TM_LB_LKG_TEXT_Part-1

DAWN

Bright Beginnings, Brighter Futures

Teacher Manual

Part-1

Teacher Manual DAWN

Level B

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 B Part-I

ISBN: 978-81-985187-6-7

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 1

Domain

Circle Time

Topic of the Day

Action Rhyme: Teddy Bear Teddy Bear

General Awareness About Myself: Name, Age and Class

DAY 1

Book & Page

Foundational Literacy Scribbling Literacy Skillbook, page 1

Foundational Numeracy Big and Small Numeracy Skillbook, page 1

DIY Guess the Object

CIRCLE TIME

LO: Children will be able to sing the rhyme Teddy Bear Teddy Bear with actions.

1. Warm Welcome: Greet the children with a warm smile and introduce yourself. Say: Hello, children! My name is (your name). I am your class teacher. I am so happy to meet you all. We are going to have lots of fun together.

2. Fun Actions: Say: Today, we will sing the song Teddy Bear, Teddy Bear. We will also dance to it. Let’s learn some fun actions together. Ask the children to stand, and teach them simple actions for the song, such as turning around, touching the ground, jumping, and reaching for the sky.

3. Action Rhyme: Sing the song Teddy Bear, Teddy Bear with actions and encourage the children to copy you. Repeat it 4–5 times with them so they can enjoy and learn.

Pro Tip

Teddy Bear Teddy Bear

Teddy bear, teddy bear

Turn around!

Teddy bear, teddy bear

Touch the ground.

Teddy bear, teddy bear

Jump up high!

Teddy bear, teddy bear

Touch the sky!

Some children might feel anxious on their first day with a new teacher and classmates. Reassure them and be patient. Always be kind, gentle, and affectionate—it helps children feel emotionally secure and creates a sense of belonging.

GENERAL AWARENESS

LO: Children will be able to introduce themselves by telling their name, age and class. Resources: Any object that can be used as a dummy microphone, say a duster

Introduction

1. Warm Up: Begin by saying: Today, we will learn how to talk about ourselves. In a sing-song manner, ask a few children: Hello, dear children! What is your name? Encourage them to respond with their names.

2. Introducing Age: Ask: Do you know how old you are? Allow a few children to share their answers. Then, guide them to repeat after you: I am four/five years old. Repeat this 5–6 times to reinforce learning.

3. Introducing Class: Ask: Which class are you in now? Let a few children respond. Guide them to repeat after you: I am in LKG. Repeat this 5–6 times to ensure understanding.

4. Modelling: Demonstrate by saying: My name is Ishani. I am four years old. I am in LKG. Hold the duster like a microphone as you speak. Then, guide the children to talk about themselves in the same way.

Practice

5. Introduction Game: Explain to the children that you’ll play a game where they will introduce themselves. Pass the duster around, and when a child receives it, they should say: My name is [Child’s Name]. I am [Age] years old. I am in LKG. Ensure every child gets a turn. Applaud each child after they introduce themselves.

FOUNDATIONAL LITERACY

LO: Children will be able to create artworks using crayons by scribbling. Resources: Literacy Skillbook, page 1; chalks or markers in different colours; crayons

Introduction

1. Introducing Scribbling: Draw random, colourful lines on the board using chalks or markers. Ask: What do you see on the board? Allow a few children to share their responses. Conclude by saying: This is called scribbling.

2. Scribbling on Board: Invite a few children to come to the board and guide them to do some scribbling. Provide different coloured chalks and encourage them to try freely, without any fear.

Practice

3. Scribbling Activity: Ask the children to open page 1 of the Literacy Skillbook. Point to the first picture and demonstrate a similar scribble on the board to help them understand. Then, ask the children to complete the activity on page 1 using crayons.

Scribbling is NOT the same as colouring. Remind children that scribbling means making random lines without a set pattern, not colouring inside shapes. Ensure they focus on freehand scribbling.

FOUNDATIONAL NUMERACY

LO: Children will be able to identify and compare objects that are big and small.

Resources: Numeracy Skillbook, page 1; a small ball and a big ball; a small box and a big box; play dough in two different colours; newspaper

Introduction

1. Introducing Big and Small: Show the big ball and small ball to the children. Ask: Which one is big and which one is small? Allow a few children to respond. Point and say: This ball is big, and this ball is small. Repeat the same process with the big and small boxes.

Pro Tip

2. Play-Dough Activity: Distribute newspapers for the children to cover their tables. Hand out two different colours of play dough to each child. Guide them to make a big ball with one colour and a small ball with the other colour. Move around the class to observe and assist the children as needed. In the absence of play dough, regular wheat dough can be used for this activity.

Practice

3. Big and Small: Ask the children to open page 1 of the Numeracy Skillbook. Invite a few children to describe what they see in the pictures. Then, ask questions like: Can you point to the big animal? / Can you point to the small ball? Ensure all children take turns and check if they are identifying the correct objects.

DIY

LO: Children will be able to identify objects by touch.

Resources: Cloth bag, 10–15 common objects (e.g., banana, book, apple, spoon, ball, or pencil, etc.)

1. The First Guess: Begin by saying: Let’s play a fun guessing game! Place any two objects in the bag. Invite a child to close their eyes, pick one object, and guess it by touch. Applaud for a correct guess.

2. Guessing Chain: Add another object to the bag and shuffle all three objects. Invite the next child to pick one object and guess its name without looking. Repeat until every child gets a turn to guess.

3. Conclusion: Reveal all the objects and discuss how many were guessed correctly. End with applause for everyone’s participation.

Domain

Circle Time

General Awareness

Topic of the Day

Sharing About Favourite Things

Growing Up

DAY 2

Book & Page

General Awareness, page 2

Foundational Literacy Find the Way Literacy Workbook, page 1

Foundational Numeracy Big and Small

Numeracy Skillbook, page 2; Numeracy Workbook, page 1

DIY Picture Talk: A Crunchy Munchy Meal Rhymes and Stories, pages 1–5

CIRCLE TIME

LO: Children will be able to ask simple questions to their classmates and learn about them.

Resources: A medium-sized ball

1. Rolling the Ball: Sit in a circle and greet the children warmly. Begin by rolling a ball to a child and ask them to roll it to another, continuing the sequence around the circle.

2. Setting the Context: Next, say: Today, we will ask our friends about their favourite things. Pass the ball, and explain that whoever rolls the ball will ask a question to the child who catches it. Give examples of simple questions, such as:

• What is your favourite toy?

• What is your favourite colour?

• What is your favourite food?

3. Knowing About Each Other: Start by rolling the ball to a child and asking a question. Encourage them to roll the ball to another child and ask a question. Continue until everyone has a turn.

Pro Tip

Support shy or quiet children by helping them ask or answer questions. Cheer and encourage them to boost their confidence.

GENERAL AWARENESS

LO: Children will be able to talk about growing up and share their name and age.

Resources: General Awareness, page 2

Introduction

1. Setting the Context: Begin by asking the children their age. Take a few responses and ask: Do you remember what you used to do when you were smaller? Let a few children share their thoughts. Then say: Today, we will talk about growing up.

2. Picture Talk: Ask the children to open page 2 of the textbook. Show them the pictures and ask: What do you see? Take a few responses. Then explain:

•  In the first picture, the baby is sleeping.

•  In the second picture, the child is crawling.

•  In the last picture, the boy is walking.

Emphasise how these pictures show the child growing up.

3. Modelling: Guide the children to say their name and age. For example: I am Rohan. I am four years old. / I am Nitika. I am four years old. Repeat this 4–5 times with the class.

Practice

4. Children Sharing: Ask each child to share their name and age. Ensure every child gets a chance to participate. Finally, guide them to write their names on page 2.

Paste your picture on page 2 of the textbook.

FOUNDATIONAL LITERACY

LO: Children will be able to identify and create different lines and curves, enhancing their fine motor skills. Resources: Literacy Workbook, page 1; strings or threads

Introduction

1. Exploring Lines and Curves: Draw and label sleeping lines, wavy lines, zigzag lines, up curves, and down curves on the board. Point to each and name them clearly.

2. Air Drawing: Demonstrate how to trace each line and curve in the air using your index finger. Guide the children to follow along, repeating 2–3 times for each.

3. Fun with Strings: Distribute strings to the children. Ask them to use the string to form any one line or curve on their desk. Assist as needed.

Practice

4. Workbook Activity: Ask the children to open page 1 of the Literacy Workbook. First, help them identify each line on the page. Then, guide them to draw the lines using a pencil or crayons.

FOUNDATIONAL NUMERACY

LO: Children will be able to identify and compare objects that are big and small.

Resources: Numeracy Skillbook, page 2; Numeracy Workbook, page 1; big and small objects (e.g., a big ball and a small ball, a big bag and a small purse); a bowl of watercolour

Introduction

1. Recap: Show the big and small objects. Ask the children to identify whether they are big or small. Let a few children share their answers.

2. Body Movement: Say big and ask the children to open their hands wide. Say small and ask them to bring their hands close together. Repeat 4–5 times.

3. Action Rhyme: Sing the rhyme on page 2 of the Numeracy Skillbook with actions. Repeat 2–3 times.

Practice

4. Practice in the Workbook: Ask the children to open page 1 of the Numeracy Workbook. Guide them to solve the worksheet.

5. Handprint in the Skillbook: Guide the children to open page 2 of the Numeracy Skillbook. Help them dip their hands in watercolour and make a handprint on the page. Then, guide them to compare both handprints.

DIY

LO: Children will be able to identify crunchy foods and discuss the story A Crunchy Munchy Meal using pictures.

Resources: Rhymes and Stories, pages 1–5; flashcards of crunchy foods (apple slices, carrot, chips, popcorn, etc.)

1. Exploring Crunchy Foods: Show flashcards of crunchy foods and ask the children to name them. Provide guidance as needed and say: These are crunchy munchy foods.

2. Picture Talk: Use pictures on pages 1–5 to guide discussions. Ask questions like: Page 1: What are the boy and girl doing? Where are they sitting? Page 2: What food is the woman holding? Page 4: What do you see in the basket?, etc. Encourage children to share responses and guide them.

Error Alert!

Do NOT read the story today. Focus on discussing the pictures.

Crunchy Munchy Meal

Domain

Topic of the Day

Circle Time The Class Routine

General Awareness All About Me

DAY 3

Book & Page

General Awareness, page 3

Foundational Literacy Standing Lines Literacy Workbook, page 2

Foundational Numeracy Tall And Short Numeracy Skillbook, page 3

DIY Interactive Read Aloud: A Crunchy Munchy Meal Rhymes and Stories, pages 1–5

CIRCLE TIME

LO: Children will be able to identify and discuss the new class routine. Resources: Flashcards or pictures of class routines (e.g., circle time, playtime, study, lunch, etc.)

1. Setting the Context: Sit in a circle, if possible. Show the flashcards of different class routines and ask children to share what they see. Explain each picture briefly, e.g., This is circle time. / The children are eating their snacks.

2. Making Connections: Show the flashcards again and ask: Do you also do similar things in the class? What else do you do? Take a few responses.

3. Sequencing the Pictures: Use the flashcards to arrange the classroom routine in order. For example:

• Show the picture of circle time and say, “First, we have circle time.”

• Then show the picture of study time and say, “Next, we have study time.”

Continue in this way for the rest of the routine.

Pro Tip

If flashcards are unavailable, you can draw simple stick-figure illustrations on the board to represent each routine. Alternatively, you can act out each routine and ask the children to guess what comes next.

GENERAL AWARENESS

LO: Children will be able to identify and share their gender, age, and the colour of their eyes and hair.

Resources: General Awareness, page 3

Introduction

1. Recap: Begin by asking a few children: How old are you? Let them respond.

2. Picture Talk: Guide the children to open page 3 of the textbook. Ask them to describe what they see. Then point and say: This is a boy. This is a girl.

3. Action Game: Give different instructions for boys and girls to follow. For example: All boys, raise your hands. All girls, turn around. Then, ask the boys to repeat: I am a boy. Ask the girls to repeat: I am a girl.

4. Eye and Hair Colour: Ask children to observe their partner’s eye and hair colour. Invite a few to share their findings. Conclude: Most of us have black eyes and hair, but some may have brown or blue eyes, dark brown hair, or even white hair

Practice

5. All About Me: Ask children to open page 3 of the textbook. Read the questions aloud and guide them to complete the activity.

FOUNDATIONAL LITERACY

LO: Children will be able to identify and trace standing lines.

Resources: Literacy Workbook, page 2; paper strips (one per child); a glue-stick

Introduction

1. Introducing Standing Lines: Draw a standing line on the board. Then point and say: This is a standing line. It starts from top and goes straight to bottom

2. Air Drawing: Demonstrate and guide children to trace a standing line in the air using their index finger.

3. Pasting a Paper Strip: Give each child a paper strip. Guide them to paste it in their notebook as a standing line.

Practice

4. Standing Lines: Ask children to open page 2 of the workbook. First, have them trace the dotted standing lines with their index finger, then with a crayon or a pencil.

FOUNDATIONAL NUMERACY

LO: Children will be able to identify and compare tall and short. Resources: Numeracy Skillbook, page 3; two pencils of different lengths; drawing sheets (one per child)

Introduction

1. Introducing Tall and Short: Hold one long pencil and one short pencil. Ask children to observe and share the difference between them. Then point and say: This is a tall pencil, and this is a short pencil

2. Body Movements: Say “short” and ask children to sit down. Say “tall” and ask them to stand up with their hands raised. Repeat 5–6 times.

3. Drawing Tall and Short: Distribute drawing sheets. Guide children to draw a tall tree and a short tree, using a simple drawing on the board as a reference.

Practice

4. Tall or Short: Ask children to open page 3 of the textbook. Have them identify tall and short objects.

Error Alert!

Do NOT confuse tall with long. Emphasise that tall refers to vertical height, while long refers to horizontal length.

DIY

LO: Children will be able to listen to and discuss the story A Crunchy Munchy Meal Resources: Rhymes and Stories, pages 1–5; flashcards of crunchy and non-crunchy foods

1. Warm Up: Show food flashcards one by one. If the food is crunchy, children give a thumbs up; if not, a thumbs down.

2. Interactive Read Aloud: Read the story with expressions and voice modulation. Pause to ask questions while pointing to pictures, such as:

• Who is ready for snacks?

• What are Vani and Sam eating?

• What did they take from the basket?

• What did they do after snacks?

Domain

Circle Time Good Habits

Topic of the Day

Book & Page

General Awareness My Handprints General Awareness, page 4

Foundational Literacy Sleeping Lines Literacy Workbook, page 3

Foundational Numeracy Tall and Short Numeracy Workbook, page 2; Numeracy Skillbook, page 4

DIY Making a Sandwich

CIRCLE TIME

LO: Children will discuss the good habits. Resources: Chart of Good Habits

1. Picture Talk: Point to each habit on the chart and ask: What is the child doing? and Why is this a good habit? Encourage responses.

2. Understanding Good Habits: Ask simple, situation-based questions:

• Why should we wash our hands before eating?

• Why should we keep the classroom clean?

• How can we help our friends?, and so on.

Pro Tip

Display the Good Habits chart in the classroom to remind children to practise them daily.

GENERAL AWARENESS

LO: Children will recognise their left and right hand and make their handprints. Resources: General Awareness, page 4; a bowl of watercolour

Introduction

1. Explaining Left and Right Side: Help children identify their left and right hand by showing and naming each side.

2. Left and Right Game: Play an action game to reinforce the concept. Give instructions like:

• Wave your left hand. / Wave your right hand.

• Wiggle the fingers of your left hand. / Wiggle the fingers of your right hand.

• Raise your left hand. / Raise your right hand.

Practice

3. Making Handprints: Ask children to turn to page 4 of the textbook. Help them dip their hands in watercolour and make handprints in the correct boxes.

4. Making a Thumb Impression: Guide children to dip their thumb in watercolour and make a thumb impression in the designated box.

FOUNDATIONAL LITERACY

LO: Children will trace and draw sleeping lines, enhancing their fine motor skills.

Resources: Literacy Workbook, page 3; red, blue and white chalk

Introduction

2. Air Drawing: Guide children to trace a sleeping line in the air using their index finger.

3. Drawing on Four Lines: Draw four lines on the board using red and blue chalk, as shown in the book. Demonstrate how to draw a sleeping line on the blue line. Invite a few children to practise.

Practice

4. Tracing and Drawing: Ask children to open page 3 of the workbook. First, have them trace the dotted lines with a pencil or a crayon. Then, guide them to draw sleeping lines on the blank four-line space below.

FOUNDATIONAL NUMERACY

LO: Children will be able to identify and compare objects that are tall or short.

1. Introducing Sleeping Lines: Draw a sleeping line on the board while saying: This is a sleeping line. It goes straight from left to right.

Resources: Numeracy Workbook, page 2; Numeracy Skillbook, page 4; watercolour; sponge dabbers (one per child); 20 paper cups

Introduction

1. Recapitulation Through Body Movement: Reinforce the concept by asking children to sit when you say “short” and stand with raised hands when you say “tall.”

2. Building Towers: Call two children at a time and give them separate paper cups. Instruct them to build a tower when you say “START” and stop when you say “STOP.” Ask: Whose tower is taller? Whose is shorter?

Practice

3. Identifying Tall or Short: Ask children to open page 2 of the Workbook. Guide them to solve the worksheet.

4. Painting the Tall Tree: Ask children to open page 4 of the Skillbook. Guide them to identify the tall tree and paint it as instructed.

DIY

LO: Children will make a simple vegetable sandwich and follow the steps.

Resources: Bread slices (2 per child); sliced cucumber and tomatoes; a pinch of salt

1. Knowing the Ingredients: Show and name each ingredient.

2. Making a Sandwich: Guide children step by step:

• Take one slice of bread.

• Place cucumber and tomato slices on top.

• Sprinkle a little salt.

• Cover with another slice of bread.

• Enjoy your sandwich!

Pro Tip

Ensure children have clean hands. Use soft and pre-cut ingredients.

CATCH - UP CARNIVAL

Domain General Awareness

Learning Outcome Children will talk about themselves, sharing their name, age, class, eye colour, and hair colour.

Resources A soft toy

Suggested Method Pass the soft toy around the class. When you say STOP, the child holding the toy will answer:

• What is your name?

• How old are you?

• Which class do you study in?

• What is the colour of your eyes and hair?

Clap for each child and give them a smiley or a star. Repeat until all children get a turn.

Support for Struggling Learners

Pair a struggling child with a confident peer (buddy). The buddy models the answer, and the child repeats. Example:

• Buddy says: My name is Rohit.

• Child repeats: My name is (child’s name)

Domain Foundational Literacy

Learning Outcome Children will identify and trace standing and sleeping lines.

Resources Drawing sheets (for each child) and bindis

Suggested Method

Support for Struggling Learners

Domain

1. Distribute drawing sheets and bindis.

2. Ask children to stick bindis to form a standing line and a sleeping line. Encourage each child. Give a smiley for correct work.

Gather struggling learners in a circle. Show flashcards of standing and sleeping lines. Guide them to trace the lines in a sand tray or sandpit or on the floor.

Foundational Numeracy

Learning Outcome Children will identify and compare objects that are big or small and tall or short.

Resources

Suggested Method

Support for Struggling Learners

• Big and Small Activity: Various objects (sharpener, eraser, ball, box, crayon, leaf, etc.); two baskets; a cloth bag

• Tall and Short Activity: Blocks

1. Big and Small

Place all objects in a cloth bag. Label one basket BIG and the other SMALL. Each child picks two objects from the bag without looking. They compare and place each in the correct basket.

2. Tall and Short

Each child builds a tall and a short tower with blocks. Clap and give a smiley for participation. Repeat until all children get a turn.

• Sorting Game: Give children a mix of big and small objects to sort into two groups. Do the same for tall and short objects.

• Real-Life Examples: Compare classroom items (e.g., a teacher vs. a child for tall/ short, a book vs. a notebook for big/small) to reinforce concepts.

Domain

Topic of the Day Book & Page

Circle Time Common Classroom Instructions

General Awareness Home Routine and School Routine

Foundational Literacy Slanting Lines Literacy Workbook, pages 4–5

Foundational Numeracy Let’s Do Yoga

DIY Colours

CIRCLE TIME

LO: Children will listen and follow simple instructions.

Numeracy Workbook, page 5

Art and Craft, page 1

1. Warm Up: Ask children to sit in their respective places for this activity. Say: Today we will listen to some instructions and follow them

2. Introducing Classroom Instructions: Tell the instructions, one by one, to the children and demonstrate the actions. Say the following instructions:

• Please stand up.

• Please sit down.

• Close the door.

• Open the door.

• Take out your book.

• Take out your lunch box.

• Pack your bags.

Repeat each instruction 4–5 times with children.

3. Instructing the Children: Ask a few children to show what they will do when they are asked to follow an instruction.

LO: Children will share the routine they follow at home and at school.

Introduction

1. Talking About the Home Routine: Ask children to share what they do at home every day. You may ask questions such as What do you do after waking up? What happens next? to guide them to share their routine in the correct sequence. Encourage responses such as I brush my teeth, I eat breakfast, and I get dressed. Repeat their answers to reinforce the sequence.

2. Talking About the School Routine: Discuss the daily school routine. Ask: What do we do first when we arrive? What happens after snack time? Help them think about the various activities that they do throughout the day, such as sitting down, circle time, studying, eating lunch, playing, and going home to correctly answer your questions and understand their school routine.

Practice

3. Following the Routine with Actions: Say each step aloud. For example: Wake up. / Brush your teeth. / Eat your food., etc. Let children make small movements from their seats (pretending to open their eyes, pretending to eat, etc.).

4. Sharing Personal Routines: Ask each child a question about their routine. For example: What do you do after breakfast? / What do you do in the evening?, etc. Let them answer in one simple sentence.

FOUNDATIONAL LITERACY

LO: Children will identify and trace slanting lines.

Resources: Literacy Workbook, pages 4–5; blue and red chalk or marker

Introduction

1. Explaining Slanting Lines: Draw a right-slanting line on the board and say: This is a right-slanting line. Invite a few children to come forward and draw one themselves. Repeat the same for a left-slanting line.

2. Body Movement: Demonstrate a right-slanting line by raising your left hand up and your right hand down in an angle. Show a left-slanting line by raising your right hand up and your left hand down in the opposite angle. Ask the children to copy your movements.

3. Air Drawing: Guide the children to trace right-slanting and left-slanting lines in the air with their index finger while you demonstrate.

4. Drawing Slanting Lines on Four Lines: Using red and blue chalk or markers, draw four lines, as shown on page 4. Demonstrate how to draw slanting lines on them, as shown on pages 4 and 5. Invite a few children to come forward and draw slanting lines on the board.

Practice

5. Slanting Lines: Ask the children to open pages 4 and 5 of their Workbook. Guide them to trace the dotted lines with crayons or pencils. Then, encourage them to draw the slanting lines independently on the four-line section of page 5.

Pro Tip

You may give children ribbons, straws, or sticks to arrange in slanting line patterns. This will help them learn the concept in a hands-on and engaging manner.

FOUNDATIONAL NUMERACY

LO: Children will perform yoga poses to represent tall and short.

Resources: Numeracy Skillbook, page 5 (for teachers to refer to)

Introduction

1. Recapitulating Through Body Movement: Call two children forward—one to stand straight with hands raised and the other to sit down. Ask the class: Who looks tall? Who looks short? Point and say: This is tall, and this is short.

2. Making Tall or Short Poses: Ask the children to stand in their places. First, encourage them to create a new pose to show tall. Then, ask them to come up with a pose to show short. Assist those who need help.

Practice

3. Doing Yoga Poses: Refer to page 5 of the Skillbook. Demonstrate and guide the children through the poses step by step. Include additional poses like bending down, squatting, or the chair pose to represent short. After each pose, ask: Do you look tall or short?

4. Conclusion: Ask children to share how they felt while doing the different poses.

Avoid complex or difficult poses. Ensure children perform safe movements to prevent any injuries. Error Alert!

DIY

LO: Children will recognise and use the colours orange, green, and purple.

Resources: Art and Craft, page 1; 3 objects in orange, green, and purple or flashcards of these colours

1. Identifying Colours: Show objects or flashcards to introduce the colours. Ask children to find other items of the same colours in the classroom.

2. Colouring: Ask the children to open page 1 of the book. Help them identify the colours in the circles’ outline, then guide them to colour the circles with the correct crayons.

Domain

Topic of the Day

Circle Time Simon Says: Following Instructions

Book & Page

General Awareness I Can Do General Awareness, page 5

Foundational Literacy Up and Down Curves Literacy Workbook, page 6

Foundational Numeracy Heavy and Light Numeracy Skillbook, page 6; Numeracy Workbook, page 3

DIY Identify the Shades Art and Craft, page 2

CIRCLE

TIME

LO: Children will follow instructions.

1. Recapitulation: Begin by asking children to recall some of the classroom instructions they learned in the previous session.

2. Simon Says: Explain that you will give some instructions, and they must follow them only if you say Simon Says first. For example, you can say:

• Simon says stand up. (The children stand up.)

• Simon says sit down. (The children sit down.)

• Simon says turn around. (The children stand up and turn around in their spot, once.)

• Simon says jump three times. (The children stand up and jump on the spot, thrice.)

• Simon says take out your pencil. (The children take their pencils out of their boxes.)

• Simon says pack your bags. (The children pack their bags.)

• Simon says click your fingers. (The children click their fingers.)

Kids will love the challenge and stay even more engaged! Pro Tip

For extra giggles, throw in a funny instruction like “Simon Says pat your head and rub your tummy!”

GENERAL AWARENESS

LO: Children will share some activities they do by themselves at home.

Resources: General Awareness, page 5

Introduction

1. Action Charades: Call a few children forward one by one. Whisper an action in their ear (e.g., brushing teeth, combing hair, wearing shoes, pouring water, washing hands, eating, or riding a bicycle). The child acts out the action silently, without using words or sounds. The rest of the class must guess the actions.

2. Picture Talk: Ask the children to turn to page 5 of the General Awareness book. Point to each picture and ask: What is the child doing in the picture? Encourage them to describe the actions.

Practice

3. Knowing from the Children: Ask all the children to share any one activity they do by themselves at home. Guide them to say: I can __________ (name of the activity).

4. I Can Do: On page 5, ask the children to circle any three activities they can do by themselves.

FOUNDATIONAL LITERACY

LO: Children will identify and trace up and down curves.

Resources: Literacy Workbook, page 6; sandpit or sand tray; blue and red chalk or marker

Introduction

1. Drawing Curves: Draw an up curve on the board and say: This is an up curve. Invite a few children to draw it on the board. Repeat the same for the down curve.

2. Tracing on Sand: Demonstrate and guide the children to trace up and down curves in a sand tray with their fingers.

3. Drawing Curves on Four Lines: On the blackboard, draw four lines using red and blue chalk, as shown on page 6 of the Workbook. Demonstrate how to draw up and down curves on the lines. Invite a few children to try.

Practice

4. Up and Down Curves: In the Workbook, guide the children to first trace the dotted curves with their fingers, then with a pencil or a crayon.

FOUNDATIONAL NUMERACY

LO: Children will compare and identify objects that are heavy and light.

Resources: Numeracy Skillbook, page 6; Numeracy Workbook, page 3; objects such as a heavy bag and a light pouch, a heavy pencil box and a light pencil, a paper and a book; a beam balance

Introduction

1. Comparing Heavy or Light: Call a few children forward to lift the bag and the pouch, then the box and the pencil box. Ask them to share how they felt when lifting each item. Welcome all responses. Then say: The bag is heavy, and the pouch is light. The pencil box is heavy, and the pencil is light.

2. Beam Balance Activity: Show a piece of paper and a book. Ask: Which is heavy, and which is light? Let a few children guess the answers. Use a beam balance to compare the objects and then explain: The heavy object goes down, and the light object stays up

Practice

3. Picture Talk: Ask the children to open page 6 of the Skillbook. Help them identify the heavy and light objects in the pictures.

4. Heavy or Light: Ask the children to open page 3 of the Workbook. Guide them to mark the objects as instructed.

Look around your home and find things that are heavy and light.

DIY

LO: Children will identify and use different shades of blue.

Resources: Art and Craft, page 2; flashcards or objects of sky blue and dark blue

1. Understanding Different Shades of Blue: Show the flashcards or objects in two different shades of blue. Ask: What colours can you see? Are they the same or different? Take a few responses, then say: This is light blue. This is dark blue.

2. Finding the Crayons: Ask the children to find the light blue and the dark blue crayon from their colour box.

3. Colouring Activity: Ask the children to open page 2 of their Art and Craft book. Point to the smaller pictures of the cars and ask: What colour are they? Guide them to colour the cars using the correct shades of blue.

Pro Tip

Encourage children to look for and identify different shades of blue on objects in the classroom.

Domain

Topic of the Day

Book & Page

Circle Time Rhyme: Hush–a–bye Baby Rhymes and Stories, page 6

General Awareness Feelings: Happy, Sad, Angry and Scared

Foundational Literacy Right and Left Curves Literacy Workbook, page 7

Foundational Numeracy Heavy and Light: Do and Learn Numeracy Skillbook, page 7

DIY Identify the Shades Art and Craft, page 3

CIRCLE TIME

LO: Children will recite the rhyme Hush-a-bye Baby with actions.

Resources: Rhymes and Stories, page 6

1. Picture Talk: Greet the children warmly. Show the picture on page 6 to the children. Ask them questions to encourage discussion, such as:

• What do you see in the picture?

• What time of the day is it?

• What is the baby doing?

2. Reciting the Rhyme: Recite Hush-a-bye Baby with actions. Repeat it 5–6 times with the children, encouraging them to follow along with the gestures.

GENERAL AWARENESS

LO: Children will identify different feelings and share instances that make them feel happy, angry, sad, or scared.

Resources: Flashcards/pictures showing happy, sad, angry, and scared faces

Introduction

1. Knowing the Feelings: Show the flashcard/picture with a happy face and ask: What do you see in the picture? How is this person feeling? Allow a few children to respond, then say: This is a happy face.

The person is feeling happy. Ask the children to imitate the expression shown. Repeat the same for sad, scared, and angry faces.

2. Modelling: Guide the children to talk about instances that make them feel happy, sad, angry or scared. For example, say: I feel happy when I dance. / I feel sad when I cannot go out to play. / I feel scared in the dark. / I feel angry when someone hurts me. Repeat each sentence 3–4 times with the children.

Pro Tip

Tell children that although it is normal to feel angry if someone hurts us, we should not respond violently. We should inform a teacher or our parents.

Practice

3. Sharing Feelings: Place flashcards with different feelings (happy, angry, sad, scared, etc.) upside down. Ask children to come, one by one, and pick a card, look at the feeling, and share when they felt that way. Encourage everyone to participate and listen to each other.

FOUNDATIONAL LITERACY

LO: Children will identify and trace right curves and left curves.

Resources: Literacy Workbook, page 7; sandpit or sand tray; red and blue chalk

Introduction

1. Drawing Curves: Draw a right curve on the board and say: This is a right curve. Invite a few children to draw a right curve on the board. Repeat the same with a left curve.

2. Tracing on Sand: First, demonstrate tracing right and left curves in the sand and then guide the children to trace the curves on the sand.

3. Drawing Curves on Four Lines: Using red and blue chalk, draw four lines, as shown on page 7 of the Workbook, on the board. Demonstrate how to draw right and left curves on the lines. Then, ask a few children to practise drawing the curves on the board.

Practice

4. Right and Left Curves: Guide the children to open page 7 of the Workbook and trace the dotted lines to form right and left curves.

Find objects with curves at home (e.g., a banana or a bowl).

Right and Left Curves

FOUNDATIONAL NUMERACY

LO: Children will identify and compare heavy and light objects.

Resources: Numeracy Skillbook, page 7; objects from the classroom (e.g., bags, bottles, chairs); sticker sheet at the end of the book

Introduction

1. Comparing Heavy and Light: Place the objects neatly in a row. Call children one by one and ask them to pick two objects, one at a time. Ask them to share which one is heavy and which is light.

Pro Tip

Let children lift a soft toy (light) and a book (heavy) to feel the difference. This hands-on activity makes it easy to understand heavy and light.

2. Guessing Heavy or Light: Show pairs of objects from the classroom, such as a table and a cupboard, chair and dustbin, or chalk and duster. Ask the children to guess which object is heavy and which is light.

Practice

3. Do and Learn: Guide the children to open page 7 of the Skillbook and ask them to look at the objects shown there. Let them compare which is heavy and which is light. Then, help them tear stickers from the sticker sheet and paste them in the correct boxes.

DIY

LO: Children will identify and use different shades of green.

Resources: Art and Craft, page 3; flashcards or objects of light green and dark green colour

1. Understanding Different Shades of Green: Show the flashcards or objects in light green and dark green. Ask: What colours do you see? Are they the same or different? After a few responses, say: This is light green, and this is dark green.

2. Finding the Crayons: Guide the children to find the light green and the dark green crayons in their colour box.

3. Colouring Activity: Ask the children to open page 3 of the Art and Craft book. Point to the smaller pictures of the leaves and ask: What colour do you see? Then, guide them to colour the leaves with the correct shade of green.

Domain

Topic of the Day

Circle Time Rhyme: Hush-a-bye Baby

General Awareness My Feelings

Book & Page

Rhymes and Stories, page 6

General Awareness, page 6

Foundational Literacy Fun with Tracing Literacy Workbook, page 8

Foundational Numeracy Comparison: Big–Small, Heavy–Light, Tall–Short

DIY Making a Mask

CIRCLE TIME

LO: Children will be able to recite the rhyme Hush-a-bye Baby and talk about it.

Resources: Rhymes and Stories, page 6; a small basket or scarf; a soft toy

1. Reciting the Rhyme: Recite the rhyme Hush-a-bye Baby with actions. Repeat it 4–5 times with the children. Call a few children forward to repeat the rhyme with actions.

2. Picture Talk: Discuss the picture given on page 6. Ask them:

• Where is the baby sleeping?

• Is it day or night?

• What do you like about the picture?

3. Cradle Rocking Game: Place a soft toy in a basket or in a scarf folded in the shape of cradle. Tell children to think of it as a cradle with a baby sleeping in it. Then, ask them to take turns gently rocking it while the class sings Hush-a-bye Baby. This makes the rhyme fun and interactive.

GENERAL AWARENESS

LO: Children will be able to identify and talk about different feelings.

Resources: General Awareness, page 6; feelings flashcards at the end of the textbook (for the children)

Introduction

1. Recap: Guide the children to open the flashcard page at the end of the book. Say: Show me a happy face

Check if all children are showing the correct flashcard. Then, ask a few children to share what makes them feel happy. Repeat the same for sad, angry, and scared.

Practice

2. Picture Talk: Guide the children to open page 6 of the textbook. Ask them to identify the different feelings shown on the faces. Then, discuss the four pictures.

Picture 1: What do you see in the picture? How do the girl and her mother look?

Picture 2: What is the boy doing in the picture? How does he look?

Picture 3: Where is the boy in the picture? How does he look?

Picture 4: What do you see in the picture? How does the girl look?

3. Identifying Feelings: Guide the children to draw the correct faces beside each picture. You can draw the faces on the board as a reference. Children can use one emoticon more than once.

FOUNDATIONAL LITERACY

LO: Children will be able to trace the dotted lines, enhancing their fine motor skills.

Resources: Literacy Workbook, page 8

Introduction

1. Tracing on Board: Draw some dotted circles and spirals on the board. Join a few dots to show the children how they need to trace the shape. Call the children one by one and ask them to trace the dots on the board.

Practice

2. Fun with Tracing: Guide the children to open page 8 of the Workbook. Ask them to join the dotted lines using crayons or pencils.

FOUNDATIONAL NUMERACY

LO: Children will be able to compare big and small, tall and short, and heavy and light.

Resources: 2 boxes; some common items available in the classroom (books, pencils, etc.); a small bucket filled with stones or sand and another small bucket filled with cotton or paper balls; individual flashcards for big and small, tall and short and heavy and light given at the end of the book (for the children)

Introduction

1. Recap: Call out the objects shown on the flashcards, one by one, and ask the children to show the correct flashcard.

• Show me the big elephant.

• Show me the small cat.

• Show me a heavy fruit.

• Show me a light fruit.

• Show me a tall animal.

• Show me a short animal.

Practice

2. Comparing Size: Place two boxes, one labelled as “Big” and the other labelled as “Small”. Call the children one by one and ask them to pick two objects and place them in the correct box.

3. Comparing Weight: Call the children one by one and ask them to lift the buckets. Ask them to share which one is heavy and which one is light.

4. Comparing Height: Call any two children who are of different height and ask them to stand side by side. Ask them to compare who is tall and who is short. If possible, mark their heights on a wall or the blackboard with chalk.

Error Alert!

Ensure the buckets are NOT too heavy for the children to lift. Make sure they do not hurt themselves while lifting.

DIY

LO: Children will be able to make a feelings mask.

Resources: Paper plates or round paper cut-outs (one per child); a piece of string or thread; feelings flashcards

1. Looking at Feelings Flashcards: Show the feelings flashcards one by one and ask the children to name the emotions.

2. Making a Mask: Ask the children to create a mask depicting any feeling of their choice. Guide them to cut out the eyes and mouth, then attach strings at the sides. Once the children have finished making their masks, invite a few of them to wear their masks, act out a scene, and say a few lines.

Pro Tip

2

DAY 10

CATCH - UP CARNIVAL

Domain General Awareness

Learning Outcome Children will identify and share their feelings.

Resources Feelings flashcards

Suggested Method Keep the feelings card upside down and ask the children to pick any one. Ask them to tell the name of the feeling that they have picked. Ask them to share some instances when they have felt that way. Clap for each child and give them a star after they complete the activity. Repeat this process until all the children have had their chance.

Support for Struggling Learners

Sit with the struggling children in a small group. Show each feelings flashcard, name the emotion, and act it out. Encourage them to copy the expression and name the feeling. Use simple examples (e.g., “We feel happy when we play”)

Provide sentence starters like “I feel happy when…” to help them share. Give positive reinforcement, like a thumbs-up or a sticker, to boost confidence.

Domain Foundational Literacy

Learning Outcome Children can identify and draw up, down, left, and right curves.

Resources Drawing sheets and crayons

Suggested Method Start with a warm-up where children move their arms to trace big curves in the air. First, let them trace curves in sand trays or on large paper before using crayons. Encourage them to create pictures like rainbows or waves using curves. Ask them to find curved shapes around the classroom to reinforce recognition. Once they complete their drawings, they should describe the curves they used and receive a smiley sticker for encouragement.

Support for Struggling Learners

Domain

Make it a fun game! Pretend to draw rainbows, waves, or roller coasters in the air and have them follow along. Let them trace big curves on paper with their fingers first, then use crayons. Say simple cues like “up and down” or “round and round” to guide them. Repeat with encouragement until they feel confident.

Foundational Numeracy

Learning Outcome Children will identify and compare objects that are heavy and light.

Resources School bags of children

Suggested Method Call the children one by one to pick up the two bags. Ask which is heavy and which is light. Then, ask them to lift the heavier bag with one hand and the lighter bag with the other to feel the difference. Encourage them to explain how they determined which is heavier. Clap and give a smiley for their response. Repeat until all have participated.

Support for Struggling Learners

Sit with them and place two objects in front—one heavy and one light. Let them lift both and say which is easier to pick up. Help them compare by pointing to familiar objects and asking which is heavier or lighter. Repeat with different items until they understand.

Domain Topic of the Day

Circle Time Yoga and Meditation

General Awareness My Toys

Book & Page

General Awareness, page 7

Foundational Literacy Letter Aa Literacy Skillbook, pages 2–3

Foundational Numeracy Long and Short

Numeracy Skillbook, page 8

DIY Air Dries Things STEM Exploration, pages 1–3

CIRCLE TIME

LO: Children will perform simple yoga poses and meditation.

Resources: Soft music

1. Warming Up: Greet the children warmly. Say: Today, we will relax ourselves by doing meditation and yoga

2. Waking Up Little Body: Play soft instrumental music and ask the children to stand. Ask them to wiggle their fingers, shake their hands, stretch their arms, and touch their toes.

3. Making Butterfly Pose: Demonstrate the butterfly pose to the children. Say: First, sit down and then flap your legs like wings to make a butterfly pose. Repeat this pose at least 5–6 times.

4. Breathing and Meditating: Ask the children to sit down with their eyes closed. Encourage deep breathing by saying: Smell the flowers (inhale), Blow the candle (exhale). Repeat at least 5–7 times.

GENERAL AWARENESS

LO: Children will be able to recognise and identify different toys.

Resources: General Awareness, page 7; variety of toys (soft toys, dolls, cars, blocks, balls)

Introduction

1. Toy Mystery Bag: Place different toys in a bag. Let each child pick one without looking and guess what it is by feeling it. Once they guess, pull it out and name it together.

2. Favourite Toy Sharing: Ask each child to share their favourite toy by completing: My favourite toy is ___. It is ___ in colour. I like it because ___.

Practice

3. Toy Hunt in the Book: Ask children to look at the toys on page 7 of the book. Help them name each one. Let them tick the box if they have that toy at home.

4. Match and Find: Show a real toy and ask children to find the same one in the book. Encourage them to say the name aloud.

Bring your favourite toy to school the next day.

FOUNDATIONAL LITERACY

LO: Children will be able to identify the letter Aa, say its sound, and connect it to familiar words.

Resources: Literacy Skillbook, pages 2–3; letter Aa flashcards at the back of the book

Introduction

1. Letter Aa Rhyme: Introduce the sound of the letter Aa to the children with a fun rhyme. Have the children repeat the rhyme at least 2–3 times, emphasising the sound of the letter ‘A’ (/a/ /a/).

Practice

2. Sound and Symbol of Letter Aa: Guide the children to open page 2 of the Skillbook. Point to each picture and ask them to repeat the word, emphasising the /a/ sound. For example: /a/ /a/ ant. Then, guide them to look at the flashcard of Aa given at the back of the book, and identify the object.

Letter A A says /a/, A says /a/ Apple, Ant, and Airplane too! A is awesome, A is amazing, A says /a/, A says /a/.

3. Forming Letter Aa: Write the letter ‘A’ on the board and say as you write: Letter A has two slanting lines and one sleeping line in between. Guide the children to trace the letter ‘A’ in the air with their index fingers. Repeat the same for the lowercase letter ‘a’ and say as you write: The letter a has one left curve and a standing line

Circle the first letters A and a in the sentences.

4. Writing Practice in the Book: Guide the children to trace the dotted lines with a pencil to complete the letter Aa given on page 2. Then ask them to trace the dotted lines to make the ant reach the apple. Read the lines given below on page 3, emphasising the /a/ sound, and ask the children to repeat after you.

FOUNDATIONAL NUMERACY

LO: Children will identify and compare long and short objects.

Resources: Numeracy Skillbook, page 8; objects to show long and short (e.g., pencils, crayons, straws, stick, etc,); tape

Introduction

1. Comparing Objects: Introduce the concept of long and short by showing objects to the children. Hold up two objects (e.g., a long pencil and a short crayon) and ask: Which one is long? Which one is short? Welcome all answers. Then point to each object and say: The pencil is long, and the crayon is short. Repeat the same with other objects.

Error Alert!

Compare long and short with horizontal objects, NOT vertical objects.

Practice

2. Reciting a Poem: Recite the rhyme Everybody Has a Nose given on page 8 of the Skillbook with actions. Repeat it 4–5 times with children.

3. Identifying Long and Short: Guide the children to open page 8 of the Skillbook. Point to the pictures and help them identify the items that are long and short.

DIY

LO: Children will be able to demonstrate the concept that air helps things dry.

Resources: Stem Exploration, pages 1–3; a handkerchief

1. Discussing About Air: Ask children some questions like:

• What happens when we spill water on our hands?

• Does it stay wet forever or dry up?

• How do wet clothes dry?

Let the children share their responses. Then say: Air helps dry things! Let’s explore how!

2. Drying a Hanky: Demonstrate the activity, as suggested in the book. Explain: Air can make wet things dry!

Domain

Topic of the Day

Circle Time Fun with Colours

General Awareness Show and Tell: My Favourite Toy

DAY 12

Book & Page

Foundational Literacy Letter Aa Literacy Workbook, page 9

Foundational Numeracy Long and Short Numeracy Skillbook, page 9; Numeracy Workbook, page 4

DIY Rhyme: Hush-a-bye Baby Rhymes and Stories, page 6

CIRCLE TIME

LO: Children will identify different colours and sort objects according to their colours. Resources: Some common objects of red, blue, green and yellow colours (at least 5 things of each colour)

1. Spot the Colour: Gather the children in a circle if space allows. Call out a colour, such as: Find something red! and ask them to look around and point to an object of that colour. Repeat with different colours to reinforce learning.

2. Sorting Colours: Place various coloured objects in a pile. Call four children at a time and assign each a colour. Ask them to find and pick objects of their assigned colour. Ensure everyone gets a turn.

GENERAL AWARENESS

LO: Children will be able to recognise and speak about their favourite toys. Resources: A soft toy; toys children brought from home

Introduction

1. Toy Passing Game: Sit in a circle and pass a soft toy while singing a simple rhyme. When the rhyme stops, the child holding the toy names their favourite toy. Repeat until all children have had a turn.

Practice

2. Modelling: Hold a toy and say: My favourite toy is a teddy bear. It is brown in colour. I like it because it is soft. Use gestures and expressions to make it engaging. Repeat it 4–5 times.

3. Show and Tell: Ask children to describe the toy they brought from home. Encourage them to say: My favourite toy is___. It is ____ in colour. I like it because____. Guide and support as needed.

Pro Tip

If a learner struggles to talk about their toy in English, encourage them to share in their home language or mixed language.

FOUNDATIONAL LITERACY

LO: Children will be able to connect the sound and symbol of Aa, read words starting with Aa, and trace the letter Aa.

Resources: Literacy Workbook, Page 9; story card of Aa

Introduction

1. Picture Discussion: Show the pictures from the story card to the children and discuss them one by one:

Picture 1: What animal and tree do you see in the picture?

Picture 2: Who else do you see in this picture?

Picture 3: What is happening in the picture?

Picture 4: What is the astronaut doing in this picture?

Practice

2. Interactive Read Aloud: Read the story aloud while emphasizing the words that start with the /a/ sound. Ask the children to repeat these words after you.

3. Sound and Symbol Connection: Write a capital A and a lowercase a on the board and show them to the children. Say: A says /a/ /a/ /a/; a says /a//a//a/. Then ask the children to find and circle the letters A and a in the story cards.

4. Letter Aa: Ask the children to open page 9 of the Workbook and guide them as they trace and write capital A and lowercase a in the first two columns.

Complete the remaining three rows on page 9 at home.

FOUNDATIONAL NUMERACY

LO: Children will be able to identify and compare long and short objects.

Resources: Numeracy Skillbook, page 9; Numeracy Workbook, page 4; objects of different lengths (like pencils, crayons, straws, etc.); a strip of ribbon (for each child); glue

Introduction

1. Recap: Show a long object and a short object (e.g., a long pencil and a short pencil) and ask: Which is long and which is short? Take a few responses and mention the long and short pencils. Repeat with other objects.

2. Long and Short through Body Movements: Guide the children to spread their hands apart when you say “long” and bring the hands closer when you say “short”. Repeat 4–5 times.

Practice

3. Drawing Long and Short Things: Ask children to open page 4 of the Workbook. Guide them to draw a short stick and a long pencil as instructed.

4. More Practice: Ask children to open page 9 of the Skillbook. Guide them to paste the short ribbon below the long one. Then, show them the two images below and ask them to draw long and short hair to complete the images. Find a long object and a short object at home and bring them to the class the next day.

DIY

LO: Children will recite the poem Hush-a–bye Baby and share one thing that they do before going to sleep.

Resources: Rhymes and Stories, page 6

1. Rhyme Time: Recite the rhyme Hush–a–bye Baby with actions and expressions and ask the children to follow. Repeat it 4–5 times.

2. Sharing Time: Say: This rhyme is about a baby going to sleep at night. Ask the children to share one thing they do at night before going to sleep.

Pro Tip

Call forward a few eager or confident learners and ask them to recite the rhyme with actions.

Hush-a-bye Baby

Domain

Circle Time

Topic of the Day

Importance of Friendship

General Awareness Fun with Friends

DAY 13

Book & Page

General Awareness, page 8

Foundational Literacy Letter Bb Literacy Skillbook, pages 4–5

Foundational Numeracy The Rat and the Cake Numeracy Skillbook, pages 10–11

DIY Making a Friendship Bracelet

CIRCLE TIME

LO: Children will talk about what they do with friends and understand the importance of friendship. Resources: A soft ball or a soft toy

1. Warm Up: Begin with a short discussion by asking: What do we do with our friends? Encourage children to share their thoughts freely. Give simple examples like playing together, sharing toys, and helping each other

2. Friendship Ball Game: Stand in the centre and throw the soft ball or the soft toy to a child. Ask them to share one thing they do with their friend before throwing the ball/soft toy back to you. Continue the game until all the children have had a turn.

GENERAL AWARENESS

LO: Children will be able to recite a poem on friendship and talk about the activities they do with friends. Resources: General Awareness, page 8

Introduction

1. Rhyme Time: Recite the rhyme My Friend and Me with actions and expressions. Repeat 4–5 times with children.

My Friend and Me

We run and jump, we laugh and play, We have fun every day. We share our toys, we sing a song, With my friend, I belong! We help each other, we care, we share, Good friends are always there!

Practice

2. Fun with Friends: Guide the children to open page 8 of the General Awareness book. Show them the pictures one by one and help them identify the activities. Then, guide the children to tick those activities that they like to do with their friends.

FOUNDATIONAL LITERACY

LO: Children will be able to identify the letter Bb, recognise its sound, and connect it to familiar words.

Resources: Literacy Skillbook, pages 4–5; flashcards of letters given at the end of the book

Introduction

1. Singing Letter Bb: Introduce the /b/ sound with a fun rhyme and repeat it 2–3 times together. Do actions too.

2. Words with /b/ Sound: Show pictures from page 4 of the Skillbook and say the /b/ sound with each word, for example: /b/ /b/ ball. Encourage children to repeat many times after you.

3. Tracing Letter Bb: Demonstrate writing B and b on the board, describing the strokes: One standing line and two right curves for B. One standing line and one right curve for b. Call children to trace the letters with their fingers.

4. Recognising Letter Bb: Ask the children to find and hold up the flashcard with the letter Bb from the back of the book.

Practice

Letter B

/b/ /b/ ball, bouncing so high, /b/ /b/ butterflies, flying in the sky! /b/ /b/ boat, sailing away, /b/ /b/ bunnies, who love to play!

5. Writing Practice: Guide children to trace the dotted lines on page 4 of the Skillbook to form letters B and b. Then, read the sentences aloud give on page 5 and have children repeat many times.

On page 5, circle the pictures that start with the /b/ sound. Read the sentences aloud. Circle all the B and b letters in the sentences.

FOUNDATIONAL NUMERACY

LO: Children will listen to and discuss a story that includes various maths concepts.

Resources: Numeracy Skillbook, pages 10–11; individual flashcards of big and small, heavy and light and long and short given at the end of the book

Introduction

1. Recap: Give the individual flashcards to the children from the back of the Skillbook. First, ask them to hold up and show the picture of a big animal and a small animal. Then ask: Can you name some more big objects and small objects? Repeat the same for heavy and light and long and short objects.

Practice

2. Interactive Read Aloud: Read the story aloud with expression and voice modulation. Pause to show pictures and ask relevant questions, such as:

• Picture 1: What do you see on the table?

• Picture 2: How does the girl look?

• Picture 3: What is the rat carrying? Does the book look heavy or light?

• Picture 4: Who do you think has a long tail, the dog or the rat?

• Picture 5: Where is the rat trying to hide?

• Picture 6: What is the girl doing?

3. Key Concepts: Reinforce the key concepts through questions like:

• The rat wanted the bigger cake. Can you think of something bigger than a cake?

• The rat was holding a heavy book. Can you think of something heavier than a book?

• Can you think of something that is longer than a dog’s tail?

LO: Children will create a friendship bracelet.

Resources: A length of yarn or soft fabric strips (one per child); child-safe glue or tape; crayons or markers

1. Distributing Materials: Give each child a length of yarn or a fabric strip.

2. Making the Bracelet: Let children colour or draw simple patterns on the fabric strip using crayons or markers. They can also write their friend’s name to personalise it.

3. Wearing the Bracelet: Encourage them to gift this bracelet to a friend. Help children wrap the strip around their wrist and secure it with glue or tape.

Pro Tip DIY

If fabric strips are not available, use paper strips instead. Ensure that they are not torn while making the bracelet.

Domain

Circle Time

General Awareness

Topic of the Day

Sharing Good Things About Friends

Making a Friendship Card

Foundational Literacy Letter Bb

Foundational Numeracy Same and Different

DIY Make the Castle

CIRCLE TIME

LO: Children will say one good thing about their friend.

Book & Page

Story Card; Literacy Workbook, page 10

Numeracy Skillbook, pages 12–13; Numeracy Workbook, page 5

Art and Craft, page 4

Resources: Star stickers; duster or marker (as a pretend hand-held mic)

1. Warm-Up: Gather the children in a circle, if possible. Say: Today we will share one good thing about our friends. Guide them to say, for example: My friend is Nisha. I like her because she is very helpful. / My friend’s name is Atul. He is very funny. I like him a lot

2. Sharing About Friend: Pass the soft toy around. The child holding the soft toy shares a good thing about their friend. Ensure everyone gets a chance to speak.

GENERAL AWARENESS

LO: Children will make a simple friendship card for a friend.

Resources: Coloured paper (one per child); crayons or markers; star stickers, bindis, or simple decorative items; glue

Introduction

1. Rhyme Time: Start by reciting the rhyme My Friend and Me from the previous session. Repeat 3–4 times with actions.

Practice

2. Making a Friendship Card: Give each child a sheet of coloured paper and help them fold it into a card. Let them decorate it with crayons, markers, or stickers. Inside, they can write or draw something special for a friend that they have in the class. Once done, ask them to gift their cards to their friends.

FOUNDATIONAL LITERACY

LO: Children will be able to connect the sound and symbol of Bb, read words starting with Bb, and trace the letters Bb.

Resources: Literacy Workbook, page 10; letter Bb story card

Introduction

1. Picture Talk: Show the pictures from the story card to the children and discuss them one by one:

Picture 1: What is the boy doing in the picture?

Picture 2: Who do you see in the picture?

Picture 3: What are the children doing?

Picture 4: What animal do you see?

Practice

2. Interactive Read Aloud: Read the story aloud while emphasizing the words that start with the /b/ sound. Ask the children to repeat these words after you many times.

3. Sound and Symbol Connection: Write a capital B and a lowercase b on the board and show them to the children. Say: B says /b/ /b/ /b/; b says /b//b//b/. Then ask the children to find and circle the letters B and b in the story cards.

4. Letter Bb: Ask the children to open page 10 of the Workbook and guide them as they trace and write a capital B and a lowercase b on the four lines.

FOUNDATIONAL NUMERACY

LO: Children will be able to identify and compare objects that are the same and different.

Resources: Numeracy Skillbook, pages 12–13; Numeracy Workbook, page 5; objects to show same and different such as, two same balls and a different ball, or two same blocks and a different block, etc.

Introduction

1. Explaining Same and Different: Show two same objects and a different object but of the same type to the children and ask them to share their observations. Take a few responses and then, point and say: These two balls are same, this ball is different. Repeat with other set of objects.

Error Alert!

Make sure you use the same category of objects to explain same and different, NOT different categories like 2 balls and 1 pencil.

Practice

2. Same and Different: Ask the children to open page 12 of the Skillbook and help them identify the same sized balls and the different sized balls. Then guide them to do the exercises on page 13.

3. Same As: Ask the children to open page 5 of the Workbook. Guide them to trace the dots to match the same animals. On page 5 in the Workbook, colour the faces that look the same in each set.

DIY

LO: Children will paste shape stickers to complete the castle, and improve their fine motor skills. Resources: Art and Craft, page 4; cut outs or flashcards on shapes

1. Warm-Up: Use paper cut-outs or flashcards to introduce basic shapes like circle, triangle, square, rectangle, and semicircle.

2. Sticking the Shapes: Ask them to open page 4 of the Art and Craft book. Guide them complete the castle by sticking the stickers from the sticker sheet.

CATCH - UP CARNIVAL

Domain General Awareness

Learning Outcome

Children can identify different toys and share an activity they like doing with their friends.

Resources Some commonly-used toys

Suggested Method Call children one by one and ask them to pick any one toy and say its name. Then guide them to say one sentence about the toy, such as: This is a ____. It is _____ in colour. Then guide them to say one point about their friends: _________ is my friend. I like to _________ with my friend. Clap loudly for each child. Give a star or smiley after completion. Repeat this process till all children get their chance.

Support for Struggling Learners

Gather the struggling learners. Show them the toys one by one and say their names. Ask the children to repeat after you. At the end guide the children to name a toy they like to play with.

Domain Foundational Literacy

Learning Outcome Children can connect the sounds and symbols of Aa and Bb, and read common words starting with them.

Resources Objects or pictures staring with /a/ and /b/ sounds; chalks; Letter Aa and Bb story cards

Suggested Method Write letters A and B on the floor with a chalk. Call the children one by one, ask them to sort and place the objects starting with /a/ sound on A and the ones starting with /b/ sound on B. Finally, use the story cards to read the stories aloud while emphasizing the words that start with the /a/ and /b/ sounds. Ask the children to repeat these words after you. Let them point at those words in the story cards while saying them aloud.

Support for Struggling Learners

Gather the learners in a circle. Show them some objects or pictures of objects starting with Letter A. For example, say: /a/ /a/ apple and ask the children to repeat after you. Repeat the same for pictures and/or words in the story card. Then write letters A and a on the floor, call the children one by one and ask them to trace the letters with their index fingers. Repeat the same for the letter B.

Domain Foundational Numeracy

Learning Outcome Children can identify same and different.

Resources Some same objects and some different objects

Suggested Method Place a collection of objects in front of the children, ensuring there are pairs of matching objects and some different ones. Call the children one by one and guide them to pick two objects that are the same and one that is different. Clap loudly for each child and reward them with a star or smiley after they complete the task. Repeat until all children have had a turn, ensuring everyone participates.

Support for Struggling Learners

Show two identical objects and one different object to explain the concept. Then, draw two matching shapes and one different shape on the board, asking children to identify which are the same and which is different. Continue many times with different sets of objects.

Domain

Topic of the Day

Circle Time Fun Game: Matching Body Parts

General Awareness Rhyme: Ten Little Fingers

Book & Page

Foundational Literacy Letter Cc Literacy Skillbook, pages 6–7

Foundational Numeracy Odd One Out Numeracy Skillbook, page 14

DIY Safety Tips

CIRCLE TIME

LO: Children will identify different body parts through a game. Resources: Flashcards of different body parts (fingers, toes, eyes, nose, mouth, ears, etc.)

1. Warm Welcome: Ask children to stand in a circle, if possible. Show the flashcards one by one to the children and ask them to point and show the body parts. Guide them wherever required.

2. Matching Body Parts: Call two children at a time and ask them to point to a body part together when you name it. For example, say: Manya and Rohan, show your hands. The other children will check and confirm if they pointed correctly. Make sure all the children get a chance to take part in this activity.

Pro Tip DAY 16

If flashcards are unavailable for this activity, you can mention the name of the body parts and ask the children to show the respective body parts.

GENERAL AWARENESS

LO: Children will recite a rhyme on body parts and show it with actions. Resources: Flashcards of different body parts (fingers, toes, eyes, nose, mouth, ears, etc.)

Introduction

1. Simon Says: If possible, have the children stand in a circle for this activity. Play Simon Says by giving instructions that involve different body parts. For example, say: Simon says touch your nose. OR Simon says close your eyes.

Ten Little Fingers

Ten little fingers, ten little toes, Two little ears and one little nose, Two little eyes that shine so bright, And one little mouth to kiss mother goodnight.

Practice

2. Sing Out Loud: Sing the rhyme Ten Little Fingers. Make sure you point to the body parts while reciting the rhyme. Repeat the rhyme 4–5 times with the children.

FOUNDATIONAL LITERACY

LO: Children will be able to identify the letter Cc, recognise its sound, and connect it to familiar words.

Resources: Literacy Skillbook, pages 6–7; flashcards of letters given at the end of the book

Introduction

1. Rhyme for Letter Cc /k/ Sound: Introduce the /k/ sound of the letter Cc with a fun rhyme and repeat it 2–3 times together. You may sing these lines with gestures as well.

2. Words with /k/ Sound: Show pictures from page 6 of the Skillbook and say the /k/ sound with each word, for example: /k/ /k/ cat. Encourage children to repeat them after you.

Letter C

/k/ /k/ Cat, so soft and small, /k/ /k/ Car, zooms past all! /k/ /k/ Cake, so sweet to eat, /k/ /k/ Clap, let’s move our feet!

3. Tracing Letter Cc: Demonstrate writing C and c on the board, describing the strokes: One left curve for capital C and one for small c. Call children to trace the letters with their fingers on the wall.

4. Recognizing Cc: Ask the children to find and hold up the flashcard with the letter Cc from the back of the book.

Practice

5. Letter Cc: Guide children to trace the dotted lines on page 6 of the Skillbook to form the letters C and c. Then, read the sentences aloud given on page 7 and have children repeat many times.

On page 7, colour the boxes with pictures that start with the /k/ sound. Read the sentences aloud. Circle all the C and c letters in the sentences.

FOUNDATIONAL NUMERACY

LO: Children will identify the odd one out from a set of given objects.

Resources: Numeracy Skillbook, page 14; sets of two same objects and one different object (e.g., two same pencils and a crayon, two same blocks and a different block, etc.)

Introduction

1. Introducing the Odd One Out: Keep three objects on the table, for example: two same pencils and a crayon. Ask: What do you see? Take a few responses from the children and say: We see 2 same pencils and 1 crayon. This crayon is the odd one out. Repeat it 3–4 times.

2. Finding the Odd One Out: Keep two same objects and one different object on the table. Call the children one by one and ask them to spot the odd object from the three kept on the table. Make sure all the children get a chance to take part in the activity. Change the objects each time you call a child.

Practice

3. Odd One Out: Guide the children to open page 14 of the Skillbook. Help them to identify the same and different items from the pictures given in the page. Ask them to circle the odd one out in each set.

DIY

LO: Children will identify and understand some common safety measures.

Resources: Flashcards showing safe situations (holding an older person’s hand while crossing the road, not playing with fire and sharp objects) and unsafe situations (playing with sharp objects, fire, etc.)

1. Staying Safe: Show the safety flashcards to the children one by one and ask them what they see. Then describe the pictures one by one to the children. For example: We should always hold an older person’s hands while crossing the road. / We should never play with sharp objects such as a knife.

2. Safe or Unsafe: Show the flashcards to the children one by one, ask them to CROSS their arms if the situation shown in the picture is unsafe. Ask them to show a THUMBS UP if the situation shown in the picture is safe.

Safety Measures

1. Do not play near the gas stove, a lighted candle, etc.

2. Do not touch electrical sockets.

3. Hold the hands of an older person while crossing the road.

4. Do not play with sharp objects.

5. Do not talk to strangers.

In case you do not have flashcards to show, you can just discuss the points and do the Safe or Unsafe activity by writing the situations on the board or saying them aloud to the class. For example: We should not play with fire.

WEEK 4

Domain Topic of the Day

Circle Time Basic Hygiene Practices

DAY 17

Book & Page

General Awareness My Body General Awareness, pages 9–10

Foundational Literacy Letter Cc Story Card; Literacy Workbook, page 11

Foundational Numeracy Odd One Out Numeracy Skillbook, page 15; Numeracy Workbook, page 15

DIY Fruit Basket Art and Craft, page 5

CIRCLE TIME

LO: Children will recite a rhyme on personal hygiene and discuss the importance of personal hygiene. Resources: Some objects used to maintain hygiene (like toothbrush, nail clipper, soap, comb)

1. Action Rhyme: Start the session by reciting the rhyme Staying Healthy and Clean, with actions. Repeat it 5–6 times. At the end, say: We need to keep ourselves clean to stay healthy

Staying Healthy and Clean

Wash your hands, nice and bright, Brush your teeth, so fresh and white! Take a bath and comb your hair, Wear neat clothes and breathe fresh air! Stay clean and happy every day, Healthy habits are the way!

2. Discussion Time: Show the items one by one to the children and discuss their uses. For example, show the toothbrush and ask: What do we do with this? Take a few responses and then say: We use it for brushing our teeth. Repeat the same with other objects. Look for different things at home that we use to keep ourselves clean.

GENERAL AWARENESS

LO: Children will identify the different parts of the body.

Resources: General Awareness, pages 9–10

Introduction

1. Recap: Point to different body parts one by one to the children and ask: Do you know this body part? Let children share their responses and then name the body part.

2. Action Game: Play an action game with the children. Tell them to do actions based on their body parts. For example: blink your eyes / wiggle your fingers / nod your head, etc.

Practice

3. My Body: Guide the children to open page 9 of the textbook and point and show the body parts from the picture one by one. Then, ask them to turn to page 10 and help them match the body parts with crayons or pencils.

FOUNDATIONAL LITERACY

LO: Children will be able to connect the sound and symbol of Cc, read familiar words starting with Cc, and trace the letters Cc.

Resources: Literacy Workbook, page 11; Cc story card

Introduction

1. Picture Talk: Show the pictures from the story card to the children and discuss them one by one. Examples:

• What do you see in the picture?

• What is the girl doing?

• What is the cat doing in the picture?

Practice

2. Interactive Read Aloud: Read the story aloud while emphasizing the words that start with the /k/ sound. Ask the children to repeat these words after you while pointing to them in the story cards.

3. Sound and Symbol Connection: Write a capital C and a lowercase c on the board and show them to the children. Say: C says /k/ /k/ /k/; c says /k//k//k/ Then ask the children to find and circle the letters C and c in the story cards.

4. Letter Cc: Ask the children to open page 11 of the Workbook and guide them as they trace and write a capital C and c lowercase c on the four lines.

FOUNDATIONAL NUMERACY

LO: Children will identify the odd one out from the sets of given objects.

Resources: Numeracy Skillbook, page 15; Numeracy Workbook, page 6; some same objects and different objects

Introduction

1. Recap: Keep two same objects and one different object on the table. Ask a few children to identify the odd one out. Repeat it 5–6 times with different set of objects to reinforce understanding.

Practice

2. Identifying the Odd One Out: Guide the children to open page 15 of the Skillbook and circle the odd one out using a pencil or a crayon. Then, ask children to open page 6 of the Workbook and tick the odd animal in each set.

DIY

LO: Children will draw different types of lines based on the assigned colours.

Resources: Art and Craft, page 5

1. Types of Lines: Draw a left slating line on the board and ask the children to identify it. Then say: This is a left slanting line. Invite a few children to draw left slanting lines on the board. Repeat the same for right slanting lines, sleeping lines, upward and downward curves and zigzag lines.

2. Fruit Basket: Guide the children to open page 5 of the book and draw the correct lines, using the correct colours on the fruits.

Domain

Circle Time Story Time

General Awareness How Many?

Topic of the Day

DAY 18

Book & Page

General Awareness, pages 11–12

Foundational Literacy Letter Dd Literacy Skillbook, pages 8–9

Foundational Numeracy More or Less Numeracy Skillbook, page 16

DIY Ajay Gets Ready for School Rhymes and Stories, page 7

CIRCLE TIME

LO: Children will listen to the story with life values and discuss it.

1. Story Time: Narrate the story Mishika’s Kind Heart to the children with expressions and voice modulation.

2. Discussing the Story: Discuss the story with the children by asking them questions like:

• What did Mishika see one day?

• What did Mishika do with the bird?

• How did Mishika help the bird?

• How did Mishika feel when the bird flew away?

• What did you like about the story?

3. Knowing from the Children: Ask the children to share any one incident where they have helped someone.

GENERAL AWARENESS

Mishika’s Kind Heart Mishika was a little girl who loved to help. One day, she saw a tiny bird that had hurt its wing. “Oh no! Let me help you,” she said gently. She picked up the bird and took it to her mother. Together, they made a cozy nest in a small box. Every day, Mishika fed the bird and spoke kindly to it. “You will be strong soon!”, she cheered. After a few days, the bird flapped its wings and flew away. Mishika missed the bird but felt happy for her.

LO: Children will recite a rhyme on body parts, count the number of body parts and learn about their uses.

Resources: General Awareness, pages 11–12

Introduction

1. Rhyme Time: Start the session by reciting the My Body rhyme Recite the rhyme with actions and ask the children to follow your gestures. Repeat it a few times for the children to grasp.

Practice

2. How Many: Ask the children to open page 11 of the textbook. Guide them to count and circle the correct number of body parts with a pencil or a crayon.

3. Body Parts and Their Actions: Guide children to open page 12 of the textbooks. Help them to identify the body parts and circle the actions they do with the given body part.

My Body

I have two eyes to see so well, One little nose to sniff and smell!

I have two ears to hear a song, One small mouth to sing along! I have two hands to clap and play, Ten little fingers wave all day!

FOUNDATIONAL LITERACY

I have two feet to jump so high, Ten tiny toes to reach the sky! My neck helps me look around, I love my body, safe and sound!

LO: Children will be able to identify the letter Dd, recognise its sound, and connect it to familiar words.

Resources: Literacy Skillbook, pages 8–9; individual letter flashcards from book

Introduction

1. Letter Dd Rhyme: Introduce the /d/ sound of letter D with a fun rhyme and repeat it 2–3 times together. Do actions too.

2. Words with /d/ Sound: Show pictures from page 8 of the Skillbook and say the /d/ sound with each word, for example: /d/ /d/duck. Encourage children to repeat many times after you.

Letter D

/d/ /d/ Dog, runs so fast, /d/ /d/ Drum, let’s beat it fast! /d/ /d/ Duck, swims in the lake, /d/ /d/ Dance, jump and shake!

3. Tracing Letter Dd: Demonstrate writing D and d on the board, describing the strokes: One standing line and a right curve for D. One small left curve and a standing line for d. Call children to trace the letters with their fingers on the wall.

4. Recognizing Dd: Ask the children to find and hold up the flashcard with the letter Dd from the back of the book.

Practice

5. Letter Dd: Guide children to trace the dotted lines on page 8 of the Skillbook to form letters D and d. Then, read the sentences aloud give on page 9 and have children repeat many times.

On page 9, circle the animals starting with /d/ sound. Circle all the D and d letters in the sentences.

FOUNDATIONAL NUMERACY

LO: Children will observe and compare the concept of more and less.

Resources: Numeracy Skillbook, page 16; two transparent plastic glasses; two trays; some objects like (flowers, pencils, leaves, pebbles, etc.)

Introduction

1. Explaining More or Less: Fill one glass with more water and the other with less and show them to the children. Ask them to identify which glass has more water and which has less. Then point and say: This glass has more water and this has less water. Repeat the same by filling one tray with more objects and the other with less objects.

Do NOT introduce more and less with the help of counting objects in this session. Focus on observing and identifying more or less by visual discrimination. Error Alert!

Practice

2. More or Less: Ask the children to open page 16 of the textbook. Guide children to observe and identify more and less with the help of the pictures.

DIY

LO: Children will discuss a picture and recite a rhyme with actions. Resources: Rhymes and Stories, page 7

1. Warm Up: Show the picture given on page 6 to the children and ask: What is the boy doing? Let a few children share their responses and then say: The boy is brushing his teeth. Then ask: When do you brush your teeth? Let the children share their answers.

2. Rhyme Time: Recite the rhyme Ajay Gets Ready for School with actions. Repeat it 3–4 times with children.

Domain Topic of the Day

Circle Time

Gratitude

General Awareness My Senses

DAY 19

Book & Page

General Awareness, pages 13–14

Foundational Literacy Letter Dd Literacy Workbook, page 12

Foundational Numeracy More or Less

Numeracy Skillbook, page 17; Numeracy Workbook, page 7

DIY Rhyme: Ajay Gets Ready for School Rhymes and Stories, page 7

CIRCLE TIME

LO: Children will listen to a story on gratitude and share the things they are grateful for.

Resources: A jar, some pebbles (one per child)

1. Story Time: Start the session by narrating the story Lily Says Thank You to the children. Repeat the story 3–4 times and emphasise on how Lily shows her gratitude for little things.

2. Sharing Gratitude: Ask each child to share one thing they are grateful for, like food or family. Give them a pebble to place in a jar as they share. At the end, show the full jar and say: We have so much to be grateful for!

Pro Tip

You can label the jar as The Thank-You Jar and keep it in the class. Ask the children to put a pebble in the jar when they feel thankful for something.

GENERAL AWARENESS

LO: Children will identify the five sense and their functions.

Lily Says Thank You

Lily loved toys, books, and yummy food. One day, Grandma gave her a new teddy bear. “Thank you, Grandma!” Lily said with a big smile. At school, her friend shared a crayon with her. “Thank you!” Lily said happily. Mom made her favourite halwa. “Thank you, Mom!” she said. Lily learnt that saying “thank you” makes everyone happy, including her!

Resources: General Awareness, pages 13–14; individual flashcards of senses from the book

Introduction

1. Sense Organs: Give the flashcards on different senses to the children. Help them identify the pictures of the different sense organs. Ask them to pick up the ‘see’ flashcard and ask: What do you see in this picture? Take a few responses from the children and say: The girl is seeing with her eyes. Repeat the same with the other flashcards on smell, touch, taste and hear.

Practice

2. My Senses: Guide the children to open page 13 of the General Awareness book. Point to the first picture and say: I see with my eyes. Ask the children to repeat the line 3–4 times after you. Repeat the same for the other pictures.

3. Matching Body Parts and Actions: Guide children to turn to page 14 and assist them in matching the body parts with their corresponding actions using a crayon or a pencil. Do NOT discuss any other body parts in this session. Only focus on the sense organs.

Error Alert!

FOUNDATIONAL LITERACY

LO: Children will listen to a story on words starting with the /d/ sound and write the letter Dd.

Resources: Literacy Workbook, page 12; the story card for the letter Dd

Introduction

1. Picture Talk: Show the pictures from the story card to the children and discuss them one by one. Examples:

• (Pointing at Picture 1) What do you see in this picture?

• (Pointing at Picture 2) What is the girl doing in this picture?

• (Pointing at Picture 3) What sound does the doorbell make?

• (Pointing at Picture 4) Who does Dan bring with him?

Practice

2. Interactive Read Aloud: Read the story aloud while emphasizing the words that start with the /d/ sound. Ask the children to repeat these words after you while pointing to the words on the story cards.

3. Sound and Symbol Connection: Write a capital D and lowercase d on the board and show them to the children. Say: D says /d/ /d/ /d/; d says /d//d//d/. Then ask the children to find and circle the letters D and d in the story cards.

4. Ask the children to open page 12 of the Workbook and guide them as they trace and write a capital D and a lowercase d on the four lines.

FOUNDATIONAL NUMERACY

LO: Children will compare and identify the quantity as more or less.

Resources: Numeracy Skillbook, page 17; Numeracy Workbook, page 7; a jug of water; 2 plastic glasses; individual flashcards of more and less from book

Introduction

1. Recap: Give the individual flashcards to the children. When you say “more”, ask them to show the flashcard that shows more objects. When you say “less”, ask the children to show the flashcard that shows less objects. Repeat it 3–4 times.

2. Comparing More or Less: Call the children one by one and help them to fill one glass with more water and the other with less water. Then, ask them to observe which is more and which is less. Make sure all the children get a chance to take part in this activity.

Practice

3. Identifying More or Less: Ask children to open page 7 of the Workbook. Guide them to mark more or less as per the given instructions.

Open page 17 of the Skillbook and colour one bucket to show more water and the other to show less water.

DIY

LO: Children will recite the rhyme Ajay Gets Ready for School and share what they do before coming to school.

Resources: Rhymes and Stories, page 7

1. Rhyme Time: Start the session by reciting the rhyme Ajay Gets Ready for School with actions. Repeat it 4–5 times and ask the children to repeat the poem and the actions after you.

2. Sharing Time: Ask the children to share the things they do at home before they come to school.

CATCH - UP CARNIVAL

Domain General Awareness

Learning Outcome Children will identify the different sense organs and their functions.

Resources Individual flashcards of different senses

Suggested Method Call the children one by one and ask them to point to a sense organ and say its function. Then, guide them to find the matching flashcard. Clap for each child and reward them with a smiley or a star.

Support for Struggling Learners

Pair a struggling learner with a buddy. The buddy will point to each sense organ and mention its function. The learner will repeat after the buddy and then identify the matching flashcard.

Domain Foundational Literacy

Learning Outcome Children can connect the sound and symbol of Cc and Dd, and read familiar words starting with Cc and Dd.

Resources Objects or pictures starting with /k/ and /d/ sounds; chalks; Letters Cc and Dd story cards

Suggested Method Write letters C and D on the floor with a chalk. Call the children one by one, ask them to sort and place the objects starting with /k/ sound on C and the ones starting with /d/ sound on D. Finally, use the story card to read the story aloud while emphasizing the words that start with the /k/ and /d/ sounds. Ask the children to repeat these words after you while pointing to the words.

Support for Struggling Learners

Gather the learners in a circle. Show them some objects or pictures of objects starting with Letter C. Then, say: /k/ /k/ cat and ask the children to repeat after you. Repeat the same for the pictures and the words in the story card. Repeat the same for letter D. Ask them to practice tracing these letters on the blackboard.

Domain Foundational Numeracy

Learning Outcome Children will compare more or less.

Resources Some pebbles, two plastic cups

Suggested Method Call the children one by one. Then, ask them to fill one plastic cup with more pebbles and the other with less pebbles. Clap for each child and give them a smiley or a star.

Support for Struggling Learners

Show two baskets—one with more objects and one with fewer objects—to introduce the concept. Give each child a “More” and “Less” flashcard from the book. Point to a basket, and have children hold up the correct flashcard. Repeat with different sets of objects for reinforcement.

Domain

Topic of the Day

Circle Time Days of the Week

General Awareness Staying Clean

Book & Page

Foundational Literacy Do and Learn Literacy Skillbook, page 10

Foundational Numeracy Full and Empty Numeracy Skillbook, page 18

DIY Grouping

CIRCLE TIME

LO: Children will identify and name the days of the week in order.

Resources: A poster or a chart on the days of the week

1. Introduction: Display the poster and point to each day as you say its name aloud. Encourage the children to say the days of the week after you. Repeat this 5–6 times to help them become familiar with the days and their names.

2. Discussion Time: Ask: What day is today? Then, ask questions such as: Which day is tomorrow? / Which day comes after Monday? / Which day comes before Friday? Use the poster to help them identify the correct order of the days.

3. Days of the Week–Line Up: Call seven children to stand in a line. Guide them to say the days of the week in order, one by one, ensuring the first child starts with Monday and the last child ends with Sunday. Ask the rest of the class: Is the order correct? Repeat the activity with different groups until every child has had a turn.

GENERAL AWARENESS

LO: Children will listen to a story and identify basic habits of personal hygiene, and understand their importance.

Resources: Soap; a comb; a toothbrush; a napkin

Introduction

1. Interactive Story Time: Gather the children and say: Today, we will listen to a story about staying clean and healthy. Narrate the story Clean and Happy with expression and voice modulation. Ask: What did Aarav do to stay clean? Why is it important? Welcome all answers.

2. Discussion Time: Talk about hygienic practices one by one. Ask: What happens if we do not brush our teeth? Take a few responses and say: Brushing our teeth keeps them healthy and clean. Talk about bathing, washing hands, and combing hair in the same way.

Practice

3. Hygiene Show: Place a toothbrush, comb, napkin, and soap on a table. Call children one by one and say: Imagine you just woke up! What will you do first? Let them pick and use the correct objects in order, such as brushing teeth, washing hands, and combing hair.

FOUNDATIONAL LITERACY

Clean and Happy Aarav woke up, stretched, and brushed his teeth. Then, he took a refreshing bath. He washed his hands before eating breakfast. He combed his hair neatly and got ready for school. At school, he covered his mouth when he sneezed and washed his hands again before lunch. His teacher smiled and said, “Aarav, you are keeping yourself clean and healthy!” Aarav felt happy because good hygiene made him feel fresh all day!

LO: Children will be able to identify the capital and small letters A–D, and recognise objects starting with these letters.

Resources: Literacy Skillbook, page 10; individual flashcards letters A–D; some objects or pictures of objects starting with letters A–D; letter stickers from the book

Introduction

1. Recap: Give each child their individual flashcards from the back of the book. Say: Show me the flashcard for the /a/ sound. Check if the children are showing the correct flashcard. Repeat the same for /b/, /k/, and /d/ sounds.

2. Identifying the First Letter: Call the children one by one and ask them to pick an object and say its name aloud. Then, ask them to identify both the beginning sound and the first letter of the object’s name. Ensure that all children get a chance to participate.

3. Matching Capital and Small Letters: Write capital letter A on the board and ask the children to hold up the flashcard of small letter ‘a’. Check if the children are showing the correct flashcard. Repeat the same for capital letters B, C and D.

Practice

4. Do and Learn: Ask the children to open page 10 of the Skillbook. Guide them to identify the objects in the pictures and paste the correct letter sticker beside each object from the sticker sheet. Then, ask them to match the capital letters with the corresponding small letters.

FOUNDATIONAL NUMERACY

LO: Children will identify and compare between full and empty.

Resources: Numeracy Skillbook, page 18; 2 transparent plastic glasses; things that can be put in the glasses (example: pebbles, cotton, marbles, etc.); an empty box and a full box (small sizes)

Introduction

1. Explaining Full and Empty: Show the empty plastic glass to the children and say: This glass has nothing in it. This glass is empty. Then, pick another glass and fill it with some objects, and say: Now, this glass has a few things in it. This glass is full. Hold up both glasses so the children can clearly see the difference between the empty and the full glass.

2. Comparing Full or Empty: Place an empty box and a full box on the table. Call two children at a time and give each child one box. Ask them to figure out who has the full box and who has the empty box. Ensure that every child gets a chance to participate in this activity.

Practice

3. Full and Empty: Guide the children to open page 18 of the Skillbook. Explain the concept of full and empty using the pictures on the page. Ask the children to circle the pictures that show full.

Explore different containers at home and identify which ones are full and which ones are empty. Share your observations on the next day.

DIY

LO: Children will group objects based on similarities.

Resources: Everyday objects (e.g., fruits, toys, colourful blocks)

1. Introduction: Show a variety of objects and ask: What makes these the same? Guide children to group items by colour, shape, or type, such as all red objects, all round objects, or all toys. Give simple examples like: These are all round! while holding a ball and an orange.

2. Grouping Challenge: Place a variety of mixed objects in the center, such as red and blue blocks, small and big toys, or different fruits. Invite each child to pick an object and place it in a group based on a shared feature like colour, shape, or type. Ask questions such as, Why did you put this there? to encourage thinking and reasoning. For example, if a child places a banana with a mango, they might say, These are both yellow! or group a teddy bear and a soft ball together as These are both soft! Continue until all objects are sorted, ensuring each child gets a turn.

Domain

Topic of the Day

Circle Time Story Weaving

General Awareness I Stay Clean

DAY 22

Book & Page

General Awareness, page 15

Foundational Literacy Do and Learn Literacy Skillbook, page 11

Foundational Numeracy Full and Empty

Numeracy Skillbook, page 19; Numeracy Workbook, page 8

DIY Grouping Animals STEM Exploration, pages 4–6

CIRCLE TIME

LO: Children will weave a story as a group.

Resources: Ball, crayons, books, soft toys, or other simple objects that can be incorporated into the story; a picture or a soft toy of a cat

1. Introduction: Start by showing the soft toy or the picture of a cat and asking: Do you know this animal? What sound does a cat make? Listen to responses and say: Today, we will weave a story together. I will start, then each of you will add something!

2. Story Weaving: Begin the story with a simple opening, for example: Once upon a time, a little cat named Chiku lived in a big, colourful house. One day, Chiku found a ball. Show the ball as you speak. Ask the first child to add a sentence, like: Chiku played with the ball/had so much fun playing with the ball. Continue around the circle, letting each child add a sentence using the objects.

3. Closing: End the story by summarizing. For example: So, Chiku the cat had a fun day playing with the ball... Then, Chiku found a cosy place and went to sleep

Pro Tip

Don’t worry about a fixed storyline. Let children create their own lines and enjoy building the story together.

GENERAL AWARENESS

LO: Children will identify the different things that help us to stay clean.

Resources: General Awareness, page 15; some objects used for hygiene like soap, nail clippers, comb, toothbrush, toothpaste, etc; some other objects like pencils, crayons, chalks, etc.

Introduction

1. Recap: Start the session by asking: What are the different ways in which we can keep ourselves clean? Allow the children to share their responses. Then, say: We should brush our teeth, wash our hands, take a bath, cut our nails, and comb our hair every day to stay clean.

2. Identifying Cleanliness Objects: Show the objects used for maintaining cleanliness along with other random objects. For example, show a toothbrush and ask: Do we use this for cleaning our teeth? If the children say yes, follow up with: How do we use it? Continue this process with other relevant objects, encouraging the children to identify their uses for maintaining cleanliness.

Practice

3. I Stay Clean: Ask the children to open page 15 of the General Awareness book. Show them the pictures one by one and discuss the names of the objects. Then, ask the children to tick the items that help us stay clean.

Pro Tip

You can ask the children to pick an object and show how they use it in keeping themselves clean.

FOUNDATIONAL LITERACY

LO: Children will identify the first letter of a given object and create objects starting with letters A, B, C and D using fingerprints.

Resources: Literacy Skillbook, page 11; objects or pictures of objects starting with letters A–D; bowl of red, blue, yellow, and brown watercolours

Introduction

1. Recap: Ask the children to name a few objects that start with the /a/, /b/, /k/, and /d/ sounds. Write both capital and small letters A–D on the blackboard. Invite a few children to come up and write the letters on the board.

2. Guessing the First Letter: Write small letters a–d on the floor. Call the children one by one and ask them to pick an object and say the name and the beginning sound of the object aloud, for example: /b/ /b/ book. Then, guide them to identify the letter with which the object starts and place the object on that letter.

Practice

3. Identifying the First Letter: Ask the children to open page 11 of the Skillbook. Guide them to identify the name of the item in the pictures and write down the first letter of each item.

4. Making Fingerprints: Show the fingerprint arts given on page 11 and help the children identify the objects, for example, say: /a/ /a/ apple. Then, guide the children to dip their fingers into the watercolour and create fingerprint art in the empty boxes next to each picture.

FOUNDATIONAL NUMERACY

LO: Children will identify and compare between full and empty.

Resources: Numeracy Skillbook, page 19; Numeracy Workbook, page 8; full and empty individual flashcards; an empty and full transparent glass; mango stickers from the sticker sheet

Introduction

1. Recap: Begin the session by showing the two glasses to the children and ask them to identify which glass is empty and which is full. Let a few children share their answers. Invite other children to give examples of empty and full containers they explored at home as part of their homework.

2. Identifying Empty and Full: Distribute the individual flashcards to the children. Ask them to hold up the flashcard showing an empty basket and then the one showing a full basket. Check if the children are holding up the correct flashcards.

Practice

3. Full and Empty: Ask the children to open page 19 of the Skillbook. Guide them to take the mango stickers from the sticker sheet and paste them on the top basket to make it full. Then, ask the children to open page 8 of the Workbook and mark the empty or full containers according to the instructions provided.

DIY

LO: Children will identify and group animals in different categories: farm, wild and pet.

Resources: STEM Exploration, pages 4–6; medium sized pictures of farm, wild and a pet animals; glue stick; construction papers (one per child); markers; crayons

1. Introduction: Show the picture of a farm animal and ask: Do you know the name of this animal? After a few responses, tell them the name and explain: This is a farm animal. It lives on a farm. Give examples of other farm animals (cow, goat, hen), then repeat the same for wild animals (lives in a forest) and pet animals (lives with us at home).

2. Grouping Animals: Ask each child to choose an animal group and select a few pictures of animals from that group. Provide them with the pictures and guide them to paste them onto construction paper. Encourage them to decorate the paper with crayons and markers to make it creative and colourful.

Domain

Topic of the Day

Circle Time Chinese Whispers

General Awareness Washing Hands

Foundational Literacy Find Out, Do and Learn

Foundational Numeracy One-to-One Correspondence

DIY A Guava

CIRCLE TIME

LO: Children will tell each other the name of an object by whispering. Resources: Common classroom objects (chalk, pencil, pen, etc.); a bag

DAY 23

Book & Page

General Awareness, page 16

Literacy Workbook, pages 13–14

Art and Craft, page 6

1. Warm-Up: Sit in a circle, if possible. Quietly whisper the name of an object (not used in the activity) to one child. That child whispers it to the next, and so on around the circle. The last child says the name aloud.

2. Play Time: Place an object in the bag without showing it to the children. Whisper the object’s name to one child. That child whispers it to the next, continuing around the circle. The last child says the name aloud. Then, reveal the object from the bag to see if the name was passed correctly.

GENERAL AWARENESS

LO: Children will recognise the importance of washing hands and demonstrate the correct steps to do it. Resources: General Awareness, page 16

Introduction

1. Rhyme Time: Begin by saying the sentences aloud from page 16 of the General Awareness book. Repeat it 3–4 times with actions, encouraging the children to join in.

2. Demonstration and Discussion: Show the children how to wash hands step by step—wet hands, scrub with soap, wash till the count of 20 and dry. Say: Washing hands keeps us clean and healthy! Ask: When should we wash our hands? Take responses and reinforce important times of the day when the children should wash their hands, such as before eating and after playing.

3. Role Play: Call a few children and ask them to show how to wash hands using the correct steps—wet hands, scrub with soap, wash till the count of 20 and dry. Encourage them to act it out while saying each step aloud. Guide and support them as needed.

Practice

4. Washing Hands: Guide the children to open page 16 of the General Awareness book. Ask them to look at the pictures of handwashing and number them in the correct order by writing 1, 2, 3, and 4 beside the appropriate images.

FOUNDATIONAL LITERACY

LO: Chhildren will identify small letters a–d and objects starting with these letters.

Resources: Literacy Workbook, pages 13–14; real objects or pictures of objects starting with letters A–D (apple, ball, cup, doll)

Introduction

1. Recap: Show the objects that start with letters A to D, or their pictures, one by one and ask: What is this? After the children name the object, ask: What sound does it start with? Guide them to say the beginning sound and write the letter on the board.

Practice

2. Workbook Practice: Guide children to look at the picture on page 13. Have them say the names of all the objects aloud and identify their beginning letters. Assist them in writing the correct letters in the blanks. Next, ask them to turn to page 14 and circle the picture that starts with the given letter.

On page 14, circle the letter that is different in each row.

FOUNDATIONAL NUMERACY

LO: Children will recognise and demonstrate one-to-one correspondence by matching objects correctly.

Resources: Ice–cream sticks; pom-poms; small bowls; buttons

Introduction

1. Explaining One-to-One Correspondence: Place five bowls on the table and say: Let us make sure each bowl gets one pom-pom! Pick up a pom-pom and place it in a bowl, counting aloud. Repeat with more bowls, then invite the children to take turns placing one pom-pom in each bowl while counting.

Practice

2. One-to-One Correspondence: Give each child six ice-cream sticks and six buttons. Ask them to place one button next to each ice-cream stick to make a pair. Walk around to check their work and reinforce the concept.

DIY

LO: Children will identify a guava and colour its picture.

Resources: Art and Craft, page 6; a guava or a picture of a guava; crayons

1. Warm Up: Show the guava to the children and ask: Do you know the name of this fruit? Have you eaten it? Do you like it? What colour is it? Let a few children respond, then say: This is a guava. It is green in colour. Ask: Has anyone eaten a guava before? Welcome all responses.

2. A Guava: Guide the children to open page 6 of the Art and Craft book. Ask them to trace the dotted lines with a pencil and colour the guava using a green crayon.

WEEK 5

Domain

Circle Time Sound Hunt

Topic of the Day

General Awareness Hygiene Practices

Foundational Literacy Story Cards Practice: A–D

DAY 24

Book & Page

Foundational Numeracy One-to-One Correspondence Numeracy Skillbook, page 20

DIY Spiritual Development: Inner Peace

CIRCLE TIME

LO: Children will identify everyday sounds and relate them to objects or actions.

Resources: Objects that make a sound (e.g., a bell, a bunch of keys, a book to flip pages, a spoon and a cup, etc.)

1. Introduction: Say: We hear different sounds every day. Let us play a game. You will listen carefully to a sound and guess what is making that sound.

2. Listening Game: Hide behind the door, step just outside the door, or turn around and make the sound with one of the objects. Ask: What made this sound? Let children guess and explain their answers.

3. Exploring Sounds: Encourage children to make sounds such as clapping hands or tapping their shoes and remember what that is a sound of.

Pro Tip

If possible, include natural sounds like pouring water or rubbing hands together to make it more interesting.

GENERAL AWARENESS

LO: Children will recall hygienic practices and demonstrate how to keep themselves clean.

Resources: Soap, bucket of water, towel, comb, toothbrush (real objects)

Introduction

1. Hygiene Charades: Place cleanliness items (soap, comb, toothbrush, towel) in a bag. Call children one by one to pick an item, act out how to use it, and let the class guess which hygienic practice is being acted out. Reinforce the importance of each item after the correct guess.

Practice

2. Handwashing Role–Play: Set up a small handwashing station. Invite children in small groups to demonstrate proper handwashing steps while saying: Wash, wash, wash your hands, scrub the germs away! Encourage everyone to sing the song along with you.

3. Sorting Clean and Unclean Habits: Say different hygiene-related actions, such as brushing teeth in the morning or eating with dirty hands. Ask children to respond with clean or unclean. Discuss why each habit is good or bad.

FOUNDATIONAL LITERACY

LO: Children will identify letters A to D, listen to related stories and identify words starting with letters A–D.

Resources: Story cards (A–D); objects or flashcards of objects starting with letters A–D; individual flashcards of letters A–D

Introduction

1. Beginning Sound: Give each child the individual letter flashcards. Show an object or a picture of an object starting with letters A–D. Ask the children to identify the object and hold up the flashcard with its beginning letter. Check their responses and guide them, if needed.

Practice

2. Story Time: Show the pictures from the letter A story card and ask the children to name the objects starting with /a/ sound (apple, alligator, astronaut). Then read the story aloud emphasizing on the words starting with /a/ sound and ask the children to repeat them after you. Finally, ask the children to underline the words starting with letter Aa. Repeat the same for letters B, C and D.

FOUNDATIONAL NUMERACY

LO: Children will demonstrate one-to-one correspondence by matching objects. Resources: Numeracy Skillbook, page 20; pom-poms; transparent plastic glasses; block or any other countable items

Introduction

1. Recap: Show five plastic glasses and place one pom-pom inside each glass. Ask the children to observe the pom-poms as they are placed into the glasses. Explain that each pom-pom must be placed into one glass, reinforcing the idea of one-to-one correspondence.

2. Matching: Call the children one by one. Place a set of blocks in a row on the floor or on the table. Ask the children to observe and place one pom-pom beside each block to match the number. Ensure all children get a chance to participate.

Practice

3. One-to-One Correspondence: Ask the children to open page 20 of the Skillbook. Guide them to match one monkey with one mango by connecting the dots. Once the children complete the task, explain: There is one mango for one monkey, reinforcing the idea of one-to-one correspondence.

Practice one-to-one correspondence at home. Take some bowls and place one spoon in each bowl. Count the number of bowls and spoons together, making sure each bowl has one spoon.

DIY

LO: Children will participate in calming activities. Resources: Calm music, soft toy or pillow

1. Inner Peace: Sit quietly with the children and say: When we feel upset or tired, we can feel calm by breathing slowly. Show them a soft toy and say: This toy helps us feel peaceful. Guide the children to hold the toy one by one, take deep breaths, and relax.

2. Calming Activity: Play soft, calming music. Encourage the children to close their eyes and focus on their breathing, imagining a peaceful place. After a few moments, invite them to share how they feel.

DAY

Domain

CATCH - UP CARNIVAL

General Awareness

Learning Outcome Children will identify items used for cleanliness.

Resources Objects used for cleanliness such as a comb, soap, towel, toothbrush, etc.

Suggested Method Call the children one by one to pick an object and share how they use it to stay clean. Clap and give a smiley or star for each child. Ensure everyone gets a turn.

Support for Struggling Learners

Domain

Pair struggling learners with a buddy. The buddy will help them name cleanliness objects by showing and using them together (e.g., pretending to brush teeth or comb hair).

Foundational Literacy

Learning Outcome Children will identify the first sound and the first letter of the objects starting with letters A–D.

Resources Objects or picture of objects starting with letters A–D

Suggested Method Call the children one by one and show them an object. Ask them to say the beginning sound and identify the beginning letter. Then, write letters Aa, Bb, Cc and Dd on the board. Say a word starting with one of these letters and ask the children to point to the correct letter on the board. Clap and give a smiley or star for each child. Ensure everyone gets a turn.

Support for Struggling Learners

Domain

Gather the learners in a circle. Show them some objects or pictures of objects starting with letters A–D and name them, emphasising the beginning sound. Ask the children to repeat after you. Repeat the same for pictures and/or words in the story cards.

Foundational Numeracy

Learning Outcome Children can identify and compare full and empty.

Resources 2 full boxes; 2 empty boxes; a transparent plastic glass; pom-poms

Suggested Method Call the children one by one to identify and sort the 2 full and empty boxes. Then, hand them an empty glass and ask them to fill it with pom-poms.

Support for Struggling Learners

Pair struggling learners with a buddy for support. Give each pair a set of full and empty individual flashcards along with a full and empty box. Ask them to take turns showing a flashcard and finding a matching box (full or empty). Then, let them switch roles and repeat.

Domain

Topic of the Day

Circle Time Song: This is the Way We Dress Up

General Awareness Clothes We Wear

Foundational Literacy Letter Ee

Foundational Numeracy Number Rhyme

DIY Game: Hopscotch

CIRCLE TIME

LO: Children will sing a song with actions.

1. Warm Up: Greet the children warmly and ask: What do you like to wear? / What are you wearing? Encourage them to share responses.

2. Singing a Song: Sing the song This is the Way We Dress Up (to the tune of Here We Go Round the Mulberry Bush) with actions. Repeat at least 2–3 times with the children to help them remember.

Book & Page

Literacy Skillbook, pages 12–13

Numeracy Skillbook, page 21

This is the Way We Dress Up

This is the way we wear our shirt, Wear our shirt, wear our shirt!

This is the way we wear our shirt, Early in the morning!

This is the way we wear our pants… Early in the morning!

This is the way we wear our hat… To keep the sun away!

This is the way we zip our coat… When it’s cold outside!

This is the way we wear our shoes… Now we’re ready to go!

GENERAL AWARENESS

LO: Children will identify different types of clothes.

Resources: Some common clothing items or their pictures (shirt, sweater, cap, trousers, socks, belt, skirt, etc.)

Introduction

1. Identifying Different Clothes: Show each item of clothing, or its picture, to the children and ask: Do you know what this is? Take responses from a few children, then say: This is a shirt. / This is a pair of pants. We wear it with shirts. / This is a sweater. We wear it in winter Repeat for all clothing items.

Practice

2. Act and Show: Call the children one by one. Ask them to pick a piece of clothing, name it, and act to show how to wear it.

FOUNDATIONAL LITERACY

LO: Children will be able to identify the letter Ee, recognise its sound, and connect it to familiar words. Resources: Literacy Skillbook, pages 12–13; individual flashcards of letters Aa–Ee given at the back of the book

Introduction

1. Singing the Rhyme: Introduce the letter Ee with a fun rhyme. Repeat it 2–3 times, encouraging the children to join in.

2. Listening for the /e/ Sound: Guide the children to open page 12 of the Skillbook. Point to each picture and ask them to repeat the word, emphasising the /e/ sound. For example: /e/ /e/ elephant

3. Recognising the Letter Ee: Give each child the flashcards with letters from Aa to Ee. Write Ee on the blackboard. Ask the children to find and hold up the flashcard with the letter Ee.

Practice

4. Practice for Letter Ee: Guide the children to trace the dotted letters �E�, and �e� on page 12 of the Skillbook. Then, ask them to circle pictures that begin with the /e/ sound on page 13. Finally, help them read sentences and circle the letters �E� and �e� within the text.

Letter Ee

/e/ /e/ elephant, big and grey, /e/ /e/ eggs we eat every day! /e/ /e/ engine, fast and strong, Let’s all say /e/ and sing along!

Ask children to look for objects with the /e/ sound at home and name them in class the next day.

LO: Children will be able to recite a number rhyme with actions. Resources: Numeracy Skillbook, page 21

Introduction

1. Warm Up: Begin by counting from 1 to 10 with claps. Then, use your fingers to show the numbers as you count. Encourage the children to repeat your actions and say the numbers aloud after you. Pause and ask: Can you show me 3 fingers? What about 5? Guide the children whenever required.

Pro Tip

You can also use objects like pencils, chalks or crayons to reinforce the concept of counting.

Practice

2. Number Rhyme: Introduce the Number Rhyme on page 21 of the Skillbook. Sing the rhyme with the actions and encourage the children to sing along. Repeat the rhyme 2–3 times to help them familiarise themselves with the words and movements.

DIY

LO: Children will play an outdoor game of hopscotch, enhancing their gross motor skills.

Resources: Chalk; a small stone

1. Introducing the Game: Draw a simple hopscotch grid with the chalk (1–5 or 1–10). Say: We hop on one number at a time.

2. Demonstration: Hop on the squares, landing on one foot for single squares and on both feet for double squares.

3. Discussing the Rules: Explain the rules to the children. Say: Throw the small stone on number 1 first. Then, hop over that square and land on 2, on one foot. Continue hopping till you reach the end. When you reach the end, turn around and hop back. Remember to land on both feet in the double squares.

4. Playing the Game: Call one child at a time to play hopscotch. Ask the rest of the children to observe and cheer their classmates.

Pro Tip

You can make the game more engaging and interesting by asking the children to throw the stone to a specific number.

DAY 27

Domain

Topic

of the Day

Circle Time Story: The Early Bird Catches the Worm

General Awareness I Dress Smartly

Book

& Page

General Awareness, page 17

Foundational Literacy Letter Ee Story Card; Literacy Workbook, page 15

Foundational Numeracy Number Rhyme

DIY Story: Tidy Up Time

CIRCLE TIME

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

Resources: A picture showing a morning scene

1. Warm Up: Show the picture of a morning scene and ask: What time of the day is it? Take a few responses and say: This is morning time. Then ask: What do we do in the morning? Encourage the children to share their answers freely.

Pro Tip

If you do not have a picture of a morning scene, draw a sun, trees, and birds on the board.

Numeracy Skillbook, page 21

Rhymes and Stories, pages 8–12

The Early Bird Catches the Worm

One morning, Little Red Bird woke up early and found a big, juicy worm! Little Blue Bird slept late and missed breakfast. When he woke up, there was no food left! Little Red Bird chirped, “The early bird gets the worm!” From that day, Little Blue Bird too woke up early.

2. Interactive Storytelling: Narrate the story using expressive voice modulation. Discuss the following questions with the children:

• Who found a big juicy worm?

• Did Little Blue Bird find breakfast? Why?

Emphasise that waking up early, like the Little Red Bird, helps us do things on time.

GENERAL AWARENESS

LO: Children will be able to identify and name different types of clothes we wear.

Resources: General Awareness, page 17

Introduction

1. Rhyme Time: Sing the rhyme This is the Way We Dress Up from the previous day. Ask the children to sing along. Repeat it 3–4 times to help them engage with the rhythm and movements.

Practice

2. Knowing Different Clothes: Guide the children to open page 17 of the General Awareness book. Point to each picture of clothing and encourage the children to say its name and discuss when they wear it.

3. I Dress Smartly: Ask the children to tick the clothes they wear from the options given on page 17.

Pick your favourite clothing item at home. Touch and feel it. Notice its texture and how it feels on your skin.

FOUNDATIONAL LITERACY

LO: Children will be able to connect the sound and symbol of Ee, read words starting with Ee, and trace the letters Ee.

Resources: Literacy Workbook, page 15; Letter Ee story card

Introduction

1. Picture Discussion: Show the pictures on the letter Ee story card and discuss them. Ask questions such as:

• Where can you see the elephant?

• What is the name of the elephant?

• What does Emma eat?

• What does Emma do to feel fit?

Practice

2. Interactive Read Aloud: Read the story aloud while emphasising the words that start with the /e/ sound. Ask the children to repeat these words after you.

3. Sound and Symbol Connection: Write a capital �E� and a small �e� on the board and show them to the children. Say: E says /e/ /e//e/. e says /e/ /e/ /e/. Then ask the children to find and circle the letters E and e in the story cards.

4. Letter Ee: Ask the children to open page 15 of the workbook and guide them as they trace and write capital E and small e on the four lines.

FOUNDATIONAL NUMERACY

LO: Children will count numbers from 1–10 and recite the Number Rhyme with actions.

Resources: Numeracy Skillbook, page 21; some countable objects like pencils, erasers, crayons, etc.

Introduction

1. Recap: Start by counting 1–10 using fingers. Call the children one by one and ask them to count 1–10 using the objects.

2. Action Time: Engage the children in a fun counting exercise. Give them actions such as:

• Clap 5 times.

• Jump 3 times.

• Spin 2 times.

Practice

3. Number Rhyme: Recite Number Rhyme with actions from page 21 of the Skillbook and ask the children to sing along, mimicking your actions. Repeat 2–3 times for better engagement.

DIY

LO: Children will look at the pictures of a story and discuss them.

Resources: Rhymes and Stories, pages 8–12

1. Picture Talk: Show the story pictures and discuss them with the children by asking:

Page 8: What do you see in the picture? How does the room look?

Page 10: How does the boy look in this picture?

Page 11: What are the woman and the boy doing?

Page 12: How does the room look now?

2. Reading Aloud: Read the story aloud with expressions and voice intonations. Repeat 2–3 times to help children grasp the story.

WEEK 6

Domain

Circle Time

General Awareness

Topic of the Day

Looking Smart

Colour: Red

DAY 28

Book & Page

General Awareness, page 18

Foundational Literacy Picture Talk: Let’s Talk! Fun at the Picnic Literacy Skillbook, pages 14–15

Foundational Numeracy Number 1

DIY Story: Tidy Up Time

CIRCLE TIME

LO: Children will discuss ways to look neat and tidy.

Resources: A hand mirror

Numeracy Skillbook, page 22

Rhymes and Stories, pages 8–12

1. Mirror Talk: Invite a few children to look into a mirror and ask: What do you see? Encourage them to describe their reflections. Say: We all look nice when we are clean and tidy!

2. Let’s Get Ready: Discuss simple ways to stay neat, like combing hair, washing hands, and wearing clean clothes. Pretend to get ready for school. Act out the actions of brushing teeth, washing hands, and combing hair. Encourage children to copy the actions.

GENERAL AWARENESS

LO: Children will be able to identify the colour red and colour a picture of a t-shirt with red colour.

Resources: General Awareness, page 18; red-coloured objects—a balloon, an apple, a red rose, a red ball, etc.

Introduction

1. Story Time: Introduce the colour red by narrating The Red Balloon. While telling the story, show the balloon, apple, rose, and ball to help children identify and become familiar with the colour red.

Pro Tip

If you like, feel free to add more events to the story to make it more engaging and fun for kids!

The Red Balloon

One day, a little red balloon wanted to go on an adventure. It crossed a red-apple tree, a red rose garden, and a bouncing red ball. Finally, it met its best friend—a little child wearing a red shirt!

2. Discussion Time: After the story, ask: What red things did the balloon see? Show the objects again as children share their answers. Then, encourage them to name other red things they see around them.

Practice

3. Colour Red: Guide the children to open page 18 of the General Awareness book. Then, ask them to colour the t-shirt with a red crayon. Finally, ask them to use a red crayon to circle all the red objects on the page.

Look around your home for red objects. If you find one, bring it to school tomorrow.

FOUNDATIONAL LITERACY

LO: Children will observe a picture on picnic and talk about it.

Resources: Literacy Skillbook, pages 14–15

Introduction

1. Warm Up: Begin by asking: Have you ever been on a picnic? What do you do there? Welcome all responses. Then ask: What do we take on a picnic and why? Encourage children to share ideas about food, games, and other items, making the discussion interactive.

Practice

3. Picture Talk: Guide children to open pages 14–15 of the Skillbook. Show the large picnic picture and ask:

• What place do you see in the picture?

• Who all are there?

• What food do you see?

• What objects do you see?

• Which animals do you see?

Picnics Are Fun

Pack a basket, come along, Sit on a mat, sing a song! Eat some fruit and sip some juice, Picnics are fun—no excuse!

2. Singing a Rhyme: Sing the rhyme Picnics Are Fun to the tune of ‘Twinkle, Twinkle Little Star’ and ask the children sing each line after you. Repeat 2–3 times with claps or other simple actions.

Bring a simple food item and a toy in a picnic basket for a class picnic.

FOUNDATIONAL NUMERACY

LO: Children will be able to count 1 object and trace the number 1.

Resources: Numeracy Skillbook, page 22; some countable objects like chalks, pencils, crayons, etc.

Introduction

1. Counting 1: Show 1 object and say: This is 1 chalk. Repeat with different objects 3–4 times. Invite a few children to pick any 1 item and show it to the class.

2. Action Time: Give simple instructions and ask children to follow them, for example: Jump 1 time. / Click your fingers 1 time

3. Tracing Number 1: Write 1 on the board and say: Number 1 is a standing line. Call children one by one to trace 1 with their index finger first, then write 1 with chalk. Ensure everyone gets a turn.

Practice

4. Number 1: Guide children to open page 22 of the Skillbook. Show them 1 giraffe, then ask them to trace the dotted lines to form number 1 using crayons.

LO: Children will listen to and discuss the story Tidy Up Time and share how they keep their home tidy.

Resources: Rhymes and Stories, pages 8–12

1. Interactive Read Aloud: Read Tidy Up Time aloud with expressions and voice modulation. Pause to show pictures and ask:

• Who has many toys? Can you name some toys in the picture?

• Where are the toys?

• What did Mama give Sanjay?

• What made Sanjay happy?

2. Sharing Time: Say: Sanjay put his toys in a basket. Where do you put your toys when you have to keep them away? Encourage every child to share how they can keep their home tidy.

Extend the discussion by asking how they can keep their classroom tidy and what they should do to maintain cleanliness in class.

Domain

Topic of the Day

Circle Time Yoga: The Tree Pose

General Awareness Red Dress

Book & Page

Foundational Literacy Picture Talk: Let’s Talk! Fun at the Picnic Literacy Skillbook, pages 14–15

Foundational Numeracy Number 1 Numeracy Workbook, page 9

DIY Class Picnic

CIRCLE TIME

LO: Children will be able to demonstrate a simple yoga pose and practise mindful breathing.

Resources: Soft music; yoga mats (if available)

1. Warm Up: Greet the children cheerfully. Begin with light stretching. Say: Touch your toes, reach for the sky, wiggle your fingers, etc. Guide them to do each movement gently.

2. Tree Pose Demonstration: Show the Tree Pose step by step:

• Stand tall with your feet together.

• Lift one leg and place the foot on the inside of the other leg.

• Stretch your arms up, then slowly join the palms.

• Focus on one spot to stay steady.

3. Practising the Tree Pose: Encourage the children to copy you. Repeat 3–4 times, switching legs to improve balance. Praise their efforts.

4. Cool Down: End with a simple breathing activity. Ask the children to sit cross-legged, close their eyes, and take slow deep breaths in and out. Say: Breathe in like you are smelling a flower… breathe out like you are blowing out a candle. Repeat a few times to help them relax. DAY 29

GENERAL AWARENESS

LO: Children will identify red objects and decorate a dress using red colour.

Resources: Individual flashcards of red, yellow and blue given at the end of the book; a white, paper dress cutout (one per child); red crayons, bindis, glitter

Introduction

1. Identifying Red: Give each child the individual flashcards. Ask them to find and hold up the one with red objects. Then, help them identify the items on it—a red chili and a red strawberry.

Pro Tip

Let the children find red-coloured objects in the classroom.

2. Show and Tell: Invite a few children to show the class the red objects they brought from home and say what it is called.

Practice

3. Decorating a Red Dress: Give each child the white paper dress cutout. Guide them to colour it red and decorate it with bindis and glitters. Once done, invite them to show their decorated dress to the class.

FOUNDATIONAL LITERACY

LO: Children will recite a rhyme and describe a picture of a picnic.

Resources: Literacy Skillbook, pages 14–15

Introduction

1. Rhyme Time: Sing Picnics Are Fun (to the tune of Twinkle Twinkle) that you had sung in the last class. Invite everyone to sing along with lots of energy and even add some claps or dance moves. Repeat 3–4 times.

Practice

2. The Picnic Game: Gather in a circle with a soft ball. Toss the ball to one child at a time. When a child catches it, they must pick one part of the picnic picture on pages 14–15 and describe what they see (for example, The boy is playing or The girl is smelling a flower). Encourage them to add a fun twist, like guessing what game the boy might be playing or what special smell the flower has. After sharing, the child tosses the ball to another friend.

Picnics Are Fun

Pack a basket, come along, Sit on a mat, sing a song! Eat some fruit and sip some juice, Picnics are fun—no excuse!

FOUNDATIONAL NUMERACY

LO: Children will be able to identify and trace the number 1. Resources: Numeracy Workbook, page 9; some countable objects

Introduction

1. Recap: Show any one book and say: This is 1 book. Then, call the children one by one to count and pick any one object and say the sentence.

2. Tracing Number 1: Write number 1 on the floor or the blackboard. Call children one by one to trace it with their index fingers. Ensure everyone gets a turn.

Practice

3. Number 1: Ask children to open page 9 of the Workbook. Help them count 1 tree and 1 mouse on the page. Then, guide them to trace the dotted lines to form the number 1 and then write 1 with a pencil.

Look around your house and find things that are only one in number (e.g., one TV, or one fridge). Tell the class the name of the thing tomorrow.

DIY

LO: Children will participate in a picnic and have fun.

Resources: Picnic basket; picnic mats; food and toys brought by children from home; a ball

1. Setting Up the Picnic: Place a picnic basket in the centre. Ask children to say what they brought and place their food or toys inside the basket. Once everything is in, say: Our picnic basket is ready! Let us set up our picnic! Spread the mats and arrange the items together.

2. Picnic Time: Sit together, sing songs and play a simple game like rolling a ball to each other. Share the food and have fun.

Pro Tip

If possible, make this an outdoor picnic.

CATCH - UP CARNIVAL

Domain General Awareness

Learning Outcome Children can identify different clothes they wear and the colour red.

Resources Some clothes or pictures of clothes; a basket with objects of different colours, including red

Suggested Method Call the children one by one. Ask them to pick a piece of clothing, name it, and show how to wear it. Then, have them pick one red object from the basket. Clap and give a smiley or star for each turn.

Support for Struggling Learners

First, guide the children to name and describe the clothes they are wearing. Show different clothing items (shirt, cap, gloves, skirt, jacket, etc.) and help them identify each one. Demonstrate how to wear them and ask the children to follow. For the colour red, show some red objects and say: This is red. Give each child colour flashcards and help them find the one with red objects. Encourage them to spot red objects around them.

Domain Foundational Literacy

Learning Outcome Children can connect the sound and symbol of Ee, and read words starting with Ee.

Resources Objects or pictures starting with different sounds, including the /e/ sound; chalks; Letter Ee story card

Suggested Method Write the letters A to E on the floor with chalk. Ask children to place an object starting with /e/ on the letter E. Then, have them trace both E and e on the board. Finally, use the story card to read the story aloud while emphasizing the words that start with the /e/ sound. Ask the children to repeat these words after you.

Support for Struggling Learners

Domain

Gather the learners in a circle. Show them some objects or pictures of objects starting with Letter E. For example, say: /e/ /e/ egg and ask the children to repeat after you. Repeat the same for pictures and/or words in the story card that start with the /e/ sound. Then, write the letters E and e on the floor, call the children one by one and ask them to trace the letters with their index fingers.

Foundational Numeracy

Learning Outcome Children can count one object and write the number 1.

Resources Some countable objects; chalk

Suggested Method Call the children one by one and ask them to count and pick 1 object. Write the numbers 1 to 9 on the board and ask the children to identify number 1. Finally, ask them to write number 1 with chalk on the board. Clap and give a smiley or star for each turn.

Support for Struggling Learners

Gather the learners, show them 1 object and guide them to count 1 object. Then, ask them to point to and show 1 mouth, 1 nose, and 1 finger. Finally, write the number 1 on the board and have the children trace it with their index fingers.

Domain

Topic of the Day

Circle Time Tongue Twisters

General Awareness

A Story on Family

Foundational Literacy Letter Ff

Foundational Numeracy Number 2

DIY The Doll’s Hairdo

CIRCLE TIME

Book & Page

Literacy Skillbook, pages 16–17

Numeracy Skillbook, page 23

Art and Craft, page 7

LO: Children will say some simple tongue twisters starting with /a/, /b/, /c/, /d/ and /e/ sounds.

Resources: Cards with simple tongue twisters starting with /a/, /b/, /c/, /d/ and /e/ sounds; a soft toy; music (if possible)

1. Warm Up: Greet the children with Hello, happy hands! Explain that they will play a fun game where they say a sentence quickly three times without mistakes. Demonstrate with an example like Angry ants ate apples.

Some Examples of Tongue Twisters

• Annie ate an apple.

• Big blue birds bounce.

• Cuddly cats clap and crawl.

2. Tongue Twister Fun: Play music and pass around a soft toy. When the music stops, give the child who is holding the toy a card with a tongue twister. Read the tongue twister to him/her once and ask him/her to recite it.. Cheer and clap for each child after they try.

• Dancing ducks dip down.

• Eddy eats eggs.

GENERAL AWARENESS

LO: Children will listen to a story on family and share about their family.

Resources: An item that can be used like a hand-held mic, such as a pen, a ruler, a marker, or a duster.

Introduction

1. Storytelling: Narrate the story My Happy Family with expressions and voice intonation. Repeat the story 3–4 times for better understanding.

My Happy Family

Aarav lives in his house with his Mama, Papa, Grandma, Grandpa, and little sister Meera. Every morning, Grandma tells him fun stories, and Grandpa takes him for a walk in the garden. Mama makes yummy parathas, and Papa makes yummy sandwiches for him. One day, Meera dropped her toy and started crying. Aarav picked it up and said, “Don’t cry, Meera! Here’s your toy!” Everyone smiled and hugged Aarav. His family always takes care of each other because family means love!

2. Discussing the Story: Discuss the story with the children by asking them questions like:

• Who all are there in Aarav’s family?

• Who takes him for a walk?

• Why was Meera crying?

3. Modelling: Say: My mother, father, grandmother, grandfather, and sister are in my family. Encourage children to repeat after you.

Practice

4. Knowing from Children: Ask children to use an item (pen, ruler, marker, etc.) as a hand-held mic and share who all are there in their family. Ensure everyone gets a turn.

FOUNDATIONAL LITERACY

LO: Children will be able to identify the letter Ff, recognise its sound, and connect it to familiar words.

Resources: Literacy Skillbook, pages 16–17; individual flashcards for the letter Ff from back of the book

Introduction

1. Letter Ff Rhyme: Introduce the /f/ sound by singing the Letter F rhyme to the children. You may also mime the actions mentioned in the rhyme. Encourage the children to sing along with you and repeat your actions. Do this 2–3 times.

2. Words with /f/ Sound: Show pictures from page 16 of the Skillbook and say the /f/ sound with each word, for example: /f/ /f/ fish. Encourage children to repeat after you.

3. Tracing Letter Ff: Demonstrate writing F and f on the board, describing the strokes: One standing line and two sleeping lines for F. One standing line with curve on top and a sleeping line in between for f. Write the letters on the floor with a chalk and call children to trace the letters with their fingers.

Letter F

/f/ /f/ Fish, swimming in the sea, /f/ /f/ Fan, blowing cool for me! /f/ /f/ Frog, jumps up high, /f/ /f/ Feather, soft and light, oh my!

4. Recognizing the Letter Ff: Ask the children to find and hold up the flashcard with the letter Ff from the back of the book.

Practice

5. Letter Ff: Guide children to trace the dotted lines on page 16 of the Skillbook to form letters F and f. Then, read the sentences given on page 17 aloud and ask children to repeat after you. Emphasise on the /f/ sound.

On page 17, join the dotted lines to help the frogs reach the flower. Read the sentences aloud with your parents. Circle all the F and f letters in the sentences.

FOUNDATIONAL NUMERACY

LO: Children will count 2 objects and trace the number 2.

Resources: Numeracy Skillbook, page 23; some common classroom objects for counting

Introduction

1. Counting Two: Start the session by showing any two objects to the children and ask them to count them. Then say: There are 2 _______ (name of the objects). Repeat it 3–4 times for reinforcement.

2. Identifying 2 Things: Give simple instructions to the children and ask them to follow those instructions:

• Show 2 fingers.

• Point at 2 eyes.

• Raise 2 hands.

• Point at 2 ears.

• Stamp 2 feet.

3. Tracing 2: Write the number 2 on the board and say as you write: First, we draw a curve and then a sleeping line. Call the children one by one and ask them to trace 2 on the board with their index fingers first and then write 2 with chalk.

Practice

4. Number 2: Guide the children to open page 23 of the Skillbook. Count and show them the 2 elephants given on the page. Then, ask them to trace the dotted lines to make 2 and then write the number 2 in the empty boxes.

DIY

LO: Children will observe a doll, share their observations, and colour a doll’s hair.

Resources: Art and Craft, page 7; a doll

1. Let’s Observe: Show a doll to the children and encourage them to observe it closely. Let each child share one detail, such as the hair colour, dress colour, or any patterns on it.

2. The Doll’s Hairdo: Ask the children to turn to page 7 of their book. Show them the picture of the doll and guide them to colour its hair black or brown.

Domain

Circle Time

Topic of the Day

Memory Game

Book & Page

General Awareness My Family General Awareness, pages 19–20

Foundational Literacy Letter Ff Story Card; Literacy Workbook, page 16

Foundational Numeracy Number 2

Numeracy Workbook, page 10

DIY The Doll’s Hairdo Art and Craft, page 7

CIRCLE TIME

LO: Children will look at some objects and identify the missing one.

Resources: Any 5 common classroom objects like chalk, pencil, crayon, etc.

1. Warm Up: Show the objects one by one to the children and ask them to name them. Repeat it 3–4 times to help the children remember the objects.

2. Memory Game: Call the children one by one. Remove one object from the table while they are not looking. Ask each of them to identify the missing object. Make sure every child gets a turn.

GENERAL AWARENESS

LO: Children will share about their family members.

Resources: General Awareness, page 19; drawing sheets (one per child)

Introduction

1. Family Members: Ask children to share who all are there in their family. Draw stick figures on the board, as they share about their family members. Point and say: This is the mother, this is the father and so on. Also, ask them to share if they have a pet.

Practice

2. My Family: Guide the children to open page 19 of the textbook. Say: Today we will see who all are there in Rohan’s family. Point and show the pictures one by one and name the family members.

Paste the pictures of your family members on page 20 of the textbook and show it to your friends the next day. If there are more than 4 members in the family, then you can use the free space on the page to paste their pictures.

FOUNDATIONAL LITERACY

LO: Children will be able to connect the sound and symbol of Ff, read familiar words starting with Ff, and trace the letters Ff.

Resources: Story card of Ff; Literacy Workbook, page 16

Introduction

1. Picture Talk: Show the pictures from the story card to the children and discuss them one by one:

Picture 1: What do you see in the picture?

Picture 2: What is the fairy doing in the picture?

Picture 3: What is happening in the picture?

Picture 4: Who else do you see with the fairy?

Practice

2. Interactive Read Aloud: Read the story aloud while emphasizing the words that start with the /f/ sound. Ask the children to repeat these words after you while pointing to them.

3. Sound and Symbol Connection: Write a capital F and a lowercase f on the board and show them to the children. Say: F says /f/ /f/ /f/; f says /f/ /f/ /f/ Then, ask the children to find and circle the letters F and f in the story cards.

4. Letter Ff: Ask the children to open page 16 of the Workbook and guide them as they trace and write a capital F and a lowercase f on the four lines.

FOUNDATIONAL NUMERACY

LO: Children will count 2 objects and write the number 2.

Resources: Numeracy Workbook, page 10; some objects to count

Introduction

1. Counting 2: Call the children one by one and ask them to count and pick any 2 objects in the classroom.

2. Writing Number 2: Write the number 2 on the board. Call the children one by one and ask them to trace 2 with their index fingers.

Practice

3. Number 2: Guide the children to open page 10 of the Workbook and first trace 2 with a pencil. Then, ask them to write 2 on their own in the last two rows of boxes. Guide them, wherever needed.

DIY

LO: Children will decorate the doll’s hair.

Resources: Art and Craft, page 7; black or brown strand of wool (1 per child); glue

1. Looking at the Picture: Ask the children to look at the picture of the doll on page 7 of the book. Encourage them to observe details like the colour of the dress, the shoes, and the hair.

2. The Doll’s Hairdo: Instruct the children to paste a strand of wool along the dotted lines to make the doll’s hair. Then, ask them to colour the rest of the hair brown to match the picture.

Domain

Circle Time Riddles

General Awareness

Topic of the Day

Happy Time with Family

Book & Page

General Awareness, page 21

Foundational Literacy Letter Gg Literacy Skillbook, pages 18–19

Foundational Numeracy Number 3 Numeracy Skillbook, page 24

DIY Rhyme: Out in the Garden, Each Fine Day Rhymes and Stories, page 13

CIRCLE TIME

LO: Children will solve riddles.

Resources: Soft toy; a soft music (if possible)

1. Warm Up: Greet the children warmly and say: Today you all are going to listen to some fun questions and guess the correct answer

2. Riddle Time: Play music and have children pass around a soft toy. When the music stops, the child holding the toy gets to solve a riddle.

You can ask a few confident learners to come up and ask the class any riddle they already know. Pro Tip

GENERAL AWARENESS

Riddles

• I have four legs and a fluffy tail, I say “meow” and chase my tail. Who am I? (A cat!)

• I am round and red or green, I grow on trees and taste so sweet. What am I? (An apple!)

• I have four wheels and go vroom-vroom, I take you places, give me room! What am I? (A car!)

• I shine bright up in the sky, you see me when you open your eyes. What am I? (The sun!)

• I am big, grey, and have a trunk, I love to spray water— splash, splash! Who am I? (An elephant!)

LO: Children will talk about how they spend time with their family members.

Resources: General Awareness, page 21

Introduction

1. Recap: Start the session by asking a few children to share who all are there in their family. Also ask: How many of you have pets at home?

2. Spending Time with Family: Ask the children to share a point on how they spend time with their family. Guide them to frame sentence, for example: I go to the park with my grandfather.

Practice

3. Picture talk: Guide the children to open page 21 of the General Awareness book and say: The picture shows the different ways we spend time with our family. Point at each picture and discuss them.

4. Happy Time with Family: Read aloud the short sentences about family on page 21. Then, guide the children to look at the pictures again and tick the ones that show how they spend time with their family.

FOUNDATIONAL LITERACY

LO: Children will be able to identify the letter Gg, recognise its sound, and connect it to familiar words.

Resources: Literacy Skillbook, pages 18–19; flashcards of letter Gg at the end of the book

Introduction

1. Letter Gg Rhyme: Introduce the /g/ sound by singing the Letter G rhyme to the children. You may also mime the actions mentioned in the rhyme. Encourage the children to sing along with you and repeat your actions. Do this 2–3 times.

2. Words with /g/ Sound: Show pictures from page 18 of the Skillbook and say the /g/ sound with each word, for example: /g/ /g/ goat. Encourage children to repeat after you.

3. Tracing Letter Gg: Demonstrate writing G and g on the board, describing the strokes: A left curve and sleeping line and standing line for G. A circle and a straight line down with a curve for g. Call children to trace the letters with their fingers.

4. Recognizing Letter Gg: Ask the children to find the letter Gg flashcard from the back of the book and hold it up.

Practice

Letter G

/g/ /g/ goat, jumps so high, /g/ /g/ grapes, sweet and dry! /g/ /g/ garden, green and bright, /g/ /g/ giggle, with all your might!

5. Letter Gg: Guide children to trace the dotted lines on page 18 of the Skillbook to form the letters G and g. Then, read the sentences given on page 19 aloud and have children repeat after you.

On page 19, cross the pictures that start with the /g/ sound. Read the sentences aloud with your parents. Circle all the G and g letters in the sentences.

FOUNDATIONAL NUMERACY

LO: Children will count 3 objects and trace number 3.

Resources: Numeracy Skillbook, page 24; some countable objects

Introduction

1. Counting 3: Start the session by showing any three objects to the children and ask them to count them. Then say: There are 3 _______ (name of the objects). Repeat it 3–4 times for reinforcement.

2. Writing 3: Write number 3 on the board and say as you write: We draw two right curves. Call children one by one, first to trace number 3 on the board with their index fingers and then to write number 3 with a chalk.

Practice

3. Number 3: Guide the children to open page 24 of the Skillbook. Count and show them the 3 hippos given on the page. Then ask them to trace the dotted lines to make 3 and then write the number 3 in the empty boxes.

DIY

LO: Children will recite a poem with actions.

Resources: Rhymes and Stories, page 13

1. Warm Up: Guide the children to open page 13 of the Rhymes and Stories book. Show them the picture and ask them to share what they see in the picture. Welcome all responses.

2. Rhyme Time: Recite the rhyme Out in the Garden with expressions and actions and ask the children to follow. Repeat 4–5 times.

Domain

Circle Time

Meditation

General Awareness Family Time

Topic

of the Day

Book & Page

Foundational Literacy Letter Gg Story Card; Literacy Workbook, page 17

Foundational Numeracy Number 3

DIY Out in the Garden, Each Fine Day

CIRCLE TIME

LO: Children will perform simple exercises and do some meditation.

Resources: A soft instrumental music, if possible

Numeracy Workbook, page 11

Rhymes and Stories, page 13

1. Warm Up: Gather the children in a circle (if space allows). Lead them through simple exercises like stretching their arms up, bending to touch their toes, and wiggling their fingers.

2. Meditation: Ask children to sit comfortably with their eyes closed and focus on their breathing. Play soft music in the background if possible. Guide them step by step:

• Take 6 to 8 deep breaths.

• Rub your hands together and gently place them on your eyes.

• Slowly open your eyes and relax.

GENERAL AWARENESS

LO: Children will act as one of their family members as well as share a favourite moment that they have with their family.

Resources: A ball

Introduction

1. Recap: Ask a few children to share who is in their family. As they mention each member, draw simple stick figures on the board to represent them.

Practice

2. Guess the Family Member: Pass a ball around. The child holding the ball will act like a family member (e.g., pretending to cook like a parent or read like a grandfather). The others will guess who they are. Ensure everyone gets a turn.

3. Favourite Family Moment: Encourage children to share a fun moment with their family, guiding them to describe who was there, what happened, and where it took place.

FOUNDATIONAL LITERACY

LO: Children will be able to connect the sound and symbol of Gg, read words starting with Gg, and trace the letters Gg.

Resources: Literacy Workbook, page 17; story card of letter Gg, red and blue chalks

Introduction

1. Picture Talk: Show the pictures from the story card to the children and discuss them one by one:

Picture 1: What animal do you see in the picture?

Picture 2: What trees do you see in the picture?

Pictures 3 and 4: What is the goat doing?

Practice

2. Interactive Read Aloud: Read the story aloud while emphasizing the words that start with the /g/ sound. Ask the children to repeat these words after you.

3. Sound and Symbol Connection: Write a capital G and a lowercase g on the board and show them to the children. Say: G says /g/ /g/ /g/; g says /g//g//g/. Then ask the children to find and circle the letters G and g in the story cards.

4. Letter Gg: Ask the children to open page 17 of the Workbook and guide them as they complete the worksheet.

FOUNDATIONAL NUMERACY

LO: Children will count and write the number 3.

Resources: Numeracy Workbook, page 11; some objects to count

Introduction

1. Counting 3: Call the children one by one and ask them to pick any 3 objects , count them and show them.

2. Tracing Number 3: Write number 3 in the board and show it to the children. Then, invite a few children to come forward and write the number. After that guide all the children to trace number 3 in the air with their index fingers.

Practice

3. Number 3: Guide the children to open page 11 of the Workbook. First, ask them to count the pictures and write the number in the box. Finally, ask them to trace the dotted lines and then write number 3 with pencil.

DIY

LO: Children will recite a rhyme Out in the Garden, Each Fine Day and share what they like to play outdoors.

Resources: Rhymes and Stories, page 13

1. Rhyme Time: Recite the rhyme with actions and expressions and ask the children to follow. Repeat 3–4 times.

2. Sharing Time: Ask the children to share what game they like to play outdoors in a garden or in a park.

CATCH - UP CARNIVAL

Domain General Awareness

Learning Outcome

Children will share how they spend time with their family members.

Resources A pretend microphone

Suggested Method Call the children one by one and give them a pretend microphone. Ask them to share who is in their family and two points on how they spend their time with family. Clap loudly for each child. Repeat until all children get a chance.

Support for Struggling Learners

Pair a struggling learner with a confident learner. Ask them to discuss their family.

Domain Foundational Literacy

Learning Outcome

Children can revise the sounds and symbols of Ff and Gg

Resources Objects or pictures starting with /f/ and /g/ sounds; chalks; story cards

Suggested Method Write letters F and G on the floor with chalk. Call the children one by one, ask them to sort and place the objects starting with /f/ sound on F and the ones starting with /g/ sound on G. Finally, use the story cards to read the stories aloud while emphasizing the words that start with the /f/ and /g/ sounds. Ask the children to repeat these words after you.

Support for Struggling Learners

Gather the learners in a circle. Show them some objects or pictures of objects starting with Letter F. For example, say: /f/ /f/ fan and ask the children to repeat after you. Repeat the same for pictures and/or words in the story card. Repeat the same for letter G.

Domain Foundational Numeracy

Learning Outcome

Children will count numbers 2 and 3.

Resources Some countable objects like stones, blocks, beads, etc., and chalks

Suggested Method Write numbers 1–3 on the floor and place objects in a box. Call the children one by one and ask them to identify numbers 2 and 3. Then, have them count and place 2 objects next to 2 and 3 objects next to 3. Give each child a smiley or a star, and repeat until everyone has had a turn.

Support for Struggling Learners

Count and show 2 objects to the children and ask them to show two fingers. Then, write 2 on the floor and call the children one by one and ask them to trace 2 with their index fingers. Repeat the same process for number 3.

WEEK 8

Domain

Topic of the Day

Circle Time Folktale: The Lion and The Mouse

General Awareness Good Manners

Book & Page

General Awareness, page 22

Foundational Literacy Letter Hh Literacy Skillbook, pages 20–21

Foundational Numeracy Do and Learn Numeracy Skillbook, page 25

DIY Seasons and Clothes

CIRCLE TIME

LO: Children will listen to and enjoy the folktale The Lion and the Mouse.

Resources: Stick puppets or pictures of a lion and a mouse

1. Warm Up: Greet the children warmly. Ask: What sound does a lion make? (Let them roar.) What sound does a mouse make? (Let them squeak.)

Show pictures of a lion and a mouse. Say: Today, we will hear a story about a big lion and a tiny mouse!

2. Storytelling: Narrate the story

The Lion and the Mouse

STEM Exploration, pages 7–8

One day, a lion was sleeping. A mouse ran over his paw.

The lion woke up and caught the mouse.

“I will eat you!” said the lion.

“Please let me go. I will help you one day!” said the mouse. The lion laughed but let the mouse go.

One day, the lion got trapped in a net. He roared for help. The little mouse chewed the net and set him free!

The Lion and the Mouse using puppets or pictures. Use expressive voices to make it exciting. Emphasise how the little mouse helped the lion, and why we should be kind and helpful to others.

“Thank you, little friend!” said the lion.

GENERAL AWARENESS

LO: Children will recite a rhyme on good manners with actions and learn when to use polite words and phrases.

Resources: General Awareness, page 22

Introduction

1. Rhyme Time: Recite the rhyme Helpful Manners with actions. Encourage the children to join in and repeat after you. Repeat the rhyme a few times so they become familiar with the word.

2. Discussion Time: Discuss when to use each polite word or phrase. Ask: When do we say ‘good morning’? Let children respond, then say: We say ‘good morning’ when we meet someone in the morning. Repeat for good afternoon, good night, sorry, excuse me, please, and your turn, giving simple examples.

Helpful Manners

Good morning when we start the day, Good afternoon after lunch and play! Excuse me, please, and your turn too, Sorry when we make a mistake or two. Good night before we go to sleep, Sweet dreams and rest so deep.

Practice

3. Good Manners: Ask the children to open page 22 of the General Awareness book. Show the first picture and say: The boy woke up and is wishing his mother good morning. Ask the children to repeat ‘good morning’. Repeat the same for the other pictures, helping them to identify and say the correct phrases.

FOUNDATIONAL LITERACY

Introduction

1. Singing to Letter Hh: Introduce the /h/ sound with a fun rhyme and repeat it 2–3 times together. Do actions too.

Practice

3. Tracing Letter Hh: Demonstrate writing H and h on the board, describing the strokes: Two standing lines and a sleeping line in between for H. One standing line with a curve for h. Call children to trace the letters with their fingers.

4. Recognising the Letter Hh: Ask the children to find and hold up the flashcard with the letter Hh from the back of the book.

LO: Children will be able to identify the letter Hh, recognise its sound, and connect it to familiar words. Resources: Literacy Skillbook, pages 20–21; flashcards of letters given at the end of the book

Letter H

/h/ /h/ Hat, I wear on my head, /h /h/ Hen, who lays eggs! /h/ /h/ House, where I stay, /h/ /h/ Hop, let’s hop all day!

2. Words with /h/ Sound: Show pictures from page 20 of the Skillbook and say the /h/ sound with each word, for example: /h/ /h/horse. Encourage children to repeat many times after you.

5. Letter Hh: Guide children to trace the dotted lines on page 20 of the Skillbook to form letters H and h. Then, read the sentences aloud given on page 21 and have children repeat many times.

On page 21, colour the picture that starts with the /h/ sound. Read the sentences aloud. Circle all the H and h letters in the sentences.

FOUNDATIONAL NUMERACY

LO: Children will count objects up to 3 and recognise numbers 1, 2, and 3.

Resources: Numeracy Skillbook, page 25; individual flashcards of numbers 1, 2, 3 at the end of the book; countable objects

Introduction

1. Counting from 1 to 3: Call children one by one, give them a number (1, 2, or 3), and ask them to count and pick that many objects. Ensure everyone gets a turn.

2. Recognising Numbers on Flashcards: Call out a number and ask them to find and show the correct flashcard. Repeat for other numbers, assisting those who need help.

Practice

3. Do and Learn: Guide children to open page 25 of the Skillbook. Ask them to count the objects and write the correct number. Then, have them connect the dots to complete the triangle and colour it. Finally, help them find and cross out the number that is written incorrectly.

DIY

LO: Children will identify different seasons and the clothes we wear in each season.

Resources: STEM Exploration, pages 7–8

1. Sorting Clothes: Discuss the clothes we wear in each season. Say: In summer, we wear light cotton clothes. In the rainy season, we wear clothes that protect us from rain. In winter, we wear woollen clothes.

2. Seasons and Clothes: Ask the children to open page 8 of the STEM Exploration book. Guide them to look at the pictures and tick the correct answers for when the clothes are worn.

Explore different clothing items at home and touch and feel their texture. Bring a picture of any one clothing item worn in summer, rainy, or winter season for a classroom activity in the next session.

Domain

Circle Time

Topic of the Day

Folktale: The Lion and the Mouse

General Awareness Good Manners

Book & Page

General Awareness, page 22

Foundational Literacy Letter Hh Story Card; Literacy Workbook, page 18

Foundational Numeracy Numbers: 1, 2 and 3

DIY Seasons and Clothes

CIRCLE TIME

Numeracy Workbook, page 12

STEM Exploration, pages 7–9

LO: Children will listen to and enjoy the folktale The Lion and the Mouse. Resources: Stick puppets or pictures of a lion and a mouse

1. Story Telling: Greet the children warmly. Retell The Lion and the Mouse using puppets or pictures. Use voice modulation to make it engaging.

2. Discussion Time: Ask simple questions to encourage discussion:

• Which two animals are in the story?

• What did the mouse say when the lion caught him?

• How did the mouse help the lion?

Finally, ask each child to share one thing they learned from the story.

GENERAL AWARENESS

LO: Children will use polite words and greetings in daily life.

Resources: General Awareness, page 22; a ball; music, if possible

Introduction

1. Rhyme Time: Recite the rhyme Helpful Manners from the previous session with actions. Repeat 3–4 times with the children.

Practice

2. Discussing Good Manners: Guide children to open page 22 of the General Awareness book. Point to the first picture and say: The boy is saying ‘Good Morning’ to his mother. When do we say this? Let children respond. Repeat for all pictures.

3. Passing the Ball: Say: I will give you a situation, and you need to guess the polite word or phrase we use Play music and pass the ball. When the music stops, the child holding the ball answers a question, such as:

• How do we greet someone in the morning?

• What do we say when we sneeze?

• What do we say before going to bed?

Pro Tip

Keep a ‘Good Manners’ jar in the class. Drop a token whenever a child uses polite words. Once full, reward the class with a fun activity!

FOUNDATIONAL LITERACY

LO: Children will be able to connect the sound and symbol of Hh, read words starting with Hh, and trace the letters Hh.

Resources: Literacy Workbook, page 18; letter Hh story card

Introduction

1. Picture Talk: Show the pictures from the story card and discuss them one by one. Ask:

Picture 1: What do you see in this picture?

Picture 2: What is the boy wearing?

Picture 3: Why do you think the boy is running?

Picture 4: Who do you see with the boy?

Practice

2. Interactive Read Aloud: Read the letter Hh story aloud, emphasizing words with the /h/ sound. Ask the children to repeat these words after you. Pause to show pictures and ask questions like: Where does Haroo live? / Who sees a swarm of honeybees?

3. Sound and Symbol Connections: Write capital H and lowercase h on the board and show them to the children. Say: H says /h/ /h/ /h/; h says /h/ /h/ /h/ Then ask the children to find and circle letters H and h in the story card.

4. Letter Hh: Ask the children to open page 18 of the Workbook and guide them as they trace and write capital H and small h on the four lines. Let them do the first 2 columns.

On page 18 in the workbook, trace and write capital H and small h on the four lines in the remaining 3 columns.

FOUNDATIONAL NUMERACY

LO: Children will recognise, count, and associate numbers 1–3 with real-life objects.

Resources: Numeracy Workbook, page 12; objects like (toys, blocks, straws, balls, etc.); 3 boxes or baskets; number cards 1–3

Introduction

1. Recap: Place the number cards 1–3 in separate baskets. Show one basket at a time to the children. Ask: What number is this? How many objects should we put in this basket? Let the children respond.

2. Learning while Doing: Place the objects and number baskets on the table. Call the children one by one. Say a number (1, 2, or 3) and ask the child to repeat it. Then, have them put the correct number of objects in the matching basket. Repeat until everyone gets a turn.

Practice

3. Numbers 1,2 and 3: Guide children to refer to page 12 of the Workbook and identify the fruits given. Ask them to count the number of fruits and circle the correct number.

DIY

LO: Children will identify and sort clothes worn in different seasons.

Resources: STEM Exploration, pages 7–9; pictures of clothing items brought by children; three large sheets of paper labelled Summer, Rainy, and Winter; glue stick

1. Discussion: Talk about the clothes worn in different seasons. Ask: What do we wear in summer, the rainy season, and winter? Take a few responses, then say: In summer, we wear light cotton clothes to stay cool. In the rainy season, we use raincoats and umbrellas to keep dry. In winter, we wear woollen clothes like sweaters, jackets, and scarves to stay warm.

2. Sorting Activity: Call children one by one to show the picture they brought. Ask them to name the clothing item and say whether it is for summer, the rainy season, or winter. Sort them into three groups: Summer, Rainy and Winter based on their pictures.

3. Group Activity: Give each group a labelled sheet (Summer, Rainy, or Winter). Help them stick their pictures on the sheet. Display the sheets in the classroom.

WEEK 8

Domain

Circle Time

General Awareness

Topic

of the Day

Weather

Mother’s Day

Book & Page

General Awareness, page 23

Foundational Literacy Do and Learn Literacy Skillbook, page 22

Foundational Numeracy Number 4

Numeracy Skillbook, page 26

DIY Rhyme: The Snail and the Mouse Rhymes and Stories, 14

CIRCLE TIME

LO: Children will identify different types of weather and use actions to represent them.

Resources: Weather Chart

1. Exploring Weathers: Show the weather poster and point to each weather condition one by one. Ask: What do you see in this picture? Allow children to respond, then say the name of the weather.

2. Weather Movements: Call out a weather type and do different actions for each weather:

• Sunny: Spread arms like the sun.

• Windy: Sway side to side like trees in the wind.

• Cloudy: Bend down and pretend to be a fluffy cloud.

• Rainy: Wiggle fingers down like raindrops.

GENERAL AWARENESS

LO: Children will talk about their mothers and make a Mother’s Day card.

Resources: General Awareness, page 23; coloured paper; crayons; stickers; glue

Introduction

1. Sharing About Mothers: Ask children to share something about their mother. Give simple prompts like: What is your mother’s name? What do you love about your mother? or What does your mother do for you?

2. Rhyme Time: Recite the rhyme My Mum with actions and expressions. Repeat it 3–4 times with the children.

My Mum (Tune: Twinkle, Twinkle, Little Star) My mum is kind, my mum is sweet, She gives me hugs, a special treat! She helps me learn and play all day, I love my mum in every way!

Practice

3. Mother’s Day: Guide children to look at the picture on page 23 of the General Awareness book. Ask: What do you see in the picture? Let a few children respond. Then say: It is Mother’s Day. The family has a cake. The mother and grandmother are cutting the cake. The children are giving a card and a plant as a gift.

4. Card Making: Give each child a piece of coloured paper, crayons, stickers, and glue. Help them fold the paper to make a card and decorate it for their mother. Write Happy Mother’s Day! on the board for them to copy.

Bring a photo of yourself with your father or both the parents for the next class activity.

FOUNDATIONAL LITERACY

LO: Children will identify the beginning letters of objects and recognise capital and small letters.

Resources: Literacy Skillbook, page 22; individual letter flashcards E–H from the Skillbook; sticker sheet from Skillbook; some objects or picture of objects starting with /e/, /f/, /g/ and /h/ sounds

Introduction

1. Letter Identification: Give the letter flashcards to the children. Show objects or pictures one by one. Ask children to hold up the flashcard of the letter that the object starts with. Monitor and guide them as needed.

2. Matching Capital and Small Letters: Write capital and small letters (E, e, F, f, G, g, H, h) on the board in a jumbled order. Call a few children to match and draw lines between the correct capital and small letters. Repeat until all letters are matched correctly.

Practice

3. Do and Learn: Guide children to open page 22 of the Skillbook. Ask them to identify the pictures and paste the correct letter sticker beside the objects. Then, have them match the capital letters with the small letters.

FOUNDATIONAL NUMERACY

LO: Children will recognise, count, and trace the number 4.

Resources: Numeracy Skillbook, page 26; some common countable objects

Introduction

1. Counting Four: Place a group of objects on the table. Call children one by one and ask them to count and pick four objects. Encourage them to say “1, 2, 3, 4” while counting. Repeat the activity with different objects.

2. Tracing Number 4: Write the number 4 on the board and say: This is number 4 Show how to trace it in the air. Call children one by one to the board to trace the number 4 using their fingers. Observe and guide them as needed.

Practice

3. Number 4: Guide children to open page 26 of the Skillbook. First, help them count the four rabbits. Ask them to trace the number 4 with their fingers, then use a crayon to join the dotted lines and form the number. Finally, have them write 4 with a pencil in the blank boxes.

Pro Tip

Give examples of four wheels on a car and four legs of a chair to help children relate the number 4 to real-world objects.

DIY

LO: Children will listen to and enjoy the rhyme The Snail and the Mouse and engage in an action-based activity.

Resources: Rhymes and Stories, page 14

1. Movement Activity: Show pictures of the snail and the mouse in the book. Ask children: What animal is this? Let them respond, then say: This is a snail and this is a mouse. Next, ask them to move like a snail (slowly) and like a mouse (quickly). Encourage them to enjoy the movements.

2. Rhyme Time: Sing the rhyme The Snail and the Mouse aloud with actions and expressions. Repeat the rhyme 2–3 times and encourage children to join in.

The Snail and the Mouse

Domain

Circle Time Weather

Topic of the Day

General Awareness Father’s Day

Book & Page

Foundational Literacy Do and Learn Literacy Skillbook, page 23

Foundational Numeracy Number 4 Numeracy Workbook, page 13

DIY Rhyme: The Snail and the Mouse Rhymes and Stories, page 14

CIRCLE TIME

LO: Children will identify and talk about different types of weather. Resources: Weather Chart; objects like umbrella, sunglasses, hat, raincoat, etc.

1. Weather of the Day: Ask: What is the weather today? Encourage children to look outside, describe it, and point to the matching weather picture on the chart.

2. Weather and Dresses: Point to each weather picture and ask: What do we wear or do in this weather? Encourage children to respond. Then, say:

• Sunny: We wear hats and sunglasses.

• Rainy: We use umbrellas and raincoats.

• Windy: We fly kites and hold onto our hats.

• Cloudy: The sun is hidden, and it may feel cooler.

Show related clothing items as you discuss each weather condition.

GENERAL AWARENESS

LO: Children will talk about their fathers and make a Father’s Day card. Resources: Photos brought by children; coloured paper; glue; crayons stickers; picture of a father and a child

Introduction

1. Talking About Fathers: Show a picture of a father and child. Ask: Who is in this picture? What does your father do for you? Encourage children to share their thoughts.

2. Sharing Time: Ask each child to complete the sentence: One thing I like about my father is... Encourage simple responses and appreciate their answers.

Practice

3. Card Making: Give each child a piece of coloured paper. Guide them to stick their photo on it and decorate the card with drawings and stickers. Help them write “I love my father.” on the card.

FOUNDATIONAL LITERACY

Take the card home and give it to your father.

LO: Children will practise writing the first letters (E–H) of pictures of different objects.

Resources: Literacy Skillbook, page 23; bowl of watercolours; individual flashcards of letters (e to h) from the Skillbook

Introduction

1. Identifying the First Letter: Give the letter flashcards to the children. Ask them to name each object, then prompt them to identify the first sound. Guide them as needed.

Practice

2. Do and Learn: Ask children to open page 23 of the Skillbook. Guide them to identify each picture and write its first letter. Then, show the fingerprint art, help them identify and name the objects. Finally, let them create fingerprint pictures in the empty boxes using watercolours.

Pro Tip

Ask children to look around the classroom and find objects that start with the letters E, F, G and H.

FOUNDATIONAL NUMERACY

LO: Children will be able to identify and trace number 4.

Resources: Numeracy Workbook, page 13; countable objects like crayons, toys, balls, etc.

Introduction

1. Counting 4: First, demonstrate by picking 4 objects and counting aloud. Then, call children one by one and ask them to pick and count any 4 objects aloud. Repeat with different objects.

2. Tracing Number 4: Write a large number 4 on the board and explain how to trace it. Then, write 4 on the floor using a chalk. Call children one by one to trace the number 4 on the floor with their index fingers.

Practice

3. Number 4: Ask the children to open page 13 of the workbook. Guide them to count the objects, trace the dotted lines to form the number 4, and then write 4 using a pencil or a crayon.

DIY

LO: Children will be able to sing the rhyme The Snail and the Mouse and do some fun actions.

Resources: Rhymes and Stories, page 14

1. Rhyme Time: Show the pictures of the snail and the mouse from page 14 of the book. Recite the rhyme The Snail and the Mouse with actions, encouraging children to sing along. Repeat it 2–3 times to help them learn the words and movements.

2. Moving and Switching: Call four children at a time, assigning two as snails and two as mice. Demonstrate how snails move slowly on the floor and how mice move quickly on their toes. Say “Go!” to start. When you call “Change,” they switch movements. Repeat with new groups until all have participated.

The Snail and the Mouse

CATCH - UP CARNIVAL

Domain General Awareness

Learning Outcome Children will identify good manners and share one point about their mother and father.

Resources A soft toy

Suggested Method Ask the children to sit in a circle, if possible. Pass around the soft toy when you say START. When you say STOP, the child holding the toy will share the following:

• One polite word we learned this week and when we use it.

• One thing I like about my mother and father. Clap for each child. Repeat until every child gets a turn.

Support for Struggling Learners

Pair each struggling learner with a buddy who can guide them. Offer simple choices (e.g., “Would you like to say ‘thank you’ or ‘please’?”). Use visual cues or gestures to support understanding. Praise their effort to build confidence.

Domain Foundational Literacy

Learning Outcome Children can identify the letter Hh, recognise its sound, and connect it to familiar words.

Resources Objects starting with letters A to H; Letter Hh story card; chalk

Suggested Method Call the children one by one and hand them the chalk or marker. Ask them to write both capital H and small h on the board. Then, encourage them to identify two objects that start with H and say their names. Finally, use the story card to read the story aloud while emphasizing the words that start with the /h/ sound. Ask the children to repeat these words after you.

Support for Struggling Learners

Gather the learners in a circle. Show them some objects or pictures of objects starting with Letter H. For example, say: /h/ /h/ hat and ask the children to repeat after you. Repeat the same for pictures and/or words in the story card. Then write letters H and h on the floor, call the children one by one and ask them to trace the letters with their index fingers.

Domain Foundational Numeracy

Learning Outcome Children can count, trace and write number 4.

Resources Countable objects (blocks, pencils, pebbles, etc.)

Suggested Method

Support for Struggling Learners

Write number 4 on the floor with chalk. Call children one by one and ask them pick any 4 objects, and place them beside the number 4. Next, ask them to write 4 on the board. Clap for each child and give a smiley or star. Repeat until all children have a turn.

Show four objects and help learners count them aloud. Repeat with different objects. You can also ask them to jump or clap 4 times. Write the number 4 on the board and say: This is 4. Call children one by one to trace it on the board. Then, guide them to trace 4 in the air with their index fingers.

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 978-81-985187-6-7