1 Teacher Manual Ignite
1 The Picnic
Learning Objectives
Students will be able to:
read and understand a story on the importance of family.
practise their reading and comprehension skills after an in-depth reading of a story.
pronounce and practise CVC words with the /a/ sound.
correctly use vocabulary from the text.
learn common and special naming words.
listen to a text and colour pictures according to that.
talk about their family.
complete a simple paragraph.
Period 1: Reading
Get Set
CB page 1
Introduce the theme to the learners and ask them general questions, such as: Who is there in your family? Do you love your family?
Draw their attention to the title of the story. Ask: Do you like going on a picnic? What do you do when you go on a picnic with your family?
Let’s Read
Read the story brief, at the bottom of the page, with proper pauses and expression.
CB pages 1–4
Play the Talking Book or read the story aloud to the class, with expression and proper pauses. Ask the learners to listen attentively and follow the text in the book.
Pause to ask the Think and Tell questions in the text. This will help learners to focus on the correct place in the story.
Pause to read out the Did You Know? text to the learners to bolster their IQ.
Read and Respond
CB pages 3–4
Once the reading is complete, ask a few general questions to recap the story, such as: Who is going for a picnic? How many family members does Rishika have?
Then, do Read and Respond Q1 in class. Let the learners raise their hands to guess the answer. Ask them to mark the correct answer in the CB.
Then, ask them to attempt Q3 on their own. Read out the answer once the learners finish the exercise. Let the learners check their own answers.
Homework
CB page 1
Instruct the learners to practise reading the story for better fluency. They may scan the QR code to listen to the story.
Ask them to stick their family picture on page 1 to complete the Get Set activity. They may draw and paste a picture of their family if they do not have a photo.
Period 2: Reading
Recap
Ask a few questions, such as: What is the name of the story? Who is going on a picnic? With whom is Rishika going on a picnic? to recap the story.
Let’s Read
CB pages 2–4
Play the Talking Book or read the story aloud to the class, pausing to explain every paragraph, keyword, and other words and phrases that you may deem important.
Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a paragraph each, guiding them on pronunciation and pace whenever necessary.
After the reading is over, ask questions, such as:
⸰ Do you think Rishika enjoyed the picnic? Why?
⸰ Do you think having fun together as a family is important? Why? to gauge the learners’ depth of understanding.
Read and Respond
Discuss Q2 of Read and Respond with the learners. Ask them to write the answers on their own in their notebooks. You may help them write their answers in complete and correct sentences.
Homework
CB page 5
CB pages 2–4, 6
Ask the learners to write one sentence in their notebooks for each keyword. They may scan the QR code to listen to how the keywords are pronounced.
Ask them to attempt the Think and Answer Q1 and Q2.
Period 3: Reading
Recap
Ask a few questions such as: What is the name of the story and its writer? Who is the main character in this story? What is the story about? to recap the story.
Think and Answer & Big Idea
CB pages 6–7
Discuss the Think and Answer questions with the class. Instruct the learners to mark their own work and write the corrections, if any, in pencil.
Explain the Big Idea activity. Then, ask them to attempt it on their own. Once they finish the activity, ask them to show the class the drawing they made. Appreciate them for their effort.
Homework
WB pages 1–2
Ask the learners to attempt the comprehension exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Encourage them to use the keywords in their regular conversation for better learning and more practice.
Period 4: Vocabulary
Recap
Ask questions such as: What is the theme of the story ‘The Picnic’? What is the story ‘The Picnic about? to recap the story.
Pronounce Well
Write a few /a/ sound CVC words, like ‘bat’, ‘cat’, ‘rat’, ‘hat’ on the board.
CB page 7
Draw the learners' attention to the words. Then, read out the words once. Say: In these words, the letter ‘a’ will be pronounced as /a/ in apple. Then, break down each word and read them out to the class: b-a-t, bat.
Ask learners to open page 7 and read the words aloud. Ask them to repeat after you. Read each word multiple times.
Ask them to do the gap-filling exercise. Call out the answers and ask learners to check their own work. Ask them to make the corrections, if any, in pencil.
Vocabulary
CB page 8
Ask learners to attempt Q1. Pointing at the word ‘duck’, tell them that one has already been solved for them. Call out the answers and ask learners to check their partner ’s work. They may mark the corrections, if any, with pencil.
After that, ask learners to attempt Q2. Tell them that each question has two answers. They must tick the correct answers.
Call out the answers and ask learners to check their partner ’s work. They may mark the corrections, if any, with pencil.
Homework
WB page 3
Ask the learners to attempt the Pronounce Well and Vocabulary exercises given in their workbook. They need to submit their WBs to you for checking on the next day.
Period 5: Grammar
Go Grammar: Naming Words
CB page 9
Tell the learners: Today we will learn about naming words. You may write ‘Naming Words’ on the board. Then, point at objects that they would know the name of by common knowledge and ask what those objects are called. For example:
⸰ (pointing at the ceiling fan) What is the name of that? Fan!
⸰ (pointing at a water bottle) What is the name of this? Bottle!
Then, say: Everything around us has a name. I have a name. Even you have a name. Words that name things are called naming words.
Help them open to page 9 in the CB. Explain the definition and go through the examples. Name other everyday objects that the learners would relate to and use mixed/home language for clarity. For example, you may relate the word ‘bird’ to the vernacular for ‘bird’.
Ask them to attempt Q1. Let them review their partner’s work while you call out the answers in the class. They may mark the corrections, if any, in pencil.
You may play a game of naming words. Divide the class into groups and name an object in its vernacular and the learners guess its English name and vice-versa.
Encourage them to make a list of words for the objects around them at home. For example, fridge, table, stool, pillow, etc. They can keep this as their own list of naming words.
They may also list words that they do not know the English name for which they can ask you in their next class.
Homework WB page 4
Ask the learners to attempt Q1 in their WB page 4. They need to submit their WBs to you for checking on the next day.
Recap
Ask learners what naming words are. You may point to things in the classroom and ask learners to name them.
Go Grammar: Common and Special Naming Words
CB pages 10–11
Begin the class by saying: Naming words can be of two types: common and special. I am a man/woman. The word ‘man’/’woman’ can be anyone who is a man/woman. However, I am also Rohan sir (or your own name), which is my special name.
Ask each learner to stand and say his or her common and special names. Help them whenever necessary. Ask the learners to go to page 10. Read the definition and the examples to them. Then, ask them to attempt Q2 and Q3.
Let them review their partner’s work while you call out the answers in the class. They may mark the corrections, if any, in pencil.
You may end the class by playing a game of Name Place Animal Thing.
⸰ Have learners write these words as headings on a blank page. Give them any random letter and ask them to write the naming word for each category.
⸰ For example, if you say D, then the learners should write a person’s name, a place’s name, an animal and a thing starting with D, such as Dilip, Delhi, Dog and Desk.
⸰ Give them 4 points if all four categories have been named correctly for each letter. Learners with the highest score may be appreciated with an applause.
Homework
WB pages 4–5
Ask the learners to attempt the exercises the types of naming words given in their workbook. They need to submit their WBs to you for checking on the next day.
Period 7: Listening & Speaking
Listen Well
CB page 11
Scan the QR code to listen to the audio. You can also read the listening text aloud to the learners. Ensure that the learners pay attention when listening to the text.
Play the audio or read the text again. Ask the learners to colour the pictures while listening to the text the second time.
Appreciate the learners for their effort.
Speak Well
Begin this section by telling learners that they will learn how to talk about their family in a few lines.
CB page 12
Give your own example: Hi! I am Rohan sir. I have four people in my family. My father’s name is Raman Iyer. My mother’s name is Neetha Iyer. My brother’s name is Vijay Iyer. Thank you!
Then, ask them to turn to page 12. Read the example to them. Read and explain the Tips to them.
Give each learner a few minutes to practise. They may write these lines as well. Ask them to come to the front and tell the class about their family.
Note: You may allow introverted learners to stand at their desk and even read out their sentences if they have written them.
Homework
Ask the learners to attempt the Listen Well exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Ask them to practise the Speak Well exercise in their CB as well as WB. They may have their friend or family members as an audience.
They need to present their practised commentary to you on the next day. You are free to choose whether they present the exercise in the CB or the WB.
Period 8: Writing
Speak Well: Presentation
WB page 6
Begin the class by asking learners to present the commentary that they have practised. You are free to choose whether they present the exercise in the CB or the WB.
Write Well CB page 12
Ask learners to open to page 12 in their CB. Tell them that they must fill in the blanks in the given paragraph, using the words from the Hint Box and referring to the image beside each blank for clues. Let them review their partner’s work while you call out the answers in the class. They may mark the corrections, if any, in pencil.
Homework
WB page 7
Ask the learners to attempt the writing exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
2 Rani’s First Day at School
Learning Objectives
Students will be able to:
read and understand a story on the first day of school.
practise their reading and comprehension skills after an in-depth reading of a story.
pronounce and practise CVC words with the /e/ sound.
correctly use vocabulary from the text, and the concept of singular–plural.
learn doing words.
listen to a text and perform an action.
name a few things from a picture.
complete a conversation.
Period 1: Reading
Get Set
CB page 13
Introduce the theme to the learners and ask them general questions, such as: What is your school name? Who drops you to school? How do you come to school?
Draw their attention to the title of the story and the name of the author. Ask: Whose first day is it at school? How do you think Rani feels/would feel on her first day at school? to facilitate a short discussion that broaches the central emotion of the story.
Ask the learners to do the Get Set exercise. Ask a few of them to share their answers with the class.
Let’s Read
CB pages 13–16
Read the story brief, at the bottom of the page, with proper pauses and expression. Play the Talking Book or read the story aloud to the class, with expression and proper pauses. Ask the learners to listen attentively and follow the text in the book.
Pause to ask the Think and Tell questions in the text. This will help learners to focus on the correct place in the story.
Read and Respond
CB page 17
Once the reading is complete, ask a few general questions to recap the story, such as: What did you think about the story? Did you feel the same way on your first day at school?
Then, do Read and Respond Q1 in class. Let the learners raise their hands to guess the answer. Ask them to mark the correct answer in the CB.
Then, ask them to attempt Q2 on their own. Read out the answer once the learners finish the exercise. Let the learners check their own answers.
Homework
CB page 17
Instruct the learners to practise reading the story for better fluency. They may scan the QR code to listen to the story.
Ask them to attempt Read and Respond Q3. Advise them to go through the tips given in the Tips box before attempting to write the answer.
Period 2: Reading
Recap
Ask a few questions, such as: What is the name of the story? Who wrote this story? Whose first day of school is it? to recap the story.
Let’s Read
CB pages 14–16
Play the Talking Book or read the story aloud to the class, pausing to explain every paragraph, keyword, and other words and phrases that you may deem important.
Encourage learners to ask the meanings of words and phrases that they do not understand. You may even ask learners to read a paragraph each, guiding them for pronunciation and pace whenever necessary.
After the reading is over, ask questions, such as: Did the story have a happy ending? When the school is over, who will Rani see waiting for her? to gauge the learners’ depth of understanding.
Read and Respond
CB page 17
Discuss Q3 of Read and Respond with the learners. Ask them to write the answers on their own in their notebooks. You may help them to write their answers in complete and correct sentences.
Homework
CB page 18
Ask the learners to write one sentence in their notebooks for each keyword. They may scan the QR code to listen to how the keywords are pronounced.
Ask them to attempt the Think and Answer Q1 and Q2.
Period 3: Reading
Recap
Ask a few questions such as: What is the name of the story and its writer? Who is the main character in this story? What is the story about? to recap the story.
Think and Answer & Big Idea
CB page 18
Ask a few learners to summarise the story. If they are unable to, you may summarise it for them. Say: We read a story about Rani. It was first day of school. First, she was sad and afraid. She did not want her mother to go away. Then her teacher came and welcomed her with a smile. Her mother also said that she would be waiting there for her. This makes Rani run inside happily.
Ask learners to go to page 19 in the CB. Then, ask them to notice the pictures in Q1. Tell them: These pictures are from the story and they need to be arranged correctly. One is already done for you. Guide them to correctly sequence the pictures.
After this, ask the learners: Do you think Rani will be happy or sad to see her mother waiting for her? Why? Listen to their answer. Then, ask them to attempt Q2.
Explain the Big Idea activity. Then, ask them to attempt it on their own. Once they finish the activity, ask them to show the class the drawing they made. Appreciate them for their effort.
Homework
WB pages 8–10
Ask the learners to attempt the comprehension exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Encourage them to use the keywords in their regular conversation for better learning and more practice.
Period 4: Vocabulary
Recap
Ask questions such as: Do you remember the story about Rani—what was it about? Who wrote it? to recap the story.
Pronounce Well
CB page 19
Write a few /e/ sound CVC words, like ‘leg’, ‘bed’, and ‘get’ on the board. Draw the learners’ attention the words. Then, read out the words once. Say: In these words, the letter ‘e’ will be pronounced as /e/ in egg. Then, break down each word and read them out to the class: b-e-d, bed. Ask learners to open page 19 and read the words aloud. Ask them to repeat after you. Read each word multiple times.
Explain the exercise and them to attempt it. Call out the answers and ask learners to check their own work. Ask them to make the corrections, if any, in pencil.
Vocabulary
CB pages 19–20
Ask learners to attempt Q1. Tell them that the correct answer to each question is one of the keywords they have studied in the chapter. Ask them to refer to the story section. Call out the answers and ask learners to check their partner ’s work. They may mark the corrections, if any, with pencil.
Vocabulary: One or Many
CB page 20
Use everyday classroom objects like chalks or books to explain the concept of One and Many. Show learner one book and say: This is one book. Then, show them two books and say: These are more than one. Therefore, we will say that these are two books. Stress on the /s/ sound at the end.
Give more examples, such as chalk – chalks, boy – boys, etc. Ensure that you avoid using words that have the ‘es’ spelling in the plural form.
Ask learners to open page 20. Read the definition and the examples given. Then, ask them to attempt Q2. Call out the answers and ask learners to check their partner’s work. They may mark the corrections, if any, with pencil.
Homework
WB pages 10–11
Ask the learners to attempt the Pronounce Well and Vocabulary exercises given in their workbook. They need to submit their WBs to you for checking on the next day.
Period 5: Grammar
Go Grammar: Doing Words
CB page 21
Tell the learners: Today we will learn about doing words. You may write ‘Doing Words’ on the board. Then, stand in front of them and ask: What am I doing? Wait for a few learners to guess, and then say: I am standing. All of you are sitting.
Then, say: We are always doing something. We are sleeping, eating, even breathing. Words that tell us what we do are called doing words.
Ask them to open to page 21. Explain the definition and go through the examples. Then, ask them to attempt Q1. Let them review their partner’s work while you call out the answers in the class. They may mark the corrections, if any, in pencil.
Then, explain the rule for adding ‘s’ in doing words. You may give more examples and encourage learners to guess what the doing word would be if the action is performed by either one or many people or things.
Lastly, ask them to attempt Q2 and Q3. Let them review their partner’s work while you call out the answers in the class. They may mark the corrections, if any, in pencil.
Homework
WB pages 12–13
Ask the learners to attempt Q1, Q2 and Q3 in their WB. They need to submit their WBs to you for checking on the next day.
Period 6: Listening & Speaking
Listen Well
CB pages 22–23
Scan the QR code to listen to the audio. You can also read the listening text aloud to the learners. Ensure that the learners pay attention when listening to the text.
Play the audio or read the text again. Ask the learners to tick the box while listening to the text the second time.
Let them review their own work while you call out the answers in the class. They may mark the corrections, if any, in pencil.
Speak Well
CB page 23
Explain the exercise to the learners. Give them a few minutes to practise. Ask them to come to the front and tell the class three things that they have spotted in the picture.
Note: You may allow introverted learners to stand at their desk and even read out their sentences if they have written them.
Homework
WB pages 14–15
Ask the learners to attempt the Listen Well exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Ask them to practise the Speak Well exercise in their CB as well as WB. They may have their friend or family members as an audience.
They need to present their practised commentary to you on the next day. You are free to choose whether the students present the exercise in the CB or the WB.
Period 7: Writing
Speak Well: Presentation
WB page 14
Begin the class by asking students to present the commentary that they have practised. You are free to choose whether the students present the exercise in the CB or the WB.
Write Well
CB page 24
Explain the activity to the learners. Tell them that they must complete the conversation given on the page. Show them that one line is already done for them. Then, let them attempt the exercise.
Let them review their partner’s work while you call out the answers in the class. They may mark the corrections, if any, in pencil.
Homework
WB page 15
Ask the learners to attempt the writing exercise given in their workbook. They need to submit their WBs to you for checking on the next day.
Theme 2: School
3 We Come to School Five Days a Week
Learning Objectives
Students will be able to:
read and appreciate a poem on school.
practise their reading and comprehension skills for a poem.
correctly use vocabulary from the text and doing words.
identify rhyming words.
Period 1: Reading
Get Set
CB page 25
Begin the class by asking learners what they like to do at school. Let each learner get an opportunity to express themselves. Help them answer in complete sentences.
Draw their attention to the title of the poem. Ask and answer: For how many days do we come to school? Five!
Ask again and encourage learners to answer with you.
Let’s Read
CB pages 25–26
Read the brief of the poem, at the bottom of the page, with proper pauses and expression. Play the Talking Book or read the poem aloud to the class, twice, with expression and proper pauses. Ask the learners to listen attentively and follow the text in the book.
In the second reading, pause at the glossed keywords to explain their meaning. At the end of the poem, ask the two Think and Tell questions.
Homework
CB page 27
Instruct the learners to practise reading the poem for better fluency. They may scan the QR code to listen to it. They may scan the QR code to listen to how the keywords are pronounced.
Ask the learners to write one sentence in their notebook for each keyword. They need to submit their notebooks to you for checking, on the next day.
Ask the learners to attempt Q1 and Q2 in Read and Respond.
Period 2: Reading
Recap
Ask a few questions, such as: What is the name of the poem? What is the poem about? to recap the poem.
Let’s Read
CB page 26
Read or play the poem, pausing to explain every stanza, keyword, and other words and phrases that you may deem important.
Encourage learners to ask the meanings of words and phrases that they do not understand.
You may even ask learners to read a stanza each, guiding them on pronunciation and pace whenever necessary.
After the reading is over, ask questions, such as: How did you like the poem? What did you like the most about the poem? to gauge the learners’ depth of understanding.
Read and Respond & Big Idea
CB page 27
Discuss the answers of Read and Respond Q1 and Q2. Instruct the learners to mark their own work and write the corrections, if any, in pencil.
Discuss Q3 of Read and Respond. Help learners to refer to the correct stanza/s in the poem to answer these questions.
Explain the Big Idea activity. Then, ask them to attempt it on their own. Once they finish the activity, ask a few of them to share their answers with the class.
Homework
CB page 27
Ask the learners to write the answers to Read and Respond Q3 in their notebook. They need to submit their notebooks to you for checking, on the next day.
Encourage them to use the keywords in their regular conversation for better learning and more practice.
Period 3: Vocabulary
Vocabulary
CB page 28
Tell the learners that they will do a gap-filling exercise. Ask learners to go to Q1. The learners may refer to the keywords section in the poem to know the meaning of the words in the Hint Box.
Let them attempt the exercise on their own. Call out the answers and let them mark their own work in pencil. Then, explain Q2 to the learners. Say: Look at the pictures, choose the correct doing word, and then write it in the blank.
Let them attempt the exercise on their own. Call out the answers and let them mark their own work in pencil.
Poetry Appreciation
Ask the learners to open page 26 and look at the last word in each line.
CB pages 26, 29
Draw their attention to the fact that the last word in sentences 2 and 4 rhyme with each other. Tell them that this pattern is followed in each stanza in the entire poem.
Then, ask learners to go to page 29 to the Poetry Appreciation section. Explain the exercise and let them attempt it. Instruct the rest of them to mark their own work and write the corrections, if any, in pencil.
Follow the same exercise for Q2.
Homework
You may ask learners to write two pairs of rhyming words and share that in the next class.