Colour the girl blue . Colour the boy yellow .
2. Trace the lines.
Subject
General Awareness Differentiate between a boy and a girl.
Numeracy Trace sleeping line, curved line, waves, and zigzag line.
Literacy Identify characters from the story.
Assessment - 1
Name: Date:
1. Colour the girl blue . Colour the boy yellow .
2. Trace the lines.
Subject
General Awareness Differentiate between a boy and a girl.
Numeracy Trace sleeping line, curved line, waves, and zigzag line.
Literacy Identify characters from the story.
Assessment - 1
Name: Date:
1. Colour the girl blue . Colour the boy yellow .
2. Trace the lines.
Subject
General Awareness Differentiate between a boy and a girl.
Numeracy Trace sleeping line, curved line, waves, and zigzag line.
Literacy Identify characters from the story.
Assessment - 1
Name: Date:
1. Colour the girl blue . Colour the boy yellow .
2. Trace the lines.
Subject
General Awareness Differentiate between a boy and a girl.
Numeracy Trace sleeping line, curved line, waves, and zigzag line.
Literacy Identify characters from the story.
Assessment - 1
Name: Date:
1. Colour the girl blue . Colour the boy yellow .
2. Trace the lines.
Subject
General Awareness Differentiate between a boy and a girl.
Numeracy Trace sleeping line, curved line, waves, and zigzag line.
Literacy Identify characters from the story.
Assessment - 1
Name: Date:
1. Colour the girl blue . Colour the boy yellow .
2. Trace the lines.
Subject
General Awareness Differentiate between a boy and a girl.
Numeracy Trace sleeping line, curved line, waves, and zigzag line.
Literacy Identify characters from the story.
Assessment - 1
Name: Date:
1. Colour the girl blue . Colour the boy yellow .
2. Trace the lines.
Subject
General Awareness Differentiate between a boy and a girl.
Numeracy Trace sleeping line, curved line, waves, and zigzag line.
Literacy Identify characters from the story.
Assessment - 1
Name: Date:
1. Colour the girl blue . Colour the boy yellow .
2. Trace the lines.
Subject
General Awareness Differentiate between a boy and a girl.
Numeracy Trace sleeping line, curved line, waves, and zigzag line.
Literacy Identify characters from the story.
Assessment - 1
Name: Date:
1. Colour the girl blue . Colour the boy yellow .
2. Trace the lines.
Subject
General Awareness Differentiate between a boy and a girl.
Numeracy Trace sleeping line, curved line, waves, and zigzag line.
Literacy Identify characters from the story.
Assessment - 1
Name: Date:
1. Colour the girl blue . Colour the boy yellow .
2. Trace the lines.
Subject
General Awareness Differentiate between a boy and a girl.
Numeracy Trace sleeping line, curved line, waves, and zigzag line.
Literacy Identify characters from the story.
Assessment - 1
Name: Date:
1. Colour the girl blue . Colour the boy yellow .
2. Trace the lines.
Subject
General Awareness Differentiate between a boy and a girl.
Numeracy Trace sleeping line, curved line, waves, and zigzag line.
Literacy Identify characters from the story.
Assessment - 1
Name: Date:
1. Colour the girl blue . Colour the boy yellow .
2. Trace the lines.
Subject
General Awareness Differentiate between a boy and a girl.
Numeracy Trace sleeping line, curved line, waves, and zigzag line.
Literacy Identify characters from the story.
Assessment - 1
Name: Date:
1. Colour the girl blue . Colour the boy yellow .
2. Trace the lines.
Subject
General Awareness Differentiate between a boy and a girl.
Numeracy Trace sleeping line, curved line, waves, and zigzag line.
Literacy Identify characters from the story.
Assessment - 1
Name: Date:
1. Colour the girl blue . Colour the boy yellow .
2. Trace the lines.
Subject
General Awareness Differentiate between a boy and a girl.
Numeracy Trace sleeping line, curved line, waves, and zigzag line.
Literacy Identify characters from the story.
Assessment - 1
Name: Date:
1. Colour the girl blue . Colour the boy yellow .
2. Trace the lines.
Subject
General Awareness Differentiate between a boy and a girl.
Numeracy Trace sleeping line, curved line, waves, and zigzag line.
Literacy Identify characters from the story.
Name: Date:
1. Nisha is running.
Which body part does she use to run? Tick ( ) the body part.
2. Colour the tall thing green . Colour the short thing brown .
3. Circle the 2 things that begin with the /a/ sound.
Subject
General Awareness Identify the correct body part.
Numeracy Differentiate between tall and short objects.
Literacy Identify objects that begin with the /a/ sound.
Name: Date:
1. Nisha is running.
Which body part does she use to run? Tick ( ) the body part.
2. Colour the tall thing green . Colour the short thing brown .
3. Circle the 2 things that begin with the /a/ sound.
General Awareness Identify the correct body part.
Numeracy Differentiate between tall and short objects.
Literacy Identify objects that begin with the /a/ sound.
Name: Date:
1. Nisha is running.
Which body part does she use to run? Tick ( ) the body part.
2. Colour the tall thing green . Colour the short thing brown .
3. Circle the 2 things that begin with the /a/ sound.
General Awareness Identify the correct body part.
Numeracy Differentiate between tall and short objects.
Literacy Identify objects that begin with the /a/ sound.
Name: Date:
1. Nisha is running.
Which body part does she use to run? Tick ( ) the body part.
2. Colour the tall thing green . Colour the short thing brown .
3. Circle the 2 things that begin with the /a/ sound.
General Awareness Identify the correct body part.
Numeracy Differentiate between tall and short objects.
Literacy Identify objects that begin with the /a/ sound.
Name: Date:
1. Nisha is running.
Which body part does she use to run? Tick ( ) the body part.
2. Colour the tall thing green . Colour the short thing brown .
3. Circle the 2 things that begin with the /a/ sound.
General Awareness Identify the correct body part.
Numeracy Differentiate between tall and short objects.
Literacy Identify objects that begin with the /a/ sound.
Name: Date:
1. Nisha is running.
Which body part does she use to run? Tick ( ) the body part.
2. Colour the tall thing green . Colour the short thing brown .
3. Circle the 2 things that begin with the /a/ sound.
General Awareness Identify the correct body part.
Numeracy Differentiate between tall and short objects.
Literacy Identify objects that begin with the /a/ sound.
Name: Date:
1. Nisha is running.
Which body part does she use to run? Tick ( ) the body part.
2. Colour the tall thing green . Colour the short thing brown .
3. Circle the 2 things that begin with the /a/ sound.
General Awareness Identify the correct body part.
Numeracy Differentiate between tall and short objects.
Literacy Identify objects that begin with the /a/ sound.
Name: Date:
1. Nisha is running.
Which body part does she use to run? Tick ( ) the body part.
2. Colour the tall thing green . Colour the short thing brown .
3. Circle the 2 things that begin with the /a/ sound.
General Awareness Identify the correct body part.
Numeracy Differentiate between tall and short objects.
Literacy Identify objects that begin with the /a/ sound.
Name: Date:
1. Nisha is running.
Which body part does she use to run? Tick ( ) the body part.
2. Colour the tall thing green . Colour the short thing brown .
3. Circle the 2 things that begin with the /a/ sound.
General Awareness Identify the correct body part.
Numeracy Differentiate between tall and short objects.
Literacy Identify objects that begin with the /a/ sound.
Name: Date:
1. Nisha is running.
Which body part does she use to run? Tick ( ) the body part.
2. Colour the tall thing green . Colour the short thing brown .
3. Circle the 2 things that begin with the /a/ sound.
General Awareness Identify the correct body part.
Numeracy Differentiate between tall and short objects.
Literacy Identify objects that begin with the /a/ sound.
Name: Date:
1. Nisha is running.
Which body part does she use to run? Tick ( ) the body part.
2. Colour the tall thing green . Colour the short thing brown .
3. Circle the 2 things that begin with the /a/ sound.
General Awareness Identify the correct body part.
Numeracy Differentiate between tall and short objects.
Literacy Identify objects that begin with the /a/ sound.
Name: Date:
1. Nisha is running.
Which body part does she use to run? Tick ( ) the body part.
2. Colour the tall thing green . Colour the short thing brown .
3. Circle the 2 things that begin with the /a/ sound.
General Awareness Identify the correct body part.
Numeracy Differentiate between tall and short objects.
Literacy Identify objects that begin with the /a/ sound.
Name: Date:
1. Nisha is running.
Which body part does she use to run? Tick ( ) the body part.
2. Colour the tall thing green . Colour the short thing brown .
3. Circle the 2 things that begin with the /a/ sound.
General Awareness Identify the correct body part.
Numeracy Differentiate between tall and short objects.
Literacy Identify objects that begin with the /a/ sound.
Name: Date:
1. Nisha is running.
Which body part does she use to run? Tick ( ) the body part.
2. Colour the tall thing green . Colour the short thing brown .
3. Circle the 2 things that begin with the /a/ sound.
General Awareness Identify the correct body part.
Numeracy Differentiate between tall and short objects.
Literacy Identify objects that begin with the /a/ sound.
Name: Date:
1. Nisha is running.
Which body part does she use to run? Tick ( ) the body part.
2. Colour the tall thing green . Colour the short thing brown .
3. Circle the 2 things that begin with the /a/ sound.
Subject
General Awareness Identify the correct body part.
Numeracy Differentiate between tall and short objects.
Literacy Identify objects that begin with the /a/ sound.
Name: Date:
1. Nisha is running.
Which body part does she use to run? Tick ( ) the body part.
2. Colour the tall thing green . Colour the short thing brown .
3. Circle the 2 things that begin with the /a/ sound.
Subject
General Awareness Identify the correct body part.
Numeracy Differentiate between tall and short objects.
Literacy Identify objects that begin with the /a/ sound.
Name: Date:
1. Nisha is running.
Which body part does she use to run? Tick ( ) the body part.
2. Colour the tall thing green . Colour the short thing brown .
3. Circle the 2 things that begin with the /a/ sound.
Subject
General Awareness Identify the correct body part.
Numeracy Differentiate between tall and short objects.
Literacy Identify objects that begin with the /a/ sound.
Name: Date:
1. Nisha is running.
Which body part does she use to run? Tick ( ) the body part.
2. Colour the tall thing green . Colour the short thing brown .
3. Circle the 2 things that begin with the /a/ sound.
Subject
General Awareness Identify the correct body part.
Numeracy Differentiate between tall and short objects.
Literacy Identify objects that begin with the /a/ sound.
Name: Date:
1. Nisha is running.
Which body part does she use to run? Tick ( ) the body part.
2. Colour the tall thing green . Colour the short thing brown .
3. Circle the 2 things that begin with the /a/ sound.
General Awareness Identify the correct body part.
Numeracy Differentiate between tall and short objects.
Literacy Identify objects that begin with the /a/ sound.
Name: Date:
1. Nisha is running.
Which body part does she use to run? Tick ( ) the body part.
2. Colour the tall thing green . Colour the short thing brown .
3. Circle the 2 things that begin with the /a/ sound.
General Awareness Identify the correct body part.
Numeracy Differentiate between tall and short objects.
Literacy Identify objects that begin with the /a/ sound.
Name: Date:
1. Match correctly to wash Rama’s hands.
2. Circle the birds that match the number shown on the fingers?
3. Circle the 2 things that begin with the /k/ sound.
Subject
General Awareness
Numeracy
Literacy
Identify the correct hygienic action.
Identify the number 2 correctly.
Identify objects that begin with the /k/ sound.
Name: Date:
1. Match correctly to wash Rama’s hands.
2. Circle the birds that match the number shown on the fingers?
3. Circle the 2 things that begin with the /k/ sound.
Subject
General Awareness
Numeracy
Literacy
Identify the correct hygienic action.
Identify the number 2 correctly.
Identify objects that begin with the /k/ sound.
Name: Date:
1. Match correctly to wash Rama’s hands.
2. Circle the birds that match the number shown on the fingers?
3. Circle the 2 things that begin with the /k/ sound.
Subject
General Awareness
Numeracy
Literacy
Identify the correct hygienic action.
Identify the number 2 correctly.
Identify objects that begin with the /k/ sound.
Name: Date:
1. Match correctly to wash Rama’s hands.
2. Circle the birds that match the number shown on the fingers?
3. Circle the 2 things that begin with the /k/ sound.
Subject
General Awareness
Numeracy
Literacy
Identify the correct hygienic action.
Identify the number 2 correctly.
Identify objects that begin with the /k/ sound.
Name: Date:
1. Match correctly to wash Rama’s hands.
2. Circle the birds that match the number shown on the fingers?
3. Circle the 2 things that begin with the /k/ sound.
Subject
General Awareness
Numeracy
Literacy
Identify the correct hygienic action.
Identify the number 2 correctly.
Identify objects that begin with the /k/ sound.
Name: Date:
1. Match correctly to wash Rama’s hands.
2. Circle the birds that match the number shown on the fingers?
3. Circle the 2 things that begin with the /k/ sound.
Subject
General Awareness
Numeracy
Literacy
Identify the correct hygienic action.
Identify the number 2 correctly.
Identify objects that begin with the /k/ sound.
Name: Date:
1. Match correctly to wash Rama’s hands.
2. Circle the birds that match the number shown on the fingers?
3. Circle the 2 things that begin with the /k/ sound.
Subject
General Awareness
Numeracy
Literacy
Identify the correct hygienic action.
Identify the number 2 correctly.
Identify objects that begin with the /k/ sound.
Name: Date:
1. Match correctly to wash Rama’s hands.
2. Circle the birds that match the number shown on the fingers?
3. Circle the 2 things that begin with the /k/ sound.
Subject
General Awareness
Numeracy
Literacy
Identify the correct hygienic action.
Identify the number 2 correctly.
Identify objects that begin with the /k/ sound.
Name: Date:
1. Match correctly to wash Rama’s hands.
2. Circle the birds that match the number shown on the fingers?
3. Circle the 2 things that begin with the /k/ sound.
Subject
General Awareness
Numeracy
Literacy
Identify the correct hygienic action.
Identify the number 2 correctly.
Identify objects that begin with the /k/ sound.
Name: Date:
1. Match correctly to wash Rama’s hands.
2. Circle the birds that match the number shown on the fingers?
3. Circle the 2 things that begin with the /k/ sound.
Subject
General Awareness
Numeracy
Literacy
Identify the correct hygienic action.
Identify the number 2 correctly.
Identify objects that begin with the /k/ sound.
Name: Date:
1. Match correctly to wash Rama’s hands.
2. Circle the birds that match the number shown on the fingers?
3. Circle the 2 things that begin with the /k/ sound.
Subject
General Awareness
Numeracy
Literacy
Identify the correct hygienic action.
Identify the number 2 correctly.
Identify objects that begin with the /k/ sound.
Name: Date:
1. Match correctly to wash Rama’s hands.
2. Circle the birds that match the number shown on the fingers?
3. Circle the 2 things that begin with the /k/ sound.
Subject
General Awareness
Numeracy
Literacy
Identify the correct hygienic action.
Identify the number 2 correctly.
Identify objects that begin with the /k/ sound.
Name: Date:
1. Match correctly to wash Rama’s hands.
2. Circle the birds that match the number shown on the fingers?
3. Circle the 2 things that begin with the /k/ sound.
Subject
General Awareness
Numeracy
Literacy
Identify the correct hygienic action.
Identify the number 2 correctly.
Identify objects that begin with the /k/ sound.
Name: Date:
1. Match correctly to wash Rama’s hands.
2. Circle the birds that match the number shown on the fingers?
3. Circle the 2 things that begin with the /k/ sound.
Subject
General Awareness
Numeracy
Literacy
Identify the correct hygienic action.
Identify the number 2 correctly.
Identify objects that begin with the /k/ sound.
Name: Date:
1. Match correctly to wash Rama’s hands.
2. Circle the birds that match the number shown on the fingers?
3. Circle the 2 things that begin with the /k/ sound.
Subject
General Awareness
Numeracy
Literacy
Identify the correct hygienic action.
Identify the number 2 correctly.
Identify objects that begin with the /k/ sound.
Name: Date:
1. Match correctly to wash Rama’s hands.
2. Circle the birds that match the number shown on the fingers?
3. Circle the 2 things that begin with the /k/ sound.
Subject
General Awareness
Numeracy
Literacy
Identify the correct hygienic action.
Identify the number 2 correctly.
Identify objects that begin with the /k/ sound.
Name: Date:
1. Match correctly to wash Rama’s hands.
2. Circle the birds that match the number shown on the fingers?
3. Circle the 2 things that begin with the /k/ sound.
Subject
General Awareness
Numeracy
Literacy
Identify the correct hygienic action.
Identify the number 2 correctly.
Identify objects that begin with the /k/ sound.
Name: Date:
1. Match correctly to wash Rama’s hands.
2. Circle the birds that match the number shown on the fingers?
3. Circle the 2 things that begin with the /k/ sound.
Subject
General Awareness
Numeracy
Literacy
Identify the correct hygienic action.
Identify the number 2 correctly.
Identify objects that begin with the /k/ sound.
Name: Date:
1. Match correctly to wash Rama’s hands.
2. Circle the birds that match the number shown on the fingers?
3. Circle the 2 things that begin with the /k/ sound.
Subject
General Awareness
Numeracy
Literacy
Identify the correct hygienic action.
Identify the number 2 correctly.
Identify objects that begin with the /k/ sound.
Name: Date:
1. Match correctly to wash Rama’s hands.
2. Circle the birds that match the number shown on the fingers?
3. Circle the 2 things that begin with the /k/ sound.
Subject
General Awareness
Numeracy
Literacy
Identify the correct hygienic action.
Identify the number 2 correctly.
Identify objects that begin with the /k/ sound.
Assessment - 4
Name: Date:
1. When do you say ‘Thank you!’? Tick ( ) the correct picture.
2. Tick ( ) the picture that shows the dog in the box.
Identify objects that begin with the /d/ sound. 3. Circle the 2 things that begin with the /d/ sound.
General Awareness
Numeracy
Literacy
Identify the situation to use ‘Thank You’.
Identify the position word ‘in’.
Assessment - 4
Name: Date:
1. When do you say ‘Thank you!’? Tick ( ) the correct picture.
2. Tick ( ) the picture that shows the dog in the box.
Identify objects that begin with the /d/ sound. 3. Circle the 2 things that begin with the /d/ sound.
General Awareness
Numeracy
Literacy
Identify the situation to use ‘Thank You’.
Identify the position word ‘in’.
Assessment - 4
Name: Date:
1. When do you say ‘Thank you!’? Tick ( ) the correct picture.
2. Tick ( ) the picture that shows the dog in the box.
Identify objects that begin with the /d/ sound. 3. Circle the 2 things that begin with the /d/ sound.
General Awareness
Numeracy
Literacy
Identify the situation to use ‘Thank You’.
Identify the position word ‘in’.
Assessment - 4
Name: Date:
1. When do you say ‘Thank you!’? Tick ( ) the correct picture.
2. Tick ( ) the picture that shows the dog in the box.
Identify objects that begin with the /d/ sound. 3. Circle the 2 things that begin with the /d/ sound.
General Awareness
Numeracy
Literacy
Identify the situation to use ‘Thank You’.
Identify the position word ‘in’.
Assessment - 4
Name: Date:
1. When do you say ‘Thank you!’? Tick ( ) the correct picture.
2. Tick ( ) the picture that shows the dog in the box.
Identify objects that begin with the /d/ sound. 3. Circle the 2 things that begin with the /d/ sound.
General Awareness
Numeracy
Literacy
Identify the situation to use ‘Thank You’.
Identify the position word ‘in’.
Assessment - 4
Name: Date:
1. When do you say ‘Thank you!’? Tick ( ) the correct picture.
2. Tick ( ) the picture that shows the dog in the box.
Identify objects that begin with the /d/ sound. 3. Circle the 2 things that begin with the /d/ sound.
General Awareness
Numeracy
Literacy
Identify the situation to use ‘Thank You’.
Identify the position word ‘in’.
Assessment - 4
Name: Date:
1. When do you say ‘Thank you!’? Tick ( ) the correct picture.
2. Tick ( ) the picture that shows the dog in the box.
Identify objects that begin with the /d/ sound. 3. Circle the 2 things that begin with the /d/ sound.
General Awareness
Numeracy
Literacy
Identify the situation to use ‘Thank You’.
Identify the position word ‘in’.
Assessment - 4
Name: Date:
1. When do you say ‘Thank you!’? Tick ( ) the correct picture.
2. Tick ( ) the picture that shows the dog in the box.
Identify objects that begin with the /d/ sound. 3. Circle the 2 things that begin with the /d/ sound.
General Awareness
Numeracy
Literacy
Identify the situation to use ‘Thank You’.
Identify the position word ‘in’.
Assessment - 4
Name: Date:
1. When do you say ‘Thank you!’? Tick ( ) the correct picture.
2. Tick ( ) the picture that shows the dog in the box.
Identify objects that begin with the /d/ sound. 3. Circle the 2 things that begin with the /d/ sound.
General Awareness
Numeracy
Literacy
Identify the situation to use ‘Thank You’.
Identify the position word ‘in’.
Assessment - 4
Name: Date:
1. When do you say ‘Thank you!’? Tick ( ) the correct picture.
2. Tick ( ) the picture that shows the dog in the box.
Identify objects that begin with the /d/ sound. 3. Circle the 2 things that begin with the /d/ sound.
General Awareness
Numeracy
Literacy
Identify the situation to use ‘Thank You’.
Identify the position word ‘in’.
Assessment - 4
Name: Date:
1. When do you say ‘Thank you!’? Tick ( ) the correct picture.
2. Tick ( ) the picture that shows the dog in the box.
Identify objects that begin with the /d/ sound. 3. Circle the 2 things that begin with the /d/ sound.
General Awareness
Numeracy
Literacy
Identify the situation to use ‘Thank You’.
Identify the position word ‘in’.
Assessment - 4
Name: Date:
1. When do you say ‘Thank you!’? Tick ( ) the correct picture.
2. Tick ( ) the picture that shows the dog in the box.
Identify objects that begin with the /d/ sound. 3. Circle the 2 things that begin with the /d/ sound.
General Awareness
Numeracy
Literacy
Identify the situation to use ‘Thank You’.
Identify the position word ‘in’.
Assessment - 4
Name: Date:
1. When do you say ‘Thank you!’? Tick ( ) the correct picture.
2. Tick ( ) the picture that shows the dog in the box.
Identify objects that begin with the /d/ sound. 3. Circle the 2 things that begin with the /d/ sound.
General Awareness
Numeracy
Literacy
Identify the situation to use ‘Thank You’.
Identify the position word ‘in’.
Assessment - 4
Name: Date:
1. When do you say ‘Thank you!’? Tick ( ) the correct picture.
2. Tick ( ) the picture that shows the dog in the box.
Identify objects that begin with the /d/ sound. 3. Circle the 2 things that begin with the /d/ sound.
General Awareness
Numeracy
Literacy
Identify the situation to use ‘Thank You’.
Identify the position word ‘in’.
Assessment - 4
Name: Date:
1. When do you say ‘Thank you!’? Tick ( ) the correct picture.
2. Tick ( ) the picture that shows the dog in the box.
Identify objects that begin with the /d/ sound. 3. Circle the 2 things that begin with the /d/ sound.
General Awareness
Numeracy
Literacy
Identify the situation to use ‘Thank You’.
Identify the position word ‘in’.
Assessment - 4
Name: Date:
1. When do you say ‘Thank you!’? Tick ( ) the correct picture.
2. Tick ( ) the picture that shows the dog in the box.
Identify objects that begin with the /d/ sound. 3. Circle the 2 things that begin with the /d/ sound.
General Awareness
Numeracy
Literacy
Identify the situation to use ‘Thank You’.
Identify the position word ‘in’.
Assessment - 4
Name: Date:
1. When do you say ‘Thank you!’? Tick ( ) the correct picture.
2. Tick ( ) the picture that shows the dog in the box.
Identify objects that begin with the /d/ sound. 3. Circle the 2 things that begin with the /d/ sound.
General Awareness
Numeracy
Literacy
Identify the situation to use ‘Thank You’.
Identify the position word ‘in’.
Assessment - 4
Name: Date:
1. When do you say ‘Thank you!’? Tick ( ) the correct picture.
2. Tick ( ) the picture that shows the dog in the box.
Identify objects that begin with the /d/ sound. 3. Circle the 2 things that begin with the /d/ sound.
General Awareness
Numeracy
Literacy
Identify the situation to use ‘Thank You’.
Identify the position word ‘in’.
Assessment - 4
Name: Date:
1. When do you say ‘Thank you!’? Tick ( ) the correct picture.
2. Tick ( ) the picture that shows the dog in the box.
Identify objects that begin with the /d/ sound. 3. Circle the 2 things that begin with the /d/ sound.
General Awareness
Numeracy
Literacy
Identify the situation to use ‘Thank You’.
Identify the position word ‘in’.
Assessment - 4
Name: Date:
1. When do you say ‘Thank you!’? Tick ( ) the correct picture.
2. Tick ( ) the picture that shows the dog in the box.
Identify objects that begin with the /d/ sound. 3. Circle the 2 things that begin with the /d/ sound.
General Awareness
Numeracy
Literacy
Identify the situation to use ‘Thank You’.
Identify the position word ‘in’.
Name: Date:
1. Colour the girl blue . Colour the boy yellow .
2. Trace the lines.
Subject
General Awareness Differentiate between a boy and a girl.
Numeracy Trace sleeping line, curved line, waves, and zigzag line.
Literacy Identify characters from the story.
Name: Date:
1. Nisha is running.
Which body part does she use to run? Tick ( ) the body part.
2. Colour the tall thing green . Colour the short thing brown .
3. Circle the 2 things that begin with the /a/ sound.
General Awareness
Identify the correct body part.
Numeracy Differentiate between tall and short objects.
Literacy Identify objects that begin with the /a/ sound.
Name: Date:
1. Match correctly to wash Rama’s hands.
2. Circle the birds that match the number shown on the fingers?
3. Circle the 2 things that begin with the /k/ sound.
Subject
General Awareness
Numeracy
Literacy
Identify the correct hygienic action.
Identify the number 2 correctly.
Identify objects that begin with the /k/ sound.
Solved Assessment - 4
Name: Date:
1. When do you say ‘Thank you!’? Tick ( ) the correct picture.
2. Tick ( ) the picture that shows the dog in the box.
Identify objects that begin with the /d/ sound. 3. Circle the 2 things that begin with the /d/ sound.
General Awareness
Numeracy
Literacy
Identify the situation to use ‘Thank You’.
Identify the position word ‘in’.
About the Book
In alignment with the National Curriculum Framework—Foundational Stage, these assessments embrace the principles of holistic development in children, and facilitate continuous and comprehensive evaluation that informs educators and parents about their learners’ progress in a meaningful and developmentally appropriate manner. The carefully curated assessments encourage revision of key concepts at regular intervals, making the assessment process an extension of the child’s natural learning journey. Each detachable, two-sided question paper includes one question each from General Awareness, Literacy, and Numeracy, helping educators track progress and reinforce key concepts through active engagement and critical thinking.
Key Features
• Holistic Assessments: Covers General Awareness, Literacy, and Numeracy in each assessment, ensuring a well-rounded evaluation.
• Child-friendly Format: Simple and engaging question papers designed especially for learners.
• Analysis of Learning Outcomes: Tracks the learners’ understanding of the concepts on an outcome analysis table across three levels of progress— Beginner (B), Learner (L), and Proficient (P).
• Teacher- & Parent-friendly Assessments: Provides clear insights into the learners' progress enabling informed support and guidance.
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 978-81-985187-9-8
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