TM_LA_Nursery_TEXT_Part-1

DAWN

Bright Beginnings, Brighter Futures

Teacher Manual

Part-1

Level A Teacher Manual DAWN

Acknowledgements

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

Creative Director: Bhavna Tripathi

Book Production: Vishesh Agarwal, Tauheed Danish, Amisha Gupta

VP, Learning: Abhishek Bhatnagar

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

© Uolo EdTech Private Limited

First impression 2025

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

Book Title: Dawn Teacher Manual Level A Part-I

ISBN: 978-81-985187-9-8

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

DAY 1

Domain

Topic of the Day

Circle Time Getting Comfortable with the Teacher

General Awareness Knowing Each Other’s Name

Book & Page

Foundational Literacy Picture Discussion: Mira’s First Day at School Literacy Skillbook, pages 1–3

Foundational Numeracy Standing Lines Numeracy Workbook, page 1

DIY Game: Musical Freeze Dance

CIRCLE TIME

LO: Children will begin to get comfortable with their teacher.

1. Warm Welcome: Sit in a circle, if possible. Introduce yourself with a big smile and say: Hello, children! My name is Kanika. I am your teacher. I am so happy to meet all of you. We will have lots of fun together!

2. Sharing Fun Things: Tell children some things about yourself that could be fun for them to know. For example: I love to sing songs. / I make very tasty sandwiches. / I love to draw and colour. / I know a lot of games that we can play together.

3. Knowing about Children: Now, ask each child something about them. You can ask any question that does not make them uncomfortable. For example: What is your name? / What do you like to do? / Who dropped you at the school today?

Pro Tip

Many children may feel anxious on the first day of school. Reassure them and be patient. Remember to be kind, gentle and affectionate. Feel free to discuss things in their home language. It instils a sense of emotional security and belonging in children.

GENERAL AWARENESS

LO: Children will be able to tell the class their name. Resources: Any soft toy

Introduction

1. Greeting Song: Sing a simple song with repetitive lines to introduce yourself and to encourage the children to introduce themselves. For example: Hello, hello, what’s your name? Hello, hello, what’s your name? My name is Kanika! Sing this song 5–6 times. Encourage children to wave at you and smile when you sing.

2. Name Game: Ask children their name in a sing-song manner, as shown below:

Teacher: Hello, hello, what’s your name? Hello, hello, what’s your name?

Student 1: My name is Viraj.

Teacher: Hello, hello, what’s your name? Hello, hello, what’s your name?

Student 2: My name is Saima.

Practice

3. Pass the Toy: Tell the children that they will now play a game. Tell them that you will pass the soft toy around. Whoever holds the toy, says their name loudly. Start with yourself as an example. Hold the toy and say: Hi! My name is Kanika.

Ensure that every children had their turn. You may clap for each child when they say their name.

FOUNDATIONAL LITERACY

Pro Tip

Help shy children by gently prompting them or letting them repeat after you.

LO: Children will be able to talk about the story Mira’s First Day at School, by looking at its pictures, either in their home language or in a mixed language.

Resources: Literacy Skillbook, pages 1–3

Introduction

1. Setting the Context: Say: Today, we will talk about a little girl named Mira. Like you all, it’s her first day at the school. Let us see how she feels.

2. Introducing the Characters: Help the children open to page 1 in the book. Then, point to Mira in the picture and tell the class that she is Mira. After that, point to Mira’s mother in the second picture and tell the class that she is Mira’s mother.

Ask simple questions about the pictures. For example:

Picture 1: What is Mira doing? / What is she wearing? / Does she look happy or sad?

Picture 2: What is Mira’s mother doing? / Where do you think they are going?

Practice

3. Talking about the Pictures: One you have introduced Mira and her mother, point to every picture and talk about it. Ask questions that will help the children predict the events in the story. For example:

Picture 3: Who else do you see in this picture? / Where are they?

Picture 4: Who do you think is this woman? (Pointing at the woman in pink kurta and specs)

Picture 5: What do you think is happening here?

Picture 6: What is Mira doing? / Why do you think she is crying? / What is her mother doing?

Picture 7: Where is Mira now? / What all do you see in the picture?

Picture 8: Does Mira look happy or sad now? Why?

Mira’s First Day at School

Mira is happy. New bag. New books. New crayons.

Mira and mama go to school. Mira and mama are happy.

Mira meets Raja and his Amma.

DO NOT read aloud the story today. Just let the children observe each picture and talk about them freely. Their responses may or may not be correct per the story, but that is okay.

FOUNDATIONAL NUMERACY

LO: Children will be able to trace standing lines, thereby developing their fine motor skills.

Resources: Numeracy Workbook, page 1

Introduction

1. Seeing Standing Lines: Draw a large standing line on the board. Say: This is a standing line. It goes straight, up and down. Repeat this line a few times.

2. Air Drawing: Demonstrate standing lines by tracing it in the air with your finger. Then, ask children to trace the standing line in the air with you, at least 5–7 times.

Practice

3. Tracing Standing Lines: On page 1 in the workbook, ask children to first trace the dots of the standing lines with their fingers. Then, ask them to trace the standing lines using a crayon or a pencil. Move around to guide, help and encourage children as they trace.

Find one item at home that resembles a standing line. Bring it to class tomorrow and show it to your friends.

DIY

LO: Children will be able to enjoy movement, improve their listening skills, and learn to follow instructions with the help of a game of ‘Musical Freeze Dance’

Resources: A music player or phone with kid-friendly songs (OR you can sing by yourself)

1. The Rules: Explain the rules in simple words. Say: We will play a game called ‘Musical Freeze Dance’. When I sing/play the music, we will dance. When I stop the music and say ‘Freeze!’ loudly, you will freeze like a statue and not move. If needed, demonstrate this by yourself first.

2. Playing the Game: Play lively, kid-friendly music. Let children dance/jump freely when the music is being played. Pause the music suddenly and loudly say, ‘Freeze!’ Praise them when they freeze, even if they are giggling or moving a little.

Domain Topic of the Day

Circle Time

Importance of School

General Awareness Meet Me

Book & Page

General Awareness, page 2

Foundational Literacy Storytelling: Mira’s First Day at School Literacy Skillbook, pages 1–3

Foundational Numeracy Sleeping Lines Numeracy Workbook, page 2

DIY Colouring: Red, Blue and Yellow

CIRCLE TIME

LO: Children will be able to say what they like about their school.

Art and Craft, page 2

1. A Rhyme on School: Start the day with a rhyme on school. Sing this rhyme 4–5 times with the children.

2. The Importance of School: Tell the children about the good things at school. For example, you can say: We can make new friends at school. We can learn new things at school. We can draw and colour in the school books. We can play games, listen to stories, and sing rhymes at school.

Run, run, run, Run to the school. I love my friends, I love my school.

3. Knowing from Children: Finally, ask the children to talk about what they like about school, or what they want to do/learn today. Try to respond to their requests as the day progresses.

GENERAL AWARENESS

LO: Children will be able to tell their name and age.

Resources: General Awareness, page 2

Introduction

1. Recap: Sing the song that was sung yesterday again. Hello, hello, what’s your name? Hello, hello, what’s your name? My name is Kanika! Then, ask a few children their name in a sing-song manner, as shown below: Teacher: Hello, hello! what’s your name? Hello, hello! what’s your name? Student: My name is Kimaya.

2. Modelling: Next, guide children to say both their name and age aloud. Give an example: My name is Kimaya. I am 3 years old. Ask children to repeat after you 5–6 times.

3. Name and Age: Finally, ask each child to stand up or come forward, and tell the class their name and age.

Practice

4. Meet Me: Help children open to page 2 in the book. Talk about the pictures and read aloud the text. Let children repeat the lines after you a few times. Finally, guide them to write their names in the book.

Paste your photograph in the given space.

FOUNDATIONAL LITERACY

LO: Children will be able to listen to the story Mira’s First Day at School in their home language and mixed language.

Resources: Literacy Skillbook, pages 1–3

Introduction

1. Revising Circle Time: Revise about why school is important. Then, say: Yesterday, we saw in the pictures that Mira was going to school for the first time. Today, we will listen to her story and know how her first day was at the school.

2. Recap: Help the children open to page 1 in the book. Ask them to point at Mira and her mother in the pictures.

Practice

3. Storytelling: Pointing at the pictures in the book, narrate the story Mira’s First Day at School using the children’s home language.

4. Storytelling (in Mixed Language): Next, again pointing at the pictures, narrate Mira’s First Day at School using mixed language, i.e., their home language with English words (happy, books, crayons, school, teacher, hello, classroom, children, inside) mixed into the sentences.

DO NOT start with an English read aloud. Let them listen to the story in their home language and mixed language first, so that they can understand the story well. The story will be read aloud in English on the next day. Error Alert!

Narrate the story with a lot of expression. Use gestures and voice intonation to make the storytelling interesting. Pause at regular intervals and engage with the children by asking simple recall-and-understanding-based questions. For example: What does Mira pack in her school bag? Who drops Mira to school? What is Mira’s teacher’s name? What are the children doing in the classroom?

Mira’s First Day at School

Mira is happy. New bag. New books. New crayons.

Mira and mama go to school. Mira and mama are happy.

Mira meets Raja and his Amma.

Mira is sad. Mira wants to go home.

Mira and Raja are at school. They meet the teacher Miss Nina.

Miss Nina says, ‘Hello!’

FOUNDATIONAL NUMERACY

LO: Children will be able to trace sleeping lines, thereby developing their fine motor skills.

Resources: Numeracy Workbook, page 2

Pro Tip

Ask a few children to come forward and show the object they brought from home that resembles a standing line. Explain how the object is similar to a standing line.

Introduction

1. Seeing Sleeping Lines: Draw a sleeping line on the board. Say: This is a sleeping line. It goes straight, from left to right! Repeat this line a few times while pointing at the line on the blackboard.

2. Air Drawing: Demonstrate sleeping lines by tracing it in the air with your finger. Then, ask children to trace the sleeping line in the air with you, at least 5–7 times.

Practice

3. Tracing Sleeping Lines: On page 2 in the workbook, ask children to first trace the dots of the sleeping lines with their fingers. Then, ask them to trace the sleeping lines using a crayon or pencil. Move around to guide, help and encourage children as they trace.

DIY

LO: Children will be more familiar with the red, blue, and yellow colours. They will also learn to colour in circles, thereby developing their fine motor skills.

Resources: Art and Craft, page 2; red, blue, and yellow crayons

1. Colour Introduction: Introduce the colours red, blue, and yellow by showing them the crayons of the same colours. Then, ask them to name the things in their surrounding that are red, blue or yellow. This can be done as a game as well.

2. Colouring: Help children to colour the circles. Help them hold the crayons, wherever required, and guide them to colour inside the shape.

Domain Topic of the Day

Circle Time

Knowing Common Objects in Classroom

General Awareness Boy or Girl

DAY 3

Book & Page

General Awareness, page 3

Foundational Literacy Read Aloud of Mira’s First Day at School Literacy Skillbook, pages 1–3

Foundational Numeracy Right Slanting Lines

DIY Poem: Twinkle Twinkle Little Star

CIRCLE TIME

Numeracy Workbook, page 3

LO: Children will be able to identify and tell the use of some common objects in their classroom. Resources: Classroom items like chalk, crayon, book, etc.

1. Setting the Context: Greet the children warmly and say: Today, we will learn the names and uses of objects in our classroom.

2. Showing and Telling: Arrange the objects neatly on a table. Pick up each object, show it to the children, and explain its name and use. For example:

• This is a crayon. We use it for colouring.

• This is a table. We use it to keep things on.

3. Knowing from the Children: Now, call children one by one. Name an object and ask them to pick it up and explain its use. For example:

Teacher: Can you show me where the pencil is?

Student: Here is a pencil.

Teacher: What do we use it for?

Student: We use it for writing.

GENERAL AWARENESS

LO: Children will be able to tell their gender.

Resources: General Awareness, page 3; a bowl of water colour or ink

Introduction

1. Boy and Girl: Begin by saying: Some of us are girls, and some of us are boys. Today, we will learn who we are Guide children to page 3 of the textbook. Point to the first picture and ask: What do you see in the picture? Allow responses, then conclude: This is a girl. Repeat for the boy.

2. Gender-based Grouping in the Class: Ask all boys in the classroom to group on one side and say: All of you are boys. Repeat for girls.

3. Modelling: Next, guide children to tell their name and gender. Give examples: My name is Nisha. I am a girl. / My name is Mayank. I am a boy.

4. Children’s Presentation: Finally, invite each child to come forward and say their name and gender.

Pro Tip

Let confident children go first to set an example.

Practice

5. Thumb-printing: On page 3, help children dip their thumbs in watercolour or ink. Girls make a thumbprint next to the girl’s picture; boys next to the boy’s picture.

FOUNDATIONAL LITERACY

LO: Children will listen to the story Mira’s First Day at School in English and text-to-self connections.

Resources: Literacy Skillbook, pages 1–3

Introduction

1. Recapitulating: Summarise the story with questions like:

• What did Mira pack in her bag?

• Who drops Mira at school?

Practice

2. Interactive Reading-Aloud: Read aloud the story with expressions and voice modulation. Point to the pictures and pause to ask relatable questions. For example:

• Mira packs new crayons in her bag. What do you pack in your schoolbag?

• Mira’s mama drops her to school. Who drops you? Let children answer in their home or mixed language.

FOUNDATIONAL NUMERACY

LO: Children will be able to trace right slanting lines, thereby developing their fine motor skills.

Resources: Numeracy Workbook, page 3

Mira

Mira and Raja are at school. They meet the teacher Miss Nina. Miss Nina says, ‘Hello!’

Introduction

1. Right Slanting Line on Board: Draw a large right-slanting line on the board and say: A right-slanting line starts at the top left and goes down to the bottom right, like a slide. Trace on the board as you speak.

2. Air Drawing: Demonstrate right slanting line in the air with your finger. Ask children to trace it in the air 5–7 times.

3. Body Movement: Children mimic the right slanting line with their bodies, stretching one arm up to the left and the other down to the right.

Practice

4. Tracing Right Slanting Lines: On page 3, guide children to trace dots of the right-slanting line with their fingers first. Then, let them use a pencil or crayon to trace the lines. Monitor and assist as needed.

Error Alert!

Make sure NOT to confuse the children by giving incorrect directions, such as describing a left-slanting line instead of a right-slanting line. Clearly demonstrate the right-slanting line: It starts from the top left and moves down to the bottom right, NOT the other way round.

DIY

LO: Children will listen to the poem Twinkle Twinkle Little Star and repeat it with actions.

Resources: A large cut-out of a star; optional audio of the poem

1. Introduction: Show the star cut-out and ask: Do you know what this is? After responses, say: This is a star. Stars are tiny dots in the night sky

2. Singing and Acting: Sing the poem and encourage repetition. Teach simple actions, e.g., Twinkle: Open and close hands. Little star: Point upwards. Repeat 4–5 times.

Pro Tip

Let children observe the day sky and ask: Do you see stars now? Stars appear only at night.

Observe the night sky and name the objects you see. Share in class the next day.

Domain

Topic of the Day

Circle Time Setting Classroom Rules

General Awareness Talking About Oneself

DAY 4

Book & Page

Foundational Literacy Story Telling by Children: Mira’s First Day at School Literacy Skillbook, pages 1–3

Foundational Numeracy Left Slanting Lines Numeracy Workbook, page 4

DIY Poem: Twinkle Twinkle Little Star

CIRCLE TIME

LO: Children will be able to listen to and understand the classroom rules and follow them.

1. Song of Classroom Rules: Start the day by singing this short song: Come on children, let’s have fun, Let’s have rules for everyone. Repeat this 4–5 times.

2. Introducing Classroom Rules: Ask situation-based questions to encourage thinking, such as:

• What should we do when someone is speaking? Should we interrupt?

• How do we ask for permission to speak?

• Should we hit or kick our friends? Why not?

3. Explaining Classroom Rules: Finally, explain the given classroom rules to children in detail.

Pro Tip

Classroom Rules!

1. Listen carefully when someone is speaking.

2. Raise your hand before talking.

3. Keep your hands and feet to yourself.

4. Share toys and other items with your friends.

5. Clean up after eating and playtime.

Feel free to add more classroom rules to the list. Display pictures in the classroom that show the rules to help children remember them.

GENERAL AWARENESS

LO: Children will introduce themselves by sharing their name, age, gender, class, and school. Resources: A soft toy and music (if available)

Introduction

1. Name, Age and Gender: Revise how to state name, age and gender. Ask different questions to different children and let them answer: What is your name? / What is your age? / Are you a boy or a girl? Help children if they struggle to form sentences.

2. Class: Guide all children to repeat after you: I study in Nursery. Repeat 5–7 times.

3. Name of School: Guide all children to repeat after you: I study in (school’s name). Repeat 5–7 times.

Practice

4. Modelling: Guide children how to introduce themselves. Give an example: My name is Varsha. I am 3 years old. I am a girl. I study in Nursery class. I go to Little Blossoms school. Have children repeat line-by-line after you.

5. Passing the Toy: Play music or sing a song while passing a soft toy around. When the music stops, the child holding the toy introduces themselves.

Pro Tip

Clap and cheer when a child shares. Use guiding questions if needed.

FOUNDATIONAL LITERACY

LO: Children will be able to retell the story Mira’s First Day at School in their home language/mixed language.

Resources: Literacy Skillbook, pages 1–3; drawing sheets with outline of a school bag for all children; crayons

Introduction

1. Recapitulating the Story: Revise the story with simple questions like:

• What did Mira pack in her bag?

• Who did Mira meet on her first day?

• Who dropped Mira off at school?

• Why was Mira crying?

Practice

2. Retelling the Story: Encourage children to retell the story in their own words. Support them by highlighting key events or showing pictures.

3. Colouring the Bag: Give each child a drawing sheet with a school bag outline and let them colour it.

Mira’s First Day at School

Mira is happy. New bag. New books. New crayons.

Mira and mama go to school. Mira and mama are happy.

Mira meets Raja and his Amma.

FOUNDATIONAL NUMERACY

LO: Children will be able to trace left slanting lines, thereby developing their fine motor skills.

Resources: Numeracy Workbook, page 4

Introduction

1. Seeing Left Slanting Lines: Draw a large left-slanting line on the board and say: This is a left slanting line. It starts at the top right corner and goes down to the bottom left corner, like a slide. Trace on the board as you speak.

2. Air Drawing: Demonstrate left slanting line in the air with your finger. Ask children to trace it in the air 5–7 times.

3. Body Movement: Have children mimic the left slanting line with their bodies, stretching one arm up to the right and the other down to the left.

Practice

4. Tracing Left Slanting Lines: Guide children to trace the dots of the left-slanting line on page 4 with their fingers first. Then let them use a pencil or crayon to trace.

Be careful NOT to confuse the children by giving incorrect directions, like starting from the top left side. Clearly demonstrate the left slanting line, starting from the top right and moving down to the bottom left. Error Alert!

LO: Children will sing the poem Twinkle Twinkle Little Star and decorate a star cut-out.

Resources: Star cut-outs and crayons

1. Homework Discussion: Ask children to share what they saw in the night sky.

2. Singing Activity: Sing the poem with actions 3–4 times.

3. Colouring Activity: Give each child a star cut-out and guide them to colour it with their favourite crayon.

CATCH - UP CARNIVAL

Domain General Awareness

Learning Outcome

Children tell their name, age, gender, class and school.

Resources Ice-cream sticks with name for all children

Suggested Method

Support for Struggling Learners

1. Pick a name-stick and ask the child to come forward. Hand them a pretend microphone.

2. Gently guide them with prompts: What is your name? How old are you? Are you a boy or a girl? Which class are you in? What is the name of your school?

3. Clap loudly for each child. Repeat until all children get a chance.

Pair a struggling child with a confident peer (buddy). The buddy can model the answers first, and then the child can repeat after them. For example:

• Buddy says: My name is Mehek

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

Domain Foundational Literacy

Learning Outcome Children talk about the story Mira’s First day at School and make text-to-self connections.

Resources Literacy Skillbook, pages 1–3

Suggested Method

1. Point to the pictures in the story and ask relatable questions. For example:

• Mira packs new crayons in her bag. What do you pack in your schoolbag?

• Mira’s mama drops her to school. Who drops you?

2. Let children answer in their home or mixed language.

3. Invite a few children to share what they liked the most in the story.

Support for Struggling Learners

Focus on one part of the story at a time (beginning, middle, and end) instead of tackling the whole story at once. Use prompts like, Who was in the story? Or What happened first? to guide them step-by-step.

Domain Foundational Numeracy

Learning Outcome Children will be able to identify standing lines, sleeping lines, right slanting lines and left slanting lines.

Resources Chalk

Suggested Method

Support for Struggling Learners

Conduct the activity in an open area, if possible.

1. Use chalk to draw a standing line, sleeping line, right slanting line, and left slanting line in a row on the ground.

2. Call one child to the front and name a specific line (e.g., “standing line”). Ask the child to walk and stand near that line. Once the child has identified the correct line, guide them to trace the same line in the air using their finger.

3. Continue the process until all children have had a chance to participate.

Provide each struggling child with a sheet that has clear and bold illustrations of a standing line, sleeping line, right slanting line, and left slanting line. Ask them to trace each line using their index fingers, starting from the correct point.

Domain

Topic of the Day

Circle Time Sharing about Sunday

General Awareness Sharing about When We Feel Happy

Book & Page

Foundational Literacy Standing and Sleeping Lines Literacy Workbook, pages 1–2

Foundational Numeracy Right and Left Curves

DIY Fun with Shapes

CIRCLE TIME

Numeracy Workbook, page 5

LO: Children will be able to talk about and share their experiences of a Sunday.

1. Introducing Sunday: Begin by explaining what Sundays are like. Say: Sunday is a holiday. We do not come to school. We stay at home and have fun with our family.

2. Sharing Experiences: Share your own Sunday experience. For example: On Sunday, I visited my cousins. Repeat this 5–6 times using different examples.

3. Encouraging Children to Share: Invite children to talk about their Sunday activities in their home language or a mix of languages. Ensure every child gets a chance to share.

GENERAL AWARENESS

LO: Children will be able to talk about situations that make them feel happy.

Resources: Flashcard with a happy face

Introduction

1. Picture Talk: Show the flashcard and ask: What do you see? Take a few responses. Then say: This is a happy face. Ask the children to copy and act out the happy expression.

2. Modelling: Hold the flashcard and share a sentence about what makes you happy. For example: I feel happy when I draw. / I feel happy when I go to the park. Ask the children to repeat the sentence 5–6 times.

Practice

3. Encouraging Sharing: Give each child a turn to hold the flashcard and say what makes them happy. Encourage them to speak in their home language or a mix of languages. Ensure everyone gets a chance to share.

Pro Tip

If some children find it difficult to express themselves, give them sentence starters like I feel happy when... or show simple picture clues (e.g., playing, eating, drawing). This will help them form sentences more easily.

FOUNDATIONAL LITERACY

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

Resources: Literacy Workbook, pages 1–2; ice cream sticks (2 per child)

Introduction

1. Recap of Standing and Sleeping Lines: Draw a standing line, sleeping line, and slanting line on the board. Say: We learnt these lines in our maths session last week. Invite a few children to come forward, identify the standing and sleeping lines, and trace them with their index finger.

2. Air Drawing: Guide children to trace a standing line in the air with their index finger while saying: We go straight from top to bottom. Repeat for a sleeping line, saying: We go straight from left to right.

3. Making Lines with Ice-cream Sticks: Give each child two ice cream sticks. Ask them to place one as a standing line and the other as a sleeping line on the table. Move around the room to check and guide them if needed.

Practice

4. Tracing in the Workbook: Ask children to open page 1 of the workbook and trace the standing lines with their index finger first. Then, ask them to trace it with crayons. Repeat the same for the sleeping lines on page 2.

FOUNDATIONAL NUMERACY

LO: Children will be able to identify and trace right and left curves.

Resources: Numeracy Workbook, page 5; a sand pit or a tray filled with sand

Introduction

1. Explaining Right and Left Curves: Draw a right curve on the board and say: This is a right curve. It is not straight. Draw a straight line next to it to show the difference. Repeat the same for a left curve.

2. Air Drawing: Guide children to trace a right curve in the air with their index finger. Repeat for a left curve.

3. Tracing on Sand: Call children one by one to trace a right curve and a left curve in the sand with their index finger. Ensure all children get a turn.

Practice

4. Tracing in the Workbook: Ask children to open page 5 of the workbook. First, guide them to trace the curves with their index fingers. Then, ask them to trace the curves with crayons.

Pro Tip

If children find it hard to differentiate between right and left curves, use letter associations:

• Left curve: Looks like the letter ‘C’.

• Right curve: Looks like the mirror image of ‘C’ (a backward ‘C’).

DIY

LO: Children will be able to identify a circle, square, rectangle, and triangle.

Resources: Flashcards of a circle, square, rectangle, and triangle

1. Knowing the Shapes: Show a flashcard and ask: What shape is this? Allow a few children to respond, then say: This is a square. Repeat for the other shapes.

2. Identifying the Shapes: Hold up each flashcard, name the shape, and describe its features. Encourage children to observe and compare the shapes.

3. Shape Hunt: Ask children to look around the room and find objects that match the shapes. Let a few children share what they found.

Error Alert!

DO NOT introduce tracing, drawing, or folding. Focus only on visual recognition.

Domain

Topic of the Day

Circle Time Sharing the Morning Routine

General Awareness Sharing about When We Feel Sad

Book & Page

Foundational Literacy Slanting Lines Literacy Workbook, page 3

Foundational Numeracy Up and Down Curves Numeracy Workbook, page 6

DIY Fun with Shapes STEM Exploration, pages 2-4

CIRCLE TIME

LO: Children will be able to talk about and share their morning routine. Resources: Cut-out or flashcard of the sun

1. Warm Up: Show the cut-out or flashcard of the sun and ask: When do we see the sun? Let a few children respond. Then say: We see the sun in the morning. Today, we will talk about what we do in the morning.

2. Sharing Morning Routine: Ask simple questions like: What do you do after waking up? or When do you eat breakfast? Let a few children share their responses. Then, share your routine: I wake up in the morning and brush my teeth. Then I drink water, take a bath, eat breakfast, and get ready for school. Repeat these lines a few times in home language or mixed language.

3. Morning Routine Game: Ask children to pass the sun flashcard when you say START. When you say STOP, the child holding the flashcard will share their morning routine. Continue till all the children get a chance to speak.

Error Alert! DAY

Do not mix up morning routine with daily routine. Keep the focus only on morning activities.

GENERAL AWARENESS

LO: Children will be able to share incidents and situations that make them feel sad. Resources: Flashcard showing a sad face

Introduction

1. Picture Talk: Show the flashcard and ask: What do you see? Let a few children respond and then say: We see a sad face. Ask the children to copy the expression.

2. Modelling: Hold up the flashcard and share a sentence about what makes you feel sad. For example: I feel sad when I lose something. / I feel sad when I am sick. Ask the children to repeat after you 5–6 times.

Practice

3. Children’s Turn to Speak: Ask each child to hold the flashcard and share what makes them feel sad. Encourage them to speak in home language or mixed language. Ensure that every child gets a chance to participate.

FOUNDATIONAL LITERACY

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

Resources: Literacy Workbook, page 3; paper or plastic straws (2 per child)

Introduction

1. Recap: Draw a standing line, sleeping line, right slanting line, and left slanting line on the board. Say: We have already learned about these lines in our maths session last week. Ask a few children to come forward, identify the slanting lines, and trace them with their finger.

2. Air Drawing: Guide children to trace a right slanting line in the air with their index finger, saying: We start from the top left and go down like a slide to the bottom right. Repeat for a left slanting line, saying: We start from the top right and go down like a slide to the bottom left.

3. Making Slanting Lines with Straws: Ask children to place their two straws on the table to form right and left slanting lines. Walk around to check and guide them as needed.

Practice

4. Tracing in the Workbook: Ask children to open page 3 of the workbook. First, have them trace the slanting lines with their index finger, then with crayons.

FOUNDATIONAL NUMERACY

LO: Children will be able to identify and trace up and down curves.

Resources: Numeracy Workbook, page 6; chalk or a stick for ground tracing

Introduction

1. Explaining Up and Down Curves: Draw an up curve on the board and say: This is an up curve. Repeat for a down curve.

2. Air Drawing: Guide children to trace an up curve in the air with their index finger, then do the same for a down curve.

3. A Fun Activity: Take children outdoors and use chalk or a stick to draw large up and down curves on the ground. Let them walk along the curves a few times.

Practice

4. Up and Down Curves: Ask children to open page 6 of the workbook. First, have them trace the curves with their index finger, then with crayons.

DIY

LO: Children will be able to identify and make basic shapes.

Resources: STEM Exploration, pages 2–4; cut-outs of a square, rectangle and a triangle

1. Recapitulating the Shapes: Show the cut-out of the shapes, one by one, to the children and ask the name of the shapes. Let a few children answer.

2. Carrying Out the Activity: Carry out the activity as suggested, ensuring all children participate actively.

3. Discussing the Questions: Go through the questions on pages 2–4 of the textbook and guide the children in marking their answers.

Pro Tip

Make learning about shapes fun-filled and relatable by pointing to similarly-shaped objects around the room. Ask children to find a rectangle (door), square (handkerchief), or triangle (a triangle-shaped block) in their surroundings.

Domain

Topic of the Day

Circle Time A Story on Feeling Scared

General Awareness Sharing about When We Feel Scared

Book & Page

Foundational Literacy Curves Literacy Workbook, page 4

Foundational Numeracy Zigzag Lines Numeracy Workbook, page 7

DIY Head, Shoulder, Knees and Toes Rhymes and Stories, page 6

CIRCLE TIME

LO: Children will listen and respond to a story about feeling scared.

Resources: Picture of a girl looking scared

1. Setting the Context: Show the picture of a scared girl and ask: What does girl feel? Let a few children respond. Then say: She feels scared. Today, we will listen to a story about a girl who got scared.

2. Narrating the Story: Narrate Lila Feels Scared using expressions and voice changes to make it engaging.

3. Discussing the Story: After the story, ask simple questions such as: Why was Lila scared? / What did she do when she was scared? / Who hugged Lila?

GENERAL AWARENESS

Lila Feels Scared Lila heard a big BOOM! It was thunder! She felt scared and hid under her blanket. She shook a little. Then, Mother came and gave her a big hug. �The sky is just making loud sounds,� Mother said softly. Lila listened to the rain. It fell pitter-patter on the window. She felt safe. She smiled. Soon, she closed her eyes and fell asleep.

LO: Children will be able to share situations when they feel scared.

Resources: Flashcard showing a scared face

Introduction

1. Connecting with the Story: Begin by saying: We heard a story about Lila, who was scared of thunder. Today, we will talk about times when we feel scared. Ask a few children to recall what happened in the story.

2. Picture Talk: Show the flashcard and ask: What do you see? Take responses, then say: This is a scared face. Ask the children to copy the expression.

3. Modelling: Hold up the flashcard and share a few examples: I feel scared in the dark. / I feel scared of dogs. Ask the children to repeat after you 5–6 times.

Practice

4. Encouraging Sharing: Give each child a turn to hold the flashcard and share when they feel scared. Encourage them to speak in home language or mixed language. Ensure everyone gets a chance to participate.

FOUNDATIONAL LITERACY

LO: Children will be able to trace curves.

Resources: Literacy Workbook, page 4

Introduction

1. Recalling Curves: Say: We have learnt right and left curves in our maths session. Draw both curves on the board and ask children to name them.

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

Practice

3. Tracing Curves: Ask children to open page 4 of the workbook. First, have them trace the curves with their index finger, then with crayons.

Pro Tip

You can use the activities from the previous day’s Numeracy section to practise curves today.

FOUNDATIONAL NUMERACY

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

Resources: Numeracy Workbook, page 7; a rope; a sandpit or a tray filled with sand

Introduction

1. Explaining Zigzag Lines: Gather the children in a circle, if possible. Place a rope in a zigzag pattern on the floor and say: This is a zigzag line. It goes up and down. Use your finger to trace along the rope while explaining.

2. Drawing a Zigzag Line: Draw a zigzag line on the board. Guide children to trace a zigzag shape in the air with their index finger.

3. Tracing on Sand: Call children one by one to trace a zigzag line on the sand using their index finger. Ensure everyone gets a turn.

Practice

4. Workbook Activity: Ask children to open page 7 of the workbook and trace the zigzag lines first with their index finger, then with crayons.

Pro Tip

Make learning fun by having some children stand in a zigzag line and others in a straight line. Ask them to observe and describe the difference.

LO: Children will be able to recite the poem Head, Shoulder, Knees and Toes with actions.

Resources: Rhymes and Stories, page 6

1. Warm-Up Activity: Discuss the picture on page 6 in English, home language, or mixed language. Ask: Where is the girl standing? / What is she doing? / How does she look? Encourage children to think and share.

2. Poem Recitation: Recite the poem with tune and actions, pointing to the body parts. Ask children to repeat after you while doing the actions. Repeat this 3–4 times.

3. Wrap-Up Activity: Call out the names of the body parts (shoulder, head, knees, toes, eyes, etc.) and ask children to point to them as quickly as they can.

Head, Shoulders, Knees, and Toes

Domain

Topic of the Day

Circle Time A Story on Emotions

General Awareness My Feelings

Foundational Literacy Up and Down Curves

Foundational Numeracy Wavy Lines

DIY Head, Shoulders, Knees and Toes

CIRCLE TIME

Book & Page

General Awareness, pages 4, 88

Literacy Workbook, page 5

Numeracy Workbook, page 8

Rhymes and Stories, page 6

LO: Children will be able to listen and respond to a story about multiple emotions.

Resources: Flashcards showing a happy face, sad face, and scared face

1. Recapitulating the Feelings: Show each flashcard and ask children to name the feeling they see.

2. Narrating the Story: Narrate the story Missy and Leo with expressions and voice modulation to make it engaging.

3. Discussing the Story: Ask simple questions to help children recall the story. For example: What made Missy happy? / What was Missy’s friend’s name? / Why was Missy sad?

Missy and Leo

Missy the monkey felt excited when she found a big bunch of bananas. But when she saw that her friend Leo had none, she felt sad. Suddenly, there was a loud BOOM! Missy felt scared and quickly hid behind a tree. Leo held her hand and smiled. Missy felt brave with her friend beside her. They decided to share the bananas. Soon, they were laughing and feeling happy again!

GENERAL AWARENESS

LO: Children will be able to identify and talk about different feelings. Resources: General Awareness, page 4 and sticker sheet

Introduction

1. My Feelings: Ask children to turn to page 4 of the textbook. Point to the faces showing different feelings and ask them to identify each emotion. Then, guide them to trace the dotted lines with crayons.

Practice

2. Picture Talk: Discuss the pictures on page 4 by asking simple questions:

Picture 1: What are the children doing? Do they look happy or sad?

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

Picture 3: What do you see? Is the girl sad or scared?

3. Sticking the Stickers: Ask children to identify the feelings in the pictures. Then, guide them to tear the feeling stickers from the end of the book and paste the correct one below each picture.

FOUNDATIONAL LITERACY

LO: Children will be able to identify and trace up and down curves.

Resources: Literacy Workbook, page 5; play dough; newspapers for each table

Introduction

1. Recapitulating Up and Down Curves: Draw up curves and down curves on the board. Say: We have learned these curves before. Let’s revise them! Ask a few children to come forward, identify the curves, and trace them with their index finger.

2. Air Drawing: Guide children to trace up and down curves in the air using their index finger.

3. Making Curves with Play dough: Distribute newspapers and guide children to spread them on their tables. Give each child play dough and show them how to roll it to form an up curve and a down curve. Walk around to check and assist as needed.

Practice

4. Tracing in the Workbook: Ask children to open page 5 of the workbook. First, have them trace the curves with their index finger, then with crayons.

Pro Tip

If there is no play dough, give children chalk to draw up and down curves on the floor or their tables for a hands-on experience.

FOUNDATIONAL NUMERACY

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

Resources: Numeracy Workbook, page 8

Introduction

1. Making Waves: Move your hands in a wavy motion and ask the children to copy you. Say: We are making waves with our hands. Today, we will learn about wavy lines.

2. Tracing on the Blackboard: Draw different wavy lines on the board. Call children one by one to trace wavy lines on the board. Ensure all children get a turn.

Practice

3. Tracing in the Workbook: Ask children to open page 8 of the workbook and trace the wavy lines with crayons.

Draw waves in a river or the sea using wavy lines. Add fish, a boat, or anything you like! Colour your picture with crayons.

DIY

LO: Children will be able to recite the poem Head, Shoulder, Knees and Toes and describe the function of body parts.

Resources: Rhymes and Stories, page 6

1. Reciting the Poem: Start by reciting Head, Shoulders, Knees and Toes with actions. Repeat 2–3 times with the children, encouraging them to sing along and follow your actions.

2. Functions of Body Parts: Point to each body part and discuss its function. For example:

Eyes help us see.

Ears help us hear.

Hands help us hold things.

Legs help us walk.

Pro Tip

Play a Guess the Body Part game! Say a function (e.g., I help you see), and let children point to or name the correct body part.

Head, Shoulders, Knees, and Toes

DAY

CATCH - UP CARNIVAL

Domain General Awareness

Learning Outcome Children will be able to identify different feelings.

Resources Picture cards showing happy, sad, and scared situations.

Suggested Method

1. Place the picture cards upside-down in a row.

2. Call children one by one to pick a card.

3. Ask them to describe the picture and identify the feeling shown.

4. Clap for each child and give them a star sticker after they finish.

5. Repeat until all children have had a turn.

Support for Struggling Learners

Gather struggling children in a circle. Narrate a story with different feelings and guide them to identify emotions in the story. Then, ask them one by one to share when they feel happy, sad, or scared.

Domain Foundational Literacy and Foundational Numeracy

Learning Outcome Children will be able to identify and trace standing lines, sleeping lines, slanting lines, and curves.

Resources Lines and curves made with play dough; flashcards of lines and curves

Suggested Method

1. Arrange the play dough lines and curves in a row.

2. Place the flashcards face down in another row.

3. Call children to come one by one and pick a flashcard.

4. Ask them to match the flashcard with the correct play dough line/curve.

5. Then, guide them to trace the same line/curve on the board, and name it. Clap for each child after they complete the task. Repeat until all children get a turn.

Support for Struggling Learners

Let children trace the lines and curves on your palm with their fingers. Then, guide them to do the same on their own palms.

This gentle, hands-on method builds confidence before they move on to tracing in the air, sand, or workbook.

Domain Topic of the Day

Circle Time Stretching and Meditation

General Awareness A Story on Friendship

Foundational Literacy Sounds Around Me

Book & Page

Foundational Numeracy Big or Small Numeracy Workbook, page 9

DIY Game of Colours

CIRCLE TIME

LO: Children will perform simple stretching and breathing exercises. Resources: Soft background music (if available)

1. Stretching Exercises: Gather the children in a circle, if possible. Demonstrate the following stretches and ask them to follow along:

• Reach for the Sky: Stand tall, stretch both arms, and reach upwards.

• Touch Your Toes: Bend forward and touch your toes with both hands.

2. Breathing Exercises: Ask the children to sit comfortably with their legs crossed and eyes closed. Guide them through these breathing exercises:

• Balloon Breathing: Pretend the belly is a balloon. Inhale to “inflate” it and exhale slowly to “deflate” it.

• Bumblebee Breathing: Inhale through the nose, then hum like a bee while exhaling.

Repeat each exercise at least 10 times.

GENERAL AWARENESS

LO: Children will listen to a story about friendship.

Introduction

1. Setting the Context: Engage the children by saying: Today, we will listen to a story about how a tiny ant and a big dove became great friends.

Practice

The Dove and the Ant

One day, a little ant was thirsty and climbed onto a riverbank to drink water. Suddenly, she slipped and fell into the water. She struggled to stay afloat. A kind dove sitting on a tree saw the ant in trouble. The dove quickly plucked a leaf and dropped it into the river. The ant climbed onto the leaf and safely floated back to shore. Days later, the ant saw a hunter aiming his arrow at the dove. Thinking fast, she bit the hunter’s foot. He missed his aim, and the dove flew away safely. The dove and the ant had helped each other, showing that true friendship means caring for one another.

2. Narrating the Story: Tell The Dove and the Ant story with expressions and voice modulation. Use simple words and a mix of home language and English if needed. Repeat the story 2–3 times.

This session is only for storytelling. Do not ask too many any questions about the story at this stage.

FOUNDATIONAL LITERACY

LO: Children will listen to and identify common everyday sounds.

Resources: Audio of common sounds (e.g., birds, raindrops, cars, footsteps), if available

Introduction

1. Listening to Sounds: Ask the children to close their eyes and focus on the different sounds around them. After a minute, invite a few children to share what sounds they heard.

2. Listing Common Sounds: Discuss and list sounds that children may hear daily. Some examples are: school bell, birds, footsteps, opening school bags and pencil boxes, animals, people talking, cars, fans, etc.

Practice

3. Identifying Common Sounds: Play the audio or create sounds made by different things. Ask the children to listen carefully and identify the sounds.

4. Making Sounds: Ask each child to create a sound they hear daily at school or home.

If audio is not available, create sounds using simple objects like clapping hands, loud footsteps, rustling paper, knocking on a table, or using your voice to mimic common sounds like birds chirping or a car honking.

FOUNDATIONAL NUMERACY

LO: Children will identify and compare big and small.

Resources: Numeracy Workbook, page 9; everyday objects for comparison (e.g., lime, apple, bottle, boxes, ball)

Introduction

1. Identifying Big and Small: Show two objects at a time and help children recognize which is big and which is small. For example, say: The apple is big, and the lime is small.

2. Body Movement: Ask children to spread their arms wide when you say BIG and bring them closer when you say SMALL. Repeat 5–6 times.

Practice

3. Picture Talk: Ask children to open page 9 of their workbook. Help them identify big and small animals. For example, say: Point to the big elephant. Point to the small mouse.

4. Marking Big or Small: Ask children to circle the big animal and cross out the small animal. Look around your home. Bring one big thing and one small thing.

DIY

LO: Children will identify red and green colours through actions.

Resources: Red and green flashcards

1. Knowing the Colours: Show red and green flashcards. Then, ask them to find red and green objects around them. You may help them find the red and green objects.

2. The Start and Stop Game: Say: When I show any colour, you can do an action. But if I show red, you must stop and sit quietly. Start again only when you see green.

3. Playing the Game: First, demonstrate. Then, play the game with the children, guiding them with the rules as many times as required.

Domain

Topic of the Day

Circle Time What Do I Like about School?

General Awareness Importance of Friends

Book & Page

Foundational Literacy Sounds at School Literacy Skillbook, page 4

Foundational Numeracy Big and Small Numeracy Skillbook, pages 1–2

DIY Balloon Volleyball

CIRCLE TIME

LO: Children will share what they like about their school.

Resources: A soft toy

1. Warm–up: Sit in a circle, if possible. Say an action and ask children to do it (e.g., Pack your bags. / Eat your snack. / Colour.).

2. Sharing about School: Say: Today, we will share one thing we like about our school. Give an example: I like colouring./ I like meeting my friends. Explain in the home language if needed.

3. Taking Turns: Pass the soft toy around. When a child gets the toy, they share one thing they like about school. Ensure every child gets a turn. They may speak in their home language.

GENERAL AWARENESS

LO: Children will listen to a story about friendship and discuss the importance of friends.

Introduction

1. Recap: Recap the story The Dove and the Ant from the previous session. Retell the story to the children 1–2 times in their home language or mixed language. Ask them simple questions based on the story. Emphasize that friends help and make each other happy.

2. Importance of Friends: Conclude: Friends are special because they care for each other. Friends make life fun, help us when we need them, and make us feel happy!

Practice

3. Sharing about Friends: Ask: Who is your best friend? Why do you like your friend? Encourage all children to share. Ask them to think of simple examples of kindness and of love from their friends. They can respond in their home language or mixed language.

Pro Tip

Remind children that everyone in the class is a friend, and friendships can grow by being kind and helpful.

FOUNDATIONAL LITERACY

LO: Children will be able to identify and name different sounds they hear in school.

Resources: Literacy Skillbook, page 4

Introduction

1. Recap: Begin the session by inviting a few children to share some common sounds they hear around them. Encourage them to not only name the sounds but also mimic them. For example, if a child mentions a cat meowing, ask them to demonstrate how it sounds.

Practice

2. Picture Talk: Guide the children to open page 4 of the textbook. Ask them to share what they see in the picture. You can ask them questions like:

• Where do you think the children are?

• What time of the day is it?

• What is the boy doing?

• Who is playing the drum?

3. Imitating the Sounds: Demonstrate different sounds in the picture and ask the children to imitate them. For example, say: The girl is playing the drum— Dum, dum! Dum, dum! Repeat each sound 4–5 times to reinforce learning.

Pro Tip

Take the children around the school, if possible, and help them identify different sounds around them. Ensure that all children participate by encouraging them to mimic the sounds that they hear.

FOUNDATIONAL NUMERACY

LO: Children will identify and compare big and small.

Resources: Numeracy Skillbook, pages 1–2; common classroom objects

Introduction

1. Recap: Revise the concept of big and small by showing two objects at a time. Ask the children to identify which object is big and which one is small.

2. Comparing Hand Sizes: Draw an outline of your hand on the board. Then, call one child and draw their hand outline next to yours. Guide the children to identify which hand is big and which hand is small. Say: This hand is big, and this hand is small.

Error Alert!

Do not compare the hands of two children, as their hand sizes might be similar, making it difficult to identify the difference.

Practice

3. Big and Small: Guide the children to open page 1 of the textbook. Ask them to point to the big bear and the small rabbit. Then, instruct them to circle the big gift.

4. Colouring the Big Animal: Ask the children to open page 2 of the textbook. Ask them to find and point to the big circle and the small circle. Encourage them to say big and small as they point to each one. Finally, instruct them to colour the big elephant.

DIY

LO: Children will try to keep a balloon in the air as long as possible by hitting softly below it, thereby improving their hand-eye coordination.

Resources: An inflated medium-sized balloon

1. Keeping the Balloon in the Air: Demonstrate how to hit the balloon gently at the bottom to keep it in the air. Call children one by one and allow them to play for a few seconds, ensuring they do not let the balloon touch the ground.

2. Balloon Volleyball: Call two children at a time and ask them to hit the balloon back and forth without letting it touch the ground. Allow each pair to play for about 30 seconds.

If possible, play the game in an open area or playground to allow more space for movement.

Domain

Circle Time

Topic of the Day

Different Weathers

Book & Page

General Awareness My Friends General Awareness, page 5

Foundational Literacy The Alphabet Song Literacy Skillbook, page 5

Foundational Numeracy Tall and Short Numeracy Workbook, page 10

DIY A Circle Art and Craft, page 3

CIRCLE TIME

LO: Children will identify four types of weather and describe today’s weather.

Resources: Poster—Weather Chart

1. Observing Today’s Weather: Show the weather chart and ask children to look outside. Ask: How does the sky look? How do you feel—warm, hot, or cold? Take responses and describe the day’s weather. For example: The sky is cloudy. It feels cool.

2. Identifying Different Weathers: Use the poster to introduce each weather. Point and say:

This is sunny weather. The sun is bright, and we feel warm.

This is rainy weather. The rain falls, and we need an umbrella.

This is windy weather. The trees move, and we feel a cool breeze.

This is cloudy weather. The sky is grey, and it might rain.

Pro Tip

Let children act out each weather, such as fanning themselves for sunny or pretending to hold an umbrella for rainy.

GENERAL AWARENESS

LO: Children will discuss and share what they like doing with their friends.

Resources: General Awareness, page 5

Introduction

1. Recap: Recap The Ant and the Dove story by asking a few questions.

2. Sharing about Friends: Ask children to share one thing they like to do with their friends. Allow them to respond in their home or mixed language. Ensure every child gets a turn.

Practice

3. Picture Talk: Guide children to open page 5 of the textbook. Point to each picture and ask: What are the children doing? Do you do this with your friends?

4. Things I do with Friends: Ask children to tick the activities on page 5 that they do with their friends. They can use a pencil or crayon.

FOUNDATIONAL LITERACY

LO: Children will recite the alphabet song.

Resources: Literacy Skillbook, page 5

Introduction

1. Warm Up: Guide children to open page 5 of the textbook. Ask them to observe the picture and share what they see. Ask questions like: What animals can you see? / What are the children doing?

Practice

2. Listening to the Alphabet Song: Play the audio of the alphabet song or sing it for the children. Ask them to listen carefully.

3. Reciting the Alphabet Song: Sing the alphabet song and ask children to repeat after you. Repeat it 5–6 times.

Do not introduce reading or writing of letters today. Focus only on singing the song and letting the children enjoy the music. Error Alert!

FOUNDATIONAL NUMERACY

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

Resources: Numeracy Workbook, page 10; some objects for comparison

Introduction

1. Comparing Tall and Short: Show one tall and one short object. Ask: What do you notice about the size of these objects? Let a few children share their responses. Then point and say: This is tall, and this is short. Repeat 5–6 times.

2. Body Movements: Guide children to stand with their hands raised when you say “TALL.” Ask them to sit down when you say “SHORT.” Repeat 5–6 times.

3. Identifying Tall and Short: Draw two objects on the board—one tall and one short—and ask children to identify them. Repeat with 4–5 pairs of such objects.

Practice

4. Tall and Short: Ask children to open page 10 of the workbook. Guide them to tick the tall object and cross out the short object in each set.

Error Alert!

Do not confuse tall with long. Tall refers to objects standing upright, while long refers to objects lying horizontally.

DIY

LO: Children will trace an outline of a circle and colour it.

Resources: Art and Craft, page 3; flashcard or cutout of a circle

1. Introducing a Circle: Show the flashcard or cutout of a circle and say: This is a circle

2. Tracing a Circle on Board: Draw a circle on the board. Call a few children to trace it with their index finger. Then, guide all children to draw a circle in the air with their index finger.

3. Colouring and Tracing a Circle: Ask children to open page 3 of the book. Guide them to join the dots to form a circle using a crayon or pencil, then colour it green.

Domain Topic of the Day Book &

Circle Time A Poem on Friends

General Awareness Friendship Day Celebration

Foundational Literacy The Alphabet Song Literacy Skillbook, page 5

Foundational Numeracy Tall and Short Numeracy Skillbook, pages 3-4

DIY Fun with Origami

CIRCLE TIME

LO: Children will listen to and enjoy a poem on friends.

1. Listening to the Poem: Recite the poem My Friend with expressions and a cheerful tone. Repeat it 2–3 times so children can enjoy the rhythm and words.

2. Action Time: Recite the poem again, encouraging children to follow simple actions: pretend to play, laugh, run, jump, and sway. Ask them to hug themselves when they hear “I love my friend.” Repeat 2–3 times.

GENERAL AWARENESS

My Friend

My friend and I play all day, We laugh, we run, we jump and sway. We help each other, kind and true, I love my friend, yes I do!

LO: Children will draw and make a card for their friends, enhancing their creativity. Resources: A4-sized paper folded into a greeting card (one per child); crayons; stickers

Introduction

1. Talking about Friends: Sit with the children and say: Friends are special! We play, laugh, and have fun with them. Encourage a few children to share what they do with their friends.

Practice

2. Making a Card: Give each child a blank card and guide them to draw something for their friend. Show simple drawings on the board, like a smiley face or a balloon. Ask them to colour their drawing and decorate the card with stickers.

Pro Tip

Encourage children to give the card to their friend and say: This is for you!

FOUNDATIONAL LITERACY

LO: Children will listen to and recite The Alphabet Song.

Resources: Literacy Skillbook, page 5

Introduction

1. Recap: Play the audio of The Alphabet Song or sing it for the children. Ask them to listen carefully. Repeat it 3–4 times.

Practice

2. Reciting the Song: Sing the song again and ask the children to repeat after you. Repeat it 4–5 times. Then, invite a few confident learners to come forward and recite it.

Error Alert!

Do not focus on recognising letters or letter sounds in this session. Let children simply enjoy and become familiar with The Alphabet Song.

FOUNDATIONAL NUMERACY

LO: Children will identify and compare tall and short

Resources: Numeracy Skillbook, pages 3-4; paper cups or blocks

Introduction

1. Recap: Reinforce the concept of tall and short through body movements. Ask children to stand up with their hands raised when you say “Tall.” Ask them to sit down when you say “Short.”

2. Making Towers: Call two children at a time. Guide one to build a tall tower and the other a short tower using blocks or paper cups. Help them identify which tower is tall and which is short. Ensure every child gets a turn.

3. Tall and Short: Ask children to open page 3 of the textbook. Help them identify the tall giraffe and the short fox. Then, guide them to circle the short object.

4. Comparing Tall and Short: Ask children to open page 4. Guide them to identify the tall child and colour his shirt. Finally, ask them to point to the glasses and say “Tall” and “Short.”

Observe things at home. Bring one tall object and one short object.

2. Origami: Distribute coloured paper to the children. Guide them step by step to fold the paper to create a dog’s face, as shown in the picture. Once completed, help them draw the dog’s nose and eyes using a black sketch pen or crayon. DIY

LO: Children will make a dog’s face by folding paper, enhancing fine motor skills.

Resources: Square coloured paper (one per child); picture of a dog; black sketch pen or crayon

1. Warm Up: Show the picture of a dog and ask: What is this? Have you seen this animal anywhere? Take a few responses and say: Today, we will make a dog’s face.

CATCH - UP CARNIVAL

Domain General Awareness

Learning Outcome Children talk and share about what they do with their friends.

Suggested Method Call each child one by one and ask: “What is your name?” and “Tell me two things you like to do with your friends.” Encourage the child to respond. Clap loudly for each child after they share and give them a star sticker as a reward. Repeat till all children have had their turn.

Support for Struggling Learners

Gather struggling children in a circle and narrate a simple story on friendship. After the story, ask guiding questions to help them understand and connect with it. Encourage them to relate the story to their own friendships by sharing their experiences.

Domain Foundational Literacy

Learning Outcome Children will sing The Alphabet Song.

Suggested Method Play The Alphabet Song or sing it for the children. Ask them to listen carefully. Then, sing the song again and ask them to repeat after you. Repeat it 3–4 times. Finally, encourage confident learners to sing it individually or in small groups while the rest of the class claps along.

Support for Struggling Learners

Gather struggling learners in a small circle and have them repeat the song line by line after you.

Domain Foundational Numeracy

Learning Outcome Children will identify and compare big–small and tall–short.

Resources Play dough and bottles of different lengths

Suggested Method Give each child some play dough and ask them to make one big ball and one small ball. Encourage them to compare the sizes. Next, call the children one by one and ask them to pick any two bottles. Guide them to compare the bottles and identify which one is tall and which one is short. Repeat until all children get a turn.

Support for Struggling Learners

Use real-life comparisons to reinforce understanding. Ask struggling learners to stand next to you or a taller child and guide them to observe who is tall and who is short. Similarly, give them two classroom objects (e.g., a big book and a small book) and help them feel and compare the sizes. Use clear and repetitive language, saying: “This is big, this is small,” and “This is tall, this is short.” Encourage them to repeat the words while pointing to the objects.

Domain

Circle Time

Topic of the Day

DAY 16

Book & Page

Narrating a Story: This is Me Rhymes and Stories, pages 1–5

General Awareness A Rhyme on Body Parts

Foundational Literacy Sound /a/ of Letter A Literacy Skillbook, page 6

Foundational Numeracy How Many Fingers of One Hand? Numeracy Skillbook, page 5

DIY Fun Game: Spot the Change

CIRCLE TIME

LO: Children will listen to the story This is Me in their home language and mixed language.

Resources: Rhymes and Stories, pages 1–5

1. Imitation Game: Demonstrate simple actions, such as stomping, showing big, feeling sad, or eating ice cream. Ask the children to imitate you. Repeat with different actions each time.

2. Storytelling: Narrate the story This is Me in home language or mixed language. Repeat the story 3–4 times to help children grasp and remember it.

Error Alert!

Do NOT use English for narration today. Simply tell the story in home or mixed language and ask children to listen carefully.

GENERAL AWARENESS

LO: Children will identify and point to different body parts.

Resources: Pictures or flashcards of body parts (e.g., eyes, nose, mouth, ears, hands, feet)

Introduction

1. Identifying Different Body Parts: Show flashcards of different body parts one by one and say their names. Ask the children to point to the corresponding body part on themselves as you display each flashcard.

2. Action Rhyme: Sing the rhyme My Body Parts with actions. Repeat it 3–4 times with the children.

My Body Parts

Touch your head, touch your toes, Wave your hands, now let’s go! Tap your knees, tap your feet, Point to your nose, isn’t that neat? Eyes can see, ears can hear, Learning body parts is fun, my dear!

Practice

3. Listen and Follow: Give simple commands using body parts and ask the children to follow. Say: Touch your nose, Clap your hands, Blink your eyes, Touch your feet, Shake your leg, and Click your fingers. Repeat for reinforcement.

FOUNDATIONAL LITERACY

LO: Children will identify and say the names of items starting with the /a/ sound of Letter A.

Resources: Literacy Skillbook, page 6; flashcards with pictures of words starting with A (apple, aeroplane, arrow, alligator)

Introduction

1. Introducing the /a/ Sound: Show each flashcard one by one and clearly say the name of the object. Ask the children to repeat the word loudly and correctly after you. Focus their attention on the beginning sound /a/. Say: /a/ /a/ apple. Repeat for each word 3–4 times with the children.

2. Identifying the /a/ Sound: Say the names of different items. Ask children to clap if the word starts with the /a/ sound and turn around if it does not.

Practice

3. Picture Talk: Ask the children to open page 6 of the textbook. Point to each picture and help them recognize it. Emphasise the /a/ sound in each word. Say: /a/ /a/ ant; /a/ /a/ apple; /a/ /a/ arrow; /a/ /a/ alligator

Pro Tip

You can hide objects starting with the /a/ sound around the classroom. Let children find them and say their names aloud.

Observe things at home and find two items that start with the /a/ sound. Share their names in class the next day.

FOUNDATIONAL NUMERACY

LO: Children will count the number of fingers on both hands.

Resources: Numeracy Skillbook, page 5

Introduction

1. Introduction to Counting Fingers: Guide children to count the fingers on both hands. Repeat 5–6 times to help them grasp the counting.

2. Knowing from Children: Invite a few children to come forward, count their fingers from 1 to 10, and show them to the class.

Practice

3. Rhyme Time: Sing the rhyme How Many Fingers on One Hand? with actions. Repeat it 5–6 times with the children.

DIY

LO: Children will observe and identify changes in a drawing.

Resources: Colourful chalks

1. Observation Time: Draw a simple, age-appropriate picture on the board using colourful chalks. Ask the children to observe it carefully

2. Guess the Change: Ask one child to step outside or turn around. Make a small change to the drawing, such as rubbing off or adding something. When the child returns, ask them to guess what has changed. Repeat until all children have had a turn.

Domain

Topic of the Day

Book & Page

Circle Time Discussing the Story:This is Me Rhymes and Stories, pages 1–5

General Awareness My Body General Awareness, page 6

Foundational Literacy Sound and Symbol of A Literacy Skillbook, page 6

Foundational Numeracy Counting Numbers 1-10 using Fingers Numeracy Skillbook, page 5

DIY Stretching and Breathing Exercises

CIRCLE TIME

LO: Children will listen to the story This is Me and discuss it.

Resources: Rhymes and Stories, pages 1–5

1. Picture Talk: Show the pictures from the story one by one and discuss them. Ask questions like: What do you see in this picture? What is the boy doing?

2. Interactive Read-Aloud: Read the story aloud, pausing to show pictures and ask questions.

Page 1: What is the name of the boy? Which animal does he want to be like?

Page 2: What is Bob doing?

Page 3: Why is Bob sad?

Page 4: What does mummy bring for Bob?

Page 5: Why is Bob happy?

GENERAL AWARENESS

LO: Children will be able to identify different body parts and their basic functions.

Resources: General Awareness, page 6; age-appropriate music

Introduction

1. Freeze Dance: Play music and let the children dance. When the music stops, give an instruction like ‘Touch your nose’ or ‘Hold your ears’. The children must freeze and follow the command. Repeat with different body parts for a fun and engaging activity.

2. Functions of Body Parts: Point to different body parts and introduce their functions. Example: Point to your eyes and say: I see with my eyes. Ask the children to repeat after you 5–6 times to reinforce learning.

Practice

3. My Body: Ask children to open page 6 of the textbook. Point to each body part in the picture and say its name. Encourage children to repeat the name and point to the same body part on their own bodies.

FOUNDATIONAL LITERACY

LO: Children will recognize the sound and symbol of letter Aa.

Resources: Literacy Skillbook, page 6

Introduction

1. Reinforcing the /a/ Sound: Recap the sound of letter A by pointing to the pictures on page 6. Read out the names of the items, emphasizing the beginning sound /a/. Ask children to repeat the words after you. Sing the rhyme too.

Pro Tip

Ask children to share the names of two things at home that start with the /a/ sound.

Practice

2. Blackboard Practice: Write A and a on the board. Point to them and ask children to repeat after you: A says /a/ /a/ /a/

3. Blackboard Show: Invite children to take turns tracing A and a on the board with their finger or a piece of chalk. Encourage them to say A says /a/ /a/ /a/ as they trace.

FOUNDATIONAL NUMERACY

LO: Children will count from 1 to 10 using their fingers and recite a rhyme.

Resources: Numeracy Skillbook, page 5

Introduction

1. Recap: Count fingers from 1 to 10 with the children. Repeat 5–6 times to reinforce learning.

2. Numbers on Fingers: Say a number, and children show that many fingers. Say: Show me 5 fingers. Guide and support them as needed.

Practice

3. Rhyme Time: Sing the rhyme How Many Fingers on One Hand? with actions. Encourage children to follow along. Repeat 4–5 times for better engagement.

DIY

LO: Children will perform simple stretching and breathing exercises.

Resources: Soothing instrumental music

1. Let’s Stretch: Ask children to sit in a circle, if possible, and play soft music. Begin with hands in the Namaste position in front of the body. Inhale and stretch the arms up over the head. Exhale and bring the arms back to the starting position while making a large circle. Repeat a few times.

2. Focus on Breathing: Ask children to close their eyes and place their hands on their knees in meditation mudra. Guide them to take five deep breaths, focusing on their inhale and exhale. Finally, ask them to rub their palms together and gently place them over their eyes.

Error Alert!

Keep the exercises simple to ensure children remain comfortable and do not experience any strain or breathing difficulty.

WEEK 4

Domain

Circle Time

Topic of the Day

Talking about Favourite Food

General Awareness Rhyme: Two Little Hands

Book & Page

General Awareness, page 7

Foundational Literacy Tracing Aa Literacy Skillbook, pages 6-7

Foundational Numeracy One to One Correspondence Numeracy Skillbook, page 5

DIY A Square

CIRCLE TIME

LO: Children will talk about their favourite food.

Resources: Different foods or their pictures

Art and Craft, page 4

1. Talking about Favourite Food: Show pictures of different foods and ask: Which of these do you like to eat? Encourage children to name their favourite food.

2. Sharing Favorite Food: Ask: What is your favourite food? Who makes it for you? When do you eat it? Encourage children to describe its taste, colour, or shape. Say: Yum! That sounds delicious! and keep the discussion lively and engaging.

Pro Tip DAY 18

Play a “Guess the Food” game! Describe a food (e.g. “It is round, cheesy, and we eat it in slices!”) and let children guess. Encourage them to take turns describing their favourite food for the class to guess!

GENERAL AWARENESS

LO: Children will recite a rhyme on body parts and identify the functions of different sense organs.

Resources: General Awareness, page 7; a soft toy; a fragrant flower; music

Introduction

1. Introducing the Sense Organs: Show flashcards of the sense organs one by one and say their names. Guide children to point to each sense organ on their own bodies.

2. Introducing Senses: Help children understand the functions of sense organs through simple experiences.

• Pass a soft toy around and ask children to feel it. Then ask: What helps you know the toy is soft?

• Pass a flower and let children smell it. Then ask: What helps you smell the flower?

• Play music and ask children to listen. Then ask: How do you hear the music?

• Show the soft toy and ask a few children to describe it. Then ask: How do you see the toy?

• Ask: What helps you taste yummy food at lunchtime?

• Take their responses and discuss the functions of the sense organs.

Practice

3. Rhyme Recitation: Recite the rhyme Two Little Hands from page 7 with actions and expressions. Repeat it 5–6 times to help children remember and enjoy the rhyme.

FOUNDATIONAL LITERACY

LO: Children will be able to identify the sound /a/ and associate it with the symbol Aa.

Resources: Literacy Skillbook, pages 6-7; sand tray or sand pit

Introduction

1. Blackboard Practice: Write a large A on the board and say: Take a slanting line up, bring it down, and draw a sleeping line in the middle. Call a few children to trace A with their fingers on the board. Repeat for a by saying: Draw a circle going around and add a short line going down the side

2. Air Tracing: Guide children to trace A and a in the air with their index fingers while saying A says /a/ /a/.

3. Sand Tracing: Call children one by one to trace A and a in the sand with their index finger, reinforcing the shape of the letters.

Practice

4. Letter Aa Rhyme: Sing the rhyme on page 6 several times with the children, highlighting words that start with the letter Aa and emphasizing the /a/ sound.

5. Letter Aa Writing: Ask children to open page 7 of the textbook. Guide them to first trace A and a with their fingers, then with crayons. Show the picture of an apple and say: /a/ /a/ apple. Encourage them to repeat after you and colour the picture.

Open page 6 of the textbook and find the letter Aa in the rhyme. Circle A and a every time you see it.

FOUNDATIONAL NUMERACY

LO: Children will learn to count from 1 to 10 using fingers and practise one-to-one correspondence.

Resources: Numeracy Skillbook, page 5; countable objects like blocks or pencils

Introduction

1. Recap: Count fingers from 1 to 10 with the children. Repeat 5–6 times for reinforcement.

2. Explaining One-to-One Correspondence: Demonstrate using fingers and objects. Hold up three fingers and say: This is 3. Let’s give it 3 blocks. Repeat 2–3 times with different numbers.

Practice

3. Counting with Playdough: Give each child some objects like beads or buttons. Show a number using fingers and ask them to place that many objects in a row. For example, show 4 fingers, and children place 4 objects.

Error Alert!

Ensure the objects used for counting are large enough to prevent choking hazards. Supervise children closely to ensure they handle the objects safely.

DIY

LO: Children will identify a square shape, paste ice-cream sticks around it, and colour it.

Resources: Art and Craft, page 4; square cutout or flashcard; chalk; blue crayon; ice-cream sticks

1. Introducing a Square: Show a flashcard or cutout of a square and ask: Do you know this shape? Take a few responses and say: This is a square

2. Hop In: Draw circles and squares on the floor using chalk. Call children one by one and ask them to jump inside a square. Ensure all children get a turn.

3. Square: Guide children to open page 4 of the textbook. Help them paste ice-cream sticks along the dotted lines and colour the square blue.

Domain Topic of the Day

Circle Time Good Habits

Book & Page

General Awareness Handprint Art and Exploring Sense Organs General Awareness, pages 7–8

Foundational Literacy Writing Practice of ‘Aa’ Literacy Workbook, page 6

Foundational Numeracy One-to-One Correspondence Numeracy Skillbook, page 6

DIY Action Rhyme: Hokey Pokey

CIRCLE TIME

LO: Children will identify and talk about good habits.

Resources: A poster showing good habits

1. Observing the Poster: Show the poster to the children and ask: What do you see in the picture? Let them describe the different actions shown.

2. Talking about Good Habits: Point to each habit on the poster and ask: Do you do this at home? Why is this a good habit? Encourage children to share their thoughts.

3. Act It Out: Choose a habit from the poster and ask children to act it out, such as pretending to brush their teeth or wash their hands.

GENERAL AWARENESS

LO: Children will identify different sense organs and their functions.

Resources: General Awareness, pages 7–8; a soft toy; a bowl of coloured water

Introduction

1. Recap: Recite the rhyme Two Little Hands with actions and expressions. Repeat it 3–4 times with the children.

2. Guess and Tell: Give prompts and ask children to point to the correct sense organ. Say: You see with your… / You smell with your… and let them respond.

Practice

3. Making a Handprint: Guide children to dip their right hand in a bowl of watercolour and make a handprint on page 7 of the textbook. Then, help them do a thumbprint on the chicks.

4. Sense Organs: Ask children to open page 8 of the textbook. Point to the sense organs on the left and explain their functions using the pictures on the right. Then, guide them to trace the dotted lines to match each sense organ with its function.

FOUNDATIONAL LITERACY

LO: Children will identify the letter Aa and name things that start with the /a/ sound.

Resources: Literacy Workbook, page 6

Introduction

1. Identifying /a/ Sound: Say each word one at a time in random order. Ask children to clap ONLY if the word starts with the /a/ sound. Examples of some words starting with /a/ sound: ant, angry, apple, arrow, aeroplane, alligator, axe, anchor, and

Practice

2. Letter Aa: Ask children to open page 6 of the workbook. Help them identify objects that start with the /a/ sound and match them with the letter Aa. Then, guide them to find and colour the circles with Aa

FOUNDATIONAL NUMERACY

LO: Children will count from 1 to 10 using fingers and objects.

Introduction

Resources: Numeracy Skillbook, page 6; countable objects (beads, marbles, blocks, etc.)

1. Clap Counting: Start with a clap game. Show a number of fingers, and children clap that many times. For example, five fingers mean five claps. Demonstrate before beginning.

2. Counting and Matching Objects: Place countable objects in a basket. Call children one by one, show a number of fingers, and ask them to pick that many objects. For example, if you show 6 fingers, the child picks 6 objects. Ensure everyone gets a turn.

Practice

3. One-to-One Correspondence: Ask children to open page 6 of the textbook. Guide them to trace the dotted lines to help the animals reach the gifts, explaining that each animal gets one gift.

DIY

LO: Children will identify left and right sides and recite a rhyme.

1. Explaining Right and Left: Begin by introducing the right and left sides. Ask children to wave their right hand, then wave their left hand. Repeat a few times to reinforce the concept.

2. Rhyme Time: Recite the Hokey Pokey rhyme with actions and ask children to follow along. Repeat it 5–6 times to help them remember and enjoy the movements.

Hokey Pokey

You put your right foot in, You put your right foot out, You put your right foot in, And shake it all about.

You do the Hokey Pokey and turn yourself around, That’s what it’s all about!

You put your left foot in, You put your left foot out, You put your left foot in, And shake it all about.

You do the Hokey Pokey and turn yourself around, That’s what it’s all about!

(Repeat with the right hand and left hand.)

Domain

CATCH - UP CARNIVAL

General Awareness

Learning Outcome Children will identify different body parts and their functions.

Suggested Method Call children one by one and ask them to point to a body part and say its function. Clap loudly for each child after they respond. Repeat until all children get a turn.

Support for Struggling Learners

Recite a simple body parts rhyme with actions and repeat it 4–5 times. Then, use flashcards to show each body part and explain its function through actions.

Domain Foundational Literacy

Learning Outcome Children will identify the /a/ sound of letter A and trace the letter.

Resources A basket with common objects starting with the /a/ sound; a sand tray

Suggested Method Call children one by one. Let them pick an object from the basket, name it, and identify the beginning sound. Provide a sand tray for them to trace A and a using their fingers. Clap loudly for each child. Repeat until all children get a turn.

Support for Struggling Learners

Pair a struggling learner with a confident learner. Give them a basket with objects starting with different sounds. Ask them to find and name the objects that start with /a/, emphasizing the beginning sound. Example: /a/ /a/ apple

Domain Foundational Numeracy

Learning Outcome Children will count from 1 to 10 using fingers and practise one-to-one correspondence.

Resources A box with countable objects like stones, blocks, or beads.

Suggested Method Call children one by one. Ask them to count from 1 to 10 using their fingers. Then, show a number using your fingers and ask them to pick the same number of objects from the box. Clap loudly for each child. Repeat until all children get a turn.

Extra Support Tip

Gather children in a circle and count fingers from 1 to 10 together. Draw circles on the floor and ask them to place the correct number of stones inside the circles to reinforce counting.

DAY 21

Domain

Topic of the Day

Circle Time Same and Different

General Awareness A Poem on Personal Hygiene

Book & Page

Foundational Literacy Sound of the Letter B Literacy Skillbook, page 8

Foundational Numeracy The Concept of Quantity 1

DIY Patterns

LO: Children will be able to listen to a story about how individuals have similarities and differences.

1. Introducing: Sit in a circle, if possible. Start by saying: Today, we will listen to a story about how we are alike and different.

2. Story-telling: Narrate the story We are the Same, We are Different to the children. Repeat it 2–3 times to help them understand better.

3. Discussing the Story: Engage children by asking questions about the story. For example: How was Aarav’s hair different from Meera’s? / What did Aarav and Meera both enjoy? / Did Meera like playing cricket? / Who loved drawing?

We are the Same, We are Different Aarav and Meera were best friends. Aarav had short hair, and Meera had long hair. Aarav loved playing cricket, and Meera loved drawing. But they both loved eating mangoes and flying kites. They realised that being different is special, and having fun together makes them happy!

4. Learning from the Children: Invite a few children to answer questions about their own likes and dislikes. For example: What is your favourite game? / What food do you like? / Do you all have short hair? / Are your school bags the same colour? Emphasise the phrase We are the Same, We are Different to help children understand that while we may have differences, we also share similarities.

CIRCLE TIME GENERAL AWARENESS

LO: Children will be able to listen and recite a poem on personal hygiene.

Introduction

1. Setting the Context: Start by asking simple questions about hygiene. For example: When do you brush your teeth? / When do you take a bath? / When do you comb your hair? / When do you wash your hands?

2. Importance of Personal Hygiene: Discuss why personal hygiene is important by asking children questions about their daily routine. For example: Why do we brush our teeth? / Why do we take a bath? / Why do we comb our hair?

Practice

3. Personal Hygiene Rhyme: Recite the poem with actions. Ask children to repeat the poem after you while following the actions. Repeat this 6–7 times to help them memorise it.

FOUNDATIONAL LITERACY

LO: Children will be able to say the /b/ sound of letter B.

Personal Hygiene!

Wash your hands and brush your teeth, Take a bath to stay clean and neat.

Comb your hair and cut your nails, Wipe your nose with a tissue when it sails.

Wear clean clothes and feel your best, Good hygiene keeps you fresh and blessed!

Resources: Literacy Skillbook, page 8; some items whose names begin with the /b/ sound, such as ball, balloon, book, bag, brush, basket, bottle and so on

Introduction

1. Warm Up: Display all the objects on the teacher’s desk. Pick up each item one by one, say its name clearly, and ask the children to repeat after you. For example: balloon, ball, bottle. Draw their attention to the beginning sound /b/ in each word.

Practice

2. Looking at the Pictures: Turn to page 8 and point to each picture one by one. Say the name aloud, emphasising the beginning sound /b/. Encourage children to say the words clearly, focusing on the /b/ sound.

3. Reinforcing the /b/ Sound: Read the text on page 8 aloud several times, highlighting the /b/ sound. Encourage children to listen carefully and repeat after you.

Error Alert!

Ensure that this session focuses only on the /b/ sound. Do NOT introduce how to write letter B.

LO: Children will be able to identify the concept of 1 using real objects.

Resources: Objects like 1 pencil, 1 book, 1 bag, 1 crayon, 1 apple, 1 chalk, 1 spoon

Introduction

1. Introduction Song: Sing Number One is Fun to the tune of Twinkle Twinkle Little Star. Use actions while singing and repeat it 5–6 times to help children remember the concept.

Number One is Fun

One nose, one mouth, we all can see, One sun, one moon, shining brightly for me. Number one is so much fun, Let’s learn to count one, everyone!

2. Counting 1 Object: Place various objects on a table. Pick them up one by one and say: 1 book / 1 spoon / 1 pencil / 1 crayon, encouraging children to repeat after you. Repeat this 4–5 times to reinforce understanding.

Practice

3. One and Only One Game: Gather children in a circle, if possible. Call them one by one and ask each to bring only 1 object from the classroom. For example: Bring 1 chalk / Bring 1 book / Bring 1 bottle Ensure every child gets a turn.

DIY

LO: Children will be able to recognise and create simple patterns through actions.

1. Introduction: Explain what a pattern is in simple terms. Say: A pattern is something that repeats, like colours, shapes, or actions. Today, we will make our own pattern dance using actions!

2. Making a Pattern Dance: Demonstrate a simple pattern dance and show it to the children. For example: Clap – stomp – clap Jump – turn around – jump Wave right hand – wave left hand – wave right hand Repeat the actions 4–5 times, emphasising how the actions follow a repeating pattern.

Domain

Circle Time

General Awareness

Topic of the Day

Movement Game: Follow the Leader

Sorting Items Related to Personal Hygiene

Foundational Literacy Sound and symbol of Letter B

Book & Page

Literacy Skillbook, page 8

Foundational Numeracy Understanding and Writing Number 1 Numeracy Skillbook, pages 7–8

DIY Recognising Colourful Patterns

CIRCLE TIME

STEM Exploration, pages 5–6

LO: Children will be able to follow and repeat their friends’ actions, enhancing physical development.

1. Introducing the Game: Gather the children in a circle, if possible. Say: Today, we’re playing a fun action game! Watch and copy your friends’ actions. When I say “Change” and call a name, that child will do a new action for everyone to follow. Give examples of simple actions like jumping, clapping, nodding, pretending to eat, etc.

2. Follow the Leader: Start by doing an action and ask the children to copy you. Then say, for example: Change! Rohit does the next action. Ensure each child performs their action for about 8–10 seconds before switching to the next.

Pro Tip

Play age-appropriate music in the background, if possible, to make the activity more engaging.

GENERAL AWARENESS

LO: Children will be able to sort and list items related to personal hygiene. Resources: A large bag containing commonly used hygiene items (toothbrush, comb, toothpaste, shampoo, soap, hair oil, nail clipper, tissue paper) and other everyday items (pen, chalk, glass, book, pencil, crayon)

Introduction

1. Personal Hygiene Rhyme: Begin by recapping the Personal Hygiene rhyme from the previous session. Perform the rhyme with actions 3–4 times to reinforce learning.

2. Discussing Items Used for Personal Hygiene: Ask children to name items used for personal hygiene. Use guiding questions like:

What do we use to brush our teeth?

What do we use to clean our body?

What do we use to comb our hair?

What do we use to cut our nails?

Practice

3. Sorting of Objects: Mix all objects in a bag. Call children one by one to pick an item without looking. Ask them: Is this used for personal hygiene? If yes, how does it help keep us clean?

4. Summarization: Conclude by highlighting the importance of personal hygiene in staying healthy and preventing diseases.

FOUNDATIONAL LITERACY

LO: Children will be able to recognize the sound and symbol of letter B. Resources: Literacy Skillbook, page 8

Introduction

1. Recapping the Sound of Letter B: Point to the pictures on page 8 and say their names aloud, emphasizing the /b/ sound at the beginning. Ask the children to repeat the words after you. Sing the rhyme too.

Practice

2. Identifying the /b/ Sound: Point to common classroom items that start with /b/ (e.g. books, blocks, box, bottle, bag, bench, board). Ask children to name the item and identify the beginning sound.

3. Blackboard Practice: Write B and b on the board. Point to them and say: B says /b/ /b/ /b/. Ask children to repeat it loudly.

4. Blackboard Tracing: Invite children to trace B and b on the board using their finger or a piece of chalk. Encourage them to say: ‘B says /b/ /b/ /b/� while tracing.

Pro Tip

Draw children’s attention to the fact that the letter name is B (pronounced bee), but its sound is /b/, as in ball or butter.

FOUNDATIONAL NUMERACY

LO: Children will be able to recognize and write number 1.

Resources: Numeracy Skillbook, pages 7–8

Introduction

1. Recapping Number 1: Sing the Number One is Fun rhyme from the previous session 2–3 times with the children. Then, count a few items that exist as one, such as 1 nose, 1 mouth, 1 board, 1 chalk, 1 pencil, etc.

2. Blackboard Practice: Write 1 on the board and say: Number 1 is a straight line from top to bottom, just like a stick!

3. Air Drawing: Demonstrate how to trace number 1 using your index finger. Guide children to start from the top and go straight down. Repeat this 4–5 times.

Practice

4. Counting and Tracing Number 1: Ask children to open page 7 of the Numeracy Skillbook. Show them the 1 elephant and read out the rhyme. Then, show 1 finger (index finger) and say: 1 finger. Ask children to do the same. Finally, have them trace number 1 on page 7 with a crayon.

5. Colouring 1 Thing: Ask children to turn to page 8 of the Numeracy Skillbook. Point to 1 bear and 1 sun. Then, instruct them to colour the sun.

DIY

LO: Children will be able to recognize and create colourful patterns. Resources: STEM Exploration, pages 5–6; crayons/markers/chalks in two colours, ice-cream sticks (one per child), bindis in two different colours

1. Understanding Colourful Patterns: Use two-colour crayons/markers/ chalks to draw simple patterns on the board or a chart. For example: Red – Green – Red – Green Red – Red – Green – Red – Red – Green Give 3–4 examples and encourage children to observe how the colours repeat to form a pattern.

2. Identifying Colourful Patterns: Ask children to open pages 5–6 of their textbook. Guide them through the patterns made with two-colour bindis. Help them understand the patterns on page 5 and mark YES for point 3.

3. Making Colourful Patterns: Distribute ice-cream sticks and two-colour bindis. Ask children to create their own patterns using the bindis. Move around the class to observe and assist as needed.

Keep patterns simple, using only two elements (ABAB, ABBABB, AABAAB). Ensure patterns are clear and consistent to avoid confusion. Error Alert!

Domain

Circle Time

Topic of the Day

Situation Game: What Will You Do?

General Awareness I Am Clean

Book & Page

General Awareness, page 9

Foundational Literacy Writing Practice of Bb Literacy Skillbook, page 9

Foundational Numeracy Number 1 Numeracy Workbook, page 11

DIY Song: The Wheels on the Bus

CIRCLE TIME

LO: Children will be able to say what they will do in a given situation.

1. Explaining the Activity: Introduce the name of the activity: Situation Game. Say: I will give you a situation, and you have to think and tell me what you will do if you are in that situation. Explain once again in home language or mixed language if needed.

2. Giving an Example: Give an example to help children understand. Say: What will you do if you see a small puppy on the street? Provide possible answers: I will feed the puppy. / I will give water to the puppy. / I will play with the puppy.

3. Situation Game: Ask the listed questions, allowing 4–5 children to respond to each. Then move to the next question. Ensure all children get a turn. Encourage them to speak in home language or mixed language if needed.

GENERAL AWARENESS

LO: Children will be able to list ways to keep themselves clean. Resources: General Awareness, page 9

Introduction

What will you do if…

• you see your friend crying?

• you see some crayons lying on the floor?

• you lose your pencil?

• you have to go out in the rain?

• your friend wants a toy from you?

• you cannot do something by yourself?

1. Recapping Personal Hygiene: Start the session by reciting the Personal Hygiene rhyme with actions. Repeat 2–3 times to reinforce learning.

2. Discussions: Ask simple questions to encourage discussion:

How do we keep our teeth clean?

What do we do with a comb?

How do we cut our nails?

How do we keep our hands clean?

Allow children to respond in English, home language, or mixed language for better understanding.

Practice

3. Chapter Reading: Ask children to open page 9. Point to the first picture and say: What is the little teddy doing? Encourage them to observe carefully and respond. Read the text for each picture, for example, I brush my teeth twice a day. Discuss why brushing in the morning and at night is important. Repeat this for all pictures, ensuring children understand each hygiene habit.

FOUNDATIONAL LITERACY

LO: Children will be able to write the letter Bb.

Resources: Literacy Skillbook, page 9

Introduction

1. Recapping /b/ Sound: Ask a few children to name things that start with the /b/ sound. Say: Letter B (bee) makes the /b/ sound. Then, read aloud the rhyme on page 8 and point to the letter Bb while focusing on the sound /b/.

2. Learning to Write Bb: Write capital B on the board and explain the steps. Refer to the arrows on page 9 for guidance. Say: First, draw a straight line. Then, go back to the top and draw a curve from top to middle, and another curve from middle to bottom. Guide children to trace B in the air. Repeat the same for small b

Practice

3. Tracing Letter Bb: Ask children to open page 9 of their textbook. Guide them to trace Bb using crayons.

4. Colouring: Point to the picture of the ball on page 9 and ask: What is this? Say: /b/ /b/ ball. Then, ask them to colour the ball using crayons.

Look around your home and find three objects that start with the /b/ sound. Try saying their names aloud. Find and circle the letter B and b in a newspaper, magazine, or on an advertisement board.

FOUNDATIONAL NUMERACY

LO: Children will be able to revise the concept of 1.

Resources: Numeracy Workbook, page 11

Introduction

1. Recapping Number 1: Start the session by singing the Number One is Fun song with actions. Repeat it 3–4 times with the children.

2. Counting and Telling: Revise number 1 by asking children to show the things you call out. Say: Show me 1 nose / Show me 1 mouth / Show me 1 finger / Show me 1 hand / Show me 1 pencil. Pause and check if they are pointing correctly.

3. Air Drawing: Guide children to trace number 1 in the air using their index finger. Ask them to start from the top and move straight down.

Practice

4. Meet Number 1: Ask children to open page 11 of their workbook. Point to the first picture and ask: What toys can you see? (e.g. teddy bear, balls, paper boats). Guide them to circle 1 teddy bear. Once they finish, show them the picture of the train. Ask children to colour only 1 coach of the train using crayons.

DIY

LO: Children will be able to sing the song The Wheels on the Bus with actions.

Resources: Flashcard or picture of a bus

1. Picture Talk: Show the picture of a bus to the children and ask: What is this? Point to different parts of the bus and name them, for example: wheels, windows, door, wipers, headlights

2. Singing the Song: Sing The Wheels on the Bus with actions. Repeat it 5–6 times with the children. Then, invite a few children to come forward and sing the song with actions.

The Wheels on the Bus

The wheels on the bus go round and round, Round and round, round and round, The wheels on the bus go round and round, All through the town!

The wipers on the bus go swish, swish, swish, Swish, swish, swish, swish, swish, swish, The wipers on the bus go swish, swish, swish, All through the town!

The doors on the bus go open and shut, Open and shut, open and shut, The doors on the bus go open and shut, All through the town!

Domain

Topic of the Day

Circle Time Action Charades

General Awareness Keeping Clean: Role Play

DAY 24

Book & Page

General Awareness, page 10

Foundational Literacy Revising Letter Bb Literacy Workbook, page 7

Foundational Numeracy Making ONE Thing

DIY Fun Game: Guess the Object

CIRCLE TIME

LO: Children will be able to enact simple actions (running, walking, eating, sleeping, etc.).

Resources: 10–15 flashcards showing different actions

1. Introducing the Game: Start the session by performing an action (e.g., reading a book) and ask the children to guess what you are doing. Then say: Today, you will act out an action, and your friends will guess it!

2. Action Charades: Place the flashcards upside down on a table. Call children one by one to pick a flashcard and enact the action shown. The rest of the class will guess the action. Ensure that every child gets a turn.

Pro Tip

If flashcards are not available, the teacher can whisper an action into a child’s ear and ask them to enact it.

GENERAL AWARENESS

LO: Children will be able to enact personal hygiene actions.

Resources: General Awareness, page 10

Introduction

1. Personal Hygiene Song: Start by reciting the Personal Hygiene poem with actions. Repeat it 2–3 times with the children. Invite a few confident learners to come forward and recite the poem with actions.

Practice

2. Role Play: Perform simple hygiene actions and ask children to copy you. Say: Let’s pretend to brush our teeth! Do the action and say: This is the way we brush our teeth. Repeat 3–4 times. Do the same for other actions like washing hands, taking a bath, combing hair, clipping nails, wearing clean clothes, and wiping the nose.

3. Keeping Clean: Ask children to open page 10 of their General Awareness textbook and solve the matching exercise by looking at pictures. Guide as needed.

FOUNDATIONAL LITERACY

LO: Children will be able to revise the sound and symbol of letter Bb.

Resources: Literacy Workbook, page 7

Introduction

1. Recapping letter Bb: Write Bb on the blackboard and say: This is letter Bb. It makes the /b/ sound. Ask a few children to name objects that start with /b/ (e.g., ball, bat, bag, banana).

2. Air Drawing: Guide children to trace Bb in the air using their index finger. Repeat 3–4 times to reinforce the shape of the letter.

Practice

3. Matching Letter Bb with Pictures: Ask children to open page 7 of the workbook. Show them the pictures from Question 1 and ask: Which ones start with the /b/ sound? Let 3–4 children share their answers. Then, point to each picture and say: /b/ /b/ bee, /b/ /b/ bear, /b/ /b/ banana, /b/ /b/ ball. Help them match the pictures with letter Bb.

4. Colouring Letter Bb: Guide children to find and colour the balloons with letter Bb.

FOUNDATIONAL NUMERACY

LO: Children will be able to make one object using basic materials.

Resources: Ice-cream sticks (1 per child), crayons, paper

Introduction

1. Recapping Number One: Sing the Number One is Fun song with actions. Repeat it 3–4 times. Invite a few confident children to sing along.

Practice

2. Making One Thing: Give each child one ice-cream stick and a piece of paper. Ask them to draw and colour one object of their choice, such as one sun, one tree, one house, or one balloon. Walk around the class to assist them.

3. Sharing with the Class: Invite a few children to show their drawings and say: I made 1.

DIY

LO: Children will be able to identify and name an object without looking at it. Resources: A cloth bag filled with common objects (pencils, spoons, bowls, balls, small toy cars, etc.); age-appropriate music

1. Explaining the Game: Introduce the game “Guessing the Object.” Explain the rules: When the music plays, the bag will be passed around. When the music stops, the child holding the bag will take out one object without looking, touch and feel it, and guess its name.

2. Guessing the Object: Sit in a circle, if possible. Play music and pass the bag around to start the game. When the music stops, the child holding the bag feels an object and guesses its name. Clap and cheer when a child guesses correctly. Give each child around 40 seconds to identify the object before moving to the next turn.

Error Alert!

Ensure that all objects in the bag are safe for children. DO NOT use items that are too small or have sharp edges to avoid any injuries.

CATCH - UP CARNIVAL

Domain General Awareness

Learning Outcome

Children will be able to identify and name ways to maintain personal hygiene.

Resources A cloth bag, personal hygiene items (toothbrush, comb, nail clipper, soap, handwash, tissue paper).

Suggested Method

1. Place all the personal hygiene items inside the cloth bag.

2. Call children one by one to take out an item without looking.

3. Ask the child: What did you take out from the bag? What do we use it for?

Can you show us how to use it to keep clean? (Encourage them to act it out.)

4. Clap for each child and give a star sticker after they complete their turn. Continue until all children have had a turn.

Support for Struggling Learners

Domain

Provide picture cards of personal hygiene items. Ask them to describe what they see. Help them connect to real life by asking: When do you brush your teeth? When do you wash your hands? What do you use to comb your hair?

Foundational Literacy

Learning Outcome Children will be able to identify the /b/ sound, recognise objects starting with /b/, and identify letter Bb.

Resources Flashcards of objects starting with /a/ and /b/ sounds (8 of each).

Suggested Method

1. Jumble the flashcards and arrange them neatly in a row on a table.

2. Call children one by one to pick a flashcard that shows an object starting with /b/. Ask them to say the name of the item aloud.

3. Clap loudly for each child and give a star sticker after they complete their turn.

4. Repeat until all children have had a turn.

Support for Struggling Learners

Gather struggling learners in a circle. Place real objects that start with /b/ in the centre (ball, book, bottle, box, balloon). Call each child and say: Can you bring the /b/ /b/ ball? and so on. Finally, show a flashcard of letter Bb and guide them to trace Bb in the air.

Domain Foundational Numeracy

Learning Outcome Children will be able to count 1 object and identify the symbol 1.

Resources Ice-cream sticks (1 per child), star cut-outs in a bowl/basket, glue.

Suggested Method

Support for Struggling Learners

Arrange the ice-cream sticks in a row and place the stars in a bowl/basket. Call children one by one and ask them to bring 1 star and 1 ice-cream stick. Guide them to stick the star onto the ice-cream stick using glue. Clap loudly for each child and give them a smiley face sticker. Repeat until all children have had a turn.

Pair the struggling child with a confident buddy. Show them a flashcard with the symbol 1 and one object. Give them a worksheet with three flowers drawn and ask the buddy to help them colour only one flower.

Domain Topic of the Day Book & Page

Circle Time Use of Objects

General Awareness Story on Colours: Red and Yellow

Foundational Literacy Sound /k/ of the Letter Cc Literacy Skillbook, page 10

Foundational Numeracy Introducing Number 2

DIY Collage of a Tree

CIRCLE TIME

LO: Children will share about an object by acting out its use.

Resources: Any five common classroom objects (e.g. ball, pencil, book)

1. Warm Up: Show the objects one by one and ask the children to name them. Say the names clearly and repeat them 3–4 times to help them remember.

2. Using the Object: Invite children to take turns. Each child will pretend to use one of the objects while the others guess what it is. Begin with a demonstration before letting them have a go.

GENERAL AWARENESS

LO: Children will listen to a story about red and yellow colours and discuss it. Resources: Red and yellow objects; a red basket; a yellow basket

Introduction

1. Guess the Colours: Show a red object and ask: What colour is this? Let a few children answer. Then say: This is red. Repeat the same for yellow.

2. Sorting Red and Yellow: Place red and yellow objects in a bag. Call children one by one. Ask one child to find all the red objects and place them in the red basket, then another to do the same for yellow. Continue until everyone has had a turn.

The Red and Yellow Adventure

One day, Sia found a red apple under a big tree. She wanted to share it with her friend, Reena. On the way, she saw a yellow sunflower shining in the sun. “This will make Reena happy too!” she thought. When she reached Reena’s house, she smiled and said, “Red and yellow are the colours of happiness!” They ate the apple, held the sunflower, and laughed together.

Practice

3. Story Time: Narrate the story The Red and Yellow Adventure with expressions and voice modulation.

Pro Tip

Show a red apple and a yellow sunflower to the children, if possible. If an apple or a sunflower is not available, you can also show pictures to the children.

4. Discussing the Story: Discuss the story by asking the following questions to the children:

• What did Sia find under the big tree?

• What is the colour of a sunflower?

Pro Tip

Ask the children to name other objects that are red or yellow.

FOUNDATIONAL LITERACY

LO: Children will identify objects starting with the /k/ sound of the letter C.

Resources: Literacy Skillbook, page 10; objects or pictures starting with the /k/ sound of C (e.g., cup, comb)

Introduction

1. Warm Up: Begin the session by showing the objects or pictures of objects starting with the /k/ sound. Say the name of each object clearly and loudly. Ask the children to repeat the word after you, focusing on correct pronunciation. Draw their attention to the starting sound /k/. For example: /k/ /k/ cup. Repeat each word 3–4 times with the children.

Practice

2. Looking at the Pictures: Turn to page 10. Point to each picture one by one and name them aloud. Emphasize the beginning sound /k/ in each word and guide the children to sound it out clearly.

3. Reinforcing the /k/ Sound: Read the text on page 10 aloud a few times, focusing on the /k/ sound. Read the poem on letter C given in the book and focus on the /k/ sound. Encourage the children to repeat after you. Let them identify the sound of letter C.

Look around your home and find any 1 object that starts with the /k/ sound. Bring it to the school.

FOUNDATIONAL NUMERACY

LO: Children will identify and count 2 objects.

Resources: Any countable objects (example: blocks, beads etc.); chalks; pebbles

Introduction

1. Counting Number 2: Show two objects to the children and guide them to count. For example, say: 1, 2 – 2 blocks. Repeat this 3–4 times to help the children grasp the concept.

Two Little Hands

Two little hands clap, clap, clap,

Two little feet tap, tap, tap!

Two bright eyes open wide,

Two small ears on each side!

2. Rhyme Time: Recite the rhyme Two Little Hands with actions and ask the children to repeat after you. Repeat the rhyme 3–4 times for reinforcement.

Practice

3. Finding 2: Draw 5–6 circles on the floor. Place 1 pebble in some circles and 2 pebbles in others. Call the children one by one and ask them to jump inside the circles with 2 pebbles. Ensure all children get a chance to participate.

Error Alert!

Do NOT introduce the symbol ‘2’ in this session. Focus only on counting 2 using concrete objects.

DIY

LO: Children will create artwork using bits of paper and colours.

Resources: A white paper (one per child); square white paper or newspaper; glue; picture of a tree

1. Warm Up: Show the picture of a tree to the children. Point out the different parts of the tree (leaves and trunk) and mention their colours. Ask: Where do you see trees? Take a few responses from the children.

Pro Tip

If you do not have a picture of a tree, you can draw one on the board.

2. Making the Trunk of a Tree: Give each child a white paper. Guide them to draw the trunk of a tree with a brown crayon and colour in it.

3. Making the Leaves: Give the square paper to the children and ask them to colour it green. Then, guide them to tear the coloured paper into small pieces and stick them above the drawn tree trunk to create leaves.

Domain

Topic of the Day

Circle Time Story: Pikku’s Birthday

General Awareness Colour Red

Foundational Literacy Letter Cc Rhymes and Stories, pages 7–11

Foundational Numeracy Meet Number 2

DIY Action Theatre

CIRCLE TIME

Book & Page

Rhymes and Stories, pages 7–11

General Awareness, page 11

Literacy Skillbook, page 10

Numeracy Skillbook, pages 9–10

LO: Children will discuss the pictures of the story Pikku’s Birthday, listen to the story, and engage in discussion.

Resources: Rhymes and Stories, pages 7–11

1. Picture Talk: Show the pictures from the book one by one and discuss them with the children. Ask: What do you see in this picture? What do you think is happening? Encourage responses and guide them to observe details.

2. Interactive Read Aloud: Read aloud the story Pikku’s Birthday using expressions and voice modulation. Pause at key moments, show the pictures, and ask:

Pikku’s Birthday

• Whose birthday is it?

• What did Mummy and Papa give Pikku?

• Who came to the party?

• Who performed the magic tricks?

• Who baked the cake?

• What did everyone sing at the end?

GENERAL AWARENESS

LO: Children will identify objects that are red and complete a colouring activity.

Resources: General Awareness, page 11; red-coloured objects and objects of different colours; newspaper cut in the shape of an apple; red watercolours

Introduction

1. Colour Hunt: Place all the objects in a box. Call the children one by one and ask them to pick a red object from the box. Guide them if they need help identifying the colour red.

2. Making a Red Apple: Show the apple cut-out to the children and ask: What does it look like? What is the colour of an apple? Take a few responses and say: An apple is red in colour. Today, we will colour the apple red. Call the children one by one to dip their index finger in red paint and make fingerprints on the apple. Ensure every child gets a turn.

Practice

3. Colour Red: Ask the children to open page 11 of their textbook. Help them identify the red-coloured objects on the page. Then, guide them to colour the strawberry red.

FOUNDATIONAL LITERACY

LO: Children will identify the /k/ sound and the symbol for the letter C.

Resources: Literacy Skillbook, page 10

Introduction

1. Recap: Review the /k/ sound of the letter C by pointing to the pictures on page 10. Say the names of the items, focusing on the initial /k/ sound. Ask the children to repeat the words after you.

2. Reinforcing the /k/ sound: Read the text on page 10 aloud a few times, emphasizing the /k/ sound. Read the poem on letter C given in the book and focus on the /k/ sound. Encourage the children to repeat after you. Let them identify the sound of letter C.

Practice

3. Blackboard Practice: Write the letter C on the board. Point to the letter C and ask the children to repeat after you: C says /k/ /k/ /k/. Repeat 7-8 times.

4. Blackboard Show: Rnvite some children to trace the letter C on the board with their finger or a piece of chalk. Encourage them to say C says /k/ /k/ /k/.

FOUNDATIONAL NUMERACY

LO: Children will count 2 objects, identify the symbol for 2, and trace it.

Resources: Numeracy Skillbook, pages 9–10; a box or basket; 5 balls; a sand tray

Introduction

1. Recap: Begin by reciting the rhyme Two Little Hands from the previous session. Then, ask the children to show two hands, two legs, two eyes, and two ears.

2. Count and Throw: Call the children one by one and ask them to count and pick two balls. Place the box at a reasonable distance and have them aim and throw the balls into it. Ensure every child gets a turn and encourage the class to cheer for their peers.

Error Alert!

Do NOT place the box too far from the children. The distance should be suitable for 3-year-olds.

3. Symbol 2: Write the number 2 on the board and show it to the children. Say as you write: First, we draw a curve, and then a sleeping line. Guide the children to trace the number 2 in the air with their index fingers.

Practice

4. Meeting Number 2: Show the 2 bears on page 9 of the textbook and recite the rhyme given. Then, ask the children to show 2 fingers and trace the number 2 with crayons.

5. Counting 2: Ask the children to open page 10 of the textbook. Guide them to count the two dogs and colour the two cherries.

DIY

LO: Children will listen to a story and perform actions based on it.

1. Story Telling: Narrate the story Fun Day in the Park to the children. Show them actions as you narrate the story, like playing with a ball, jumping, and eating. Repeat the story 2–3 times for the children to grasp.

2. Action-Theatre: After the storytelling, ask children to act out small parts of the story. For example, some children can pretend to throw a ball, others can jump, and some can pretend to eat.

Fun Day in Park

Siya, Rahul, Sid, Meera and Jiya are good friends. Once they went to the park for a picnic. Siya and Rahul played with a ball. Sid ran and jumped. Meera and Jiya played on a seesaw. They all played together, laughing and sharing, until it was time for a snack. They sat in a circle and had their food.

Domain

Topic of the Day

Circle Time Story: Pikku’s Birthday

General Awareness Colour Yellow

Foundational Literacy Letter Cc

Foundational Numeracy Number 2

DIY Outdoor Game: Hopscotch

CIRCLE TIME

Book & Page

Rhymes and Stories, pages 7–11

General Awareness, page 12

Literacy Skillbook, page 11

Numeracy Workbook, page 12

LO: Children will listen to the story Pikku’s Birthday and then talk about their own birthday.

Resources: Rhymes and Stories, pages 7–11; a birthday cap

1. Story Time: Retell the story Pikku’s Birthday with expressions and voice modulation. Pause and show the pictures from the book wherever required. Then discuss the story by asking the children questions about it.

2. Sharing about Birthday: Call the children one by one and ask them to share one thing they do on their birthday or something they like about their birthday. Let them wear a birthday cap while they share. Ensure everyone gets a chance.

GENERAL AWARENESS

LO: Children will identify the colour yellow and colour the sun.

Resources: General Awareness, page 12; some yellow-coloured objects and some objects of different colours

Introduction

1. Clap and Tell: Introduce the colour yellow. Show the colourful objects one by one to the children. Ask them to clap only if they see a yellow-coloured object.

Practice

2. Colour Yellow: Guide the children to open page 12 of the textbook. Help them identify the objects that are yellow in colour. Then, ask them to colour the picture of the sun with a yellow crayon.

FOUNDATIONAL LITERACY

LO: Children will identify the sound /k/ and associate it with the symbol of the letter Cc.

Resources: Literacy Skillbook, page 11; sand tray

Introduction

1. Revision: Write a large C on the blackboard and say as you write: C is like a left curve. Call a few children to come forward and trace C with their fingers on the board. Repeat the same for small ‘c.’

2. Air Tracing: Guide the children to trace C and c in the air with their index fingers.

3. Sand Tracing: Call the children one by one and guide them to trace C and c on the sand with their index finger.

Practice

4. Letter Cc: Guide the children to open page 11 of the textbook. Ask them to trace the letter with their fingers first and then with crayons. Then, show them the pictures of the cups and guide them to say /k/ /k/ cups and match the cups with the same colour.

FOUNDATIONAL NUMERACY

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

Resources: Numeracy Workbook, page 12; sand tray; a paper with 1 object drawn on it; a paper with 2 objects drawn on it; some countable objects (e.g., blocks, beads)

Introduction

1. Reinforce Number 2: Call a few children forward and ask them to count and pick any two objects to show the class.

2. 1 or 2 Actions: Fold the paper with 1 object and the paper with 2 objects drawn on them, and place them on a table. Call the children one by one and ask them to pick any paper. If they get a paper with 1 object, they do any one action. If they get a paper with 2 objects, they do any two actions. Ensure all the children get a chance.

3. Sand Tracing: Write number 2 on the board. Call the children one by one and guide them to trace 2 in the sand.

Practice

4. Number 2: Guide the children to open page 12 of the workbook. Ask them to count and circle the 2 cars and colour only 2 coaches of the train.

Bring any 2 objects from home that come in pairs. For example, a pair of socks.

LO: Children will play hopscotch and enhance their gross motor skills. Resources: Colourful chalks

1. Warm Up: Gather the children in a circle, if possible. Ask them to do simple actions like stretching their hands up in the air, bending down and touching their toes, jogging on the spot, and balancing on one leg.

2. Hopscotch: Draw the boxes for hopscotch on the floor with chalk and number them. Ask the children to stand in a line and jump in the boxes one by one. Say: Jump in two boxes with two legs and jump in one box with one leg.

WEEK 6

Domain

Topic of the Day

Circle Time Keeping the Classroom Clean

General Awareness Origami: Red and Yellow

Book & Page

Foundational Literacy Letter Cc Literacy Workbook, page 8

Foundational Numeracy Making 2 Things

DIY Origami: Show and Tell

CIRCLE TIME

LO: Children will discuss and share ideas about keeping their classroom clean.

1. Warm Up: Set up one side of the classroom as messy and the other as neat. Show both sides and ask the children how they feel. Point and say: This side is not clean, and this side is clean to highlight the difference.

2. Clean Up Time: Call a few children to tidy up the messy side, guiding them to put things in their proper places. Try to give turn to maximum children.

3. Conclusion: Ask the children how they felt while cleaning and explain why a clean space is important. Encourage them to share ways they can help keep the classroom tidy.

Pro Tip

You can also ask the children to share what they do to maintain cleanliness at home.

GENERAL AWARENESS

LO: Children will identify the colours red and yellow and complete an origami activity. Resources: Common objects in red, yellow, and other colours; a red basket; a yellow basket; white square sheets for each child; red and yellow crayons

Introduction

1. Recap: Show a red object and a yellow object, and ask the children to identify the colours. Then, ask them to share examples of objects that are red and objects that are yellow.

2. Colour Game: Mix objects of different colours in a box and place the red and yellow baskets on the table or floor. Call two children at a time and assign red to one child and yellow to the other. Give them 30 seconds to find 3 objects of their assigned colour and place them in the correct basket. Check who did it first! Repeat until everyone has had a turn.

Practice

3. Red and Yellow Ice cream: Give each child a square sheet. Guide them to fold the paper step by step to make an ice cream cone, as shown in the picture. Then, ask them to colour the cone yellow and the ice cream scoop red.

FOUNDATIONAL LITERACY

LO: Children will identify objects that start with the /k/ sound and trace the letter C.

Resources: Literacy Workbook, page 8; objects or pictures starting with the /k/ sound; pictures or objects starting with /a/ and /b/ sounds

Introduction

1. Recap: Show objects or pictures that start with the /k/ sound and ask the children to identify them. Encourage them to emphasise the /k/ sound, for example: /k/ /k/ cup

2. Finding Objects with the /k/ Sound: Mix objects or pictures of objects and place them in a box. Call the children one by one and ask them to find and take out an object that starts with the /k/ sound.

Practice

3. Letter Cc: Guide the children to open page 8 of the workbook and circle the pictures that start with the /k/ sound. Show them the picture of a cat and guide them to say: /k/ /k/ cat. Then, ask them to trace the cat’s tail first with their finger, and then with a crayon, to form the letter C.

Error Alert!

Focus only on words with the /k/ sound of C. Do not introduce words like chalk or circle.

FOUNDATIONAL NUMERACY

LO: Children will be able to identify and count the number 2 and make two bookmarks. Resources: Rectangular strips of paper (bookmark size, 2 per child); stickers (optional); crayons; string or thread (one per child)

Introduction

1. Action Time: Give simple instructions where children perform actions twice. For example: Clap two times, jump two times, blink your eyes two times, etc.

2. Making 2: Give each child a string or thread and ask them to form the number 2 with it. Monitor and guide as needed.

Practice

3. Making 2 Bookmarks: Give two rectangular papers to each child. Ask: How many papers do you have? Take a few responses. Then, guide them to create two bookmarks by drawing patterns with lines and curves, adding stickers, and colouring. Demonstrate the process on the board using a marker or chalk.

Draw the number 2 using crayons on a sheet of paper and decorate it. Bring your work to school the next day.

DIY

LO: Children will talk about the ice cream they made in the General Awareness session.

Resources: Origami ice-cream making craft made in the General Awareness session

1. Recall: Start the session by asking: Do you remember what we made during the General Awareness session? Take a few responses and say: We made an ice cream. Today, we will talk about ice cream

2. Modelling: Guide the children on how to talk about their ice cream. Say: I made this ice cream today. It is yellow and red in colour. I love to eat chocolate ice cream. Repeat this 5–6 times to help the children grasp the structure.

3. Knowing from the Children: Call the children one by one and ask them to share any one thing about their ice cream. Ensure they hold the ice cream they made while sharing. They can speak in their home language or a mix of languages.

Domain

CATCH - UP CARNIVAL

Learning Outcome

General Awareness

Children will identify the colours red and yellow.

Resources Objects of different colours, including red and yellow, in a box; a red basket and a yellow basket

Suggested Method Place the red and yellow baskets on the floor. Call the children one by one and ask them to identify a red object and place it in the red basket, and a yellow object in the yellow basket. Clap loudly for each child. Repeat until all the children have had a turn.

Support for Struggling Learners

Gather the struggling learners in a circle, if possible. Show red and yellow objects separately using simple language: This is red. This is yellow. Show them some objects of red and yellow colours. Start with one red and one yellow object for sorting. Add more as they improve. Then, call the learners one by one and play Colour Scavenger Hunt with them. Say: Can you pick a yellow colour object? / Can you pick a red colour object?

Domain Foundational Literacy

Learning Outcome Children can identify the /k/ sound of C and recognise the letters Cc.

Resources Some objects starting with the /k/ sound and other sounds; sandpit

Suggested Method Call the children one by one and ask them to find an object starting with the /k/ sound and name it. Then, ask them to trace the letters C and c in the sand. Clap loudly for each child. Repeat until all the children have had a turn.

Support for Struggling Learners

Domain

Gather the struggling learners together. Write C on the board and guide them to say, C says /k/ /k/ /k/. Then, show them some objects or flashcards starting with the /k/ sound and guide them to say, for example, /k/ /k/ cup. Finally, guide the children to trace the letter C in the air with their index fingers.

Foundational Numeracy

Learning Outcome Children will count two objects and identify the number 2.

Resources Some countable objects; chalks

Suggested Method

Support for Struggling Learners

Draw two circles on the floor and write 1 in one circle and 2 in the other. Call the children one by one and ask them to identify the number 2 and place two objects in that circle. Clap loudly for each child. Repeat until all the children have had a turn.

Gather the learners together. Count and show them 2 objects first, for example say: 1, 2—2 blocks. Then write 2 on the board and guide them to trace 2 in the air with their index fingers. Then write the numbers 1 and 2 on the floor with chalk. Call the children one by one, ask them to identify 2 and jump 2 times on it.

Domain

Topic of the Day

Circle Time Importance of Family

General Awareness

My Family

Foundational Literacy Toys: Action Rhyme and Discussions

Foundational Numeracy Number 3: Introduction

DIY Making Towers

CIRCLE TIME

LO: Children will understand the importance of their family.

1. Rhyme Time: Greet the children warmly. Begin the class with a rhyme about mothers and fathers. Sing this rhyme to the tune of Row, Row, Row Your Boat 4–5 times with the children.

2. Importance of Family: Tell the children about family and its importance. Ask them why they love their family.

3. Animal Family: Ask the children: Do you have pets in your family? Those who answer yes can be encouraged to share their pet’s name. Guide them to share how they feel about their pets. For example: My dog’s name is Raja. It is also part of my family. OR I have a fish. I call it Nandu. I love it very much

GENERAL AWARENESS

LO: Children will be able to name and identify their family members.

Resources: General Awareness, page 13

Introduction

DAY 31

Book & Page

General Awareness, page 13

STEM Exploration, pages 7–9

My Parents Hug, hug, hug your mum, Hold her close and tight. Show her that you love her so, Morning, noon, and night! Hug, hug, hug your dad, Give him a big cheer. Show him that you love him so, Each day of the year!

1. Song Recap: Sing the rhyme from the previous session. Then, say: Today, we will meet Yukta and her family

2. Family Members: Ask the children to say their names and how many members are in their family. Give your example first: I am Kanika. I have a mother, a father, and a sister in my family.

Practice

3. My Family: Help the children open to page 13 in the book. Point to Yukta in the picture and say: This is Yukta. Then, point to her father and say: This is her father. Repeat the same for the rest of the family members. Ask simple questions about the pictures. For example, point to Yukta’s grandfather and ask: What is grandfather doing? OR Who reads the newspaper in your family?

4. Family Relations: Explain to the children the relation of their grandparents. For example: Our father’s mother is our grandmother. Our mother’s mother is also our grandmother. You may use home language words to name these relations.

5. What Do Parents Do? Briefly discuss the roles of parents. For example, you may give your example: My father goes to the office. My mother takes care of our home and takes tuitions. Encourage learners to share their parents’ roles with the class.

Pro Tip

Some families have both parents working or a working mother. Talk about these roles positively to show all family roles are important.

FOUNDATIONAL LITERACY

LO: Children will be able to recite an action rhyme about toys, appreciate the toys they have, and express the joy they feel when playing with them.

Introduction

1. Rhyme Time: Begin the class with an action rhyme about toys. Sing the rhyme 4–5 times with the children. Clap to the beat. Sing each line and perform an action with your hands. For example, for the first line, pretend to bounce a ball; for the second line, raise your hands and look up. Repeat this for each line, showing the action and asking the children to follow.

Practice

My Toys

I have a ball, it bounces so high, I throw it up, it touches the sky! I have a train, choo-choo it goes, Chugging along, on tracks it shows! So many toys, they make me smile, I’ll play with them for a little while!

2. My Favourite Toy: Share your favourite toy with the children first. For example: My favourite toy is a car. OR I like to play with my red toy car

3. Knowing from Children: Ask each child to share their favourite toy. They may mention more than one. Allow them to speak in a language they are comfortable with. Help them form complete sentences and clap after each response. Bring your favourite toy to the class tomorrow.

FOUNDATIONAL NUMERACY

LO: Children will be able to understand the concept of quantity 3 using real objects and games/activities.

Resources: Board; chalks; duster; Sellotape; a pair of scissors

Introduction

1. The Number 3: Write a large number ‘3’ on the board. Do not draw the children’s attention to it yet. Say: Today, we are going to learn the number 3! Emphasize ‘3’ and show the number using your fingers.

2. 1, 2, 3: Show one duster (or any object, like a ball) to the class. Ask and answer: How many chalks do I have? I have ONE chalk. Ask the children to repeat ONE 2–3 times. Then pick up a second chalk. Holding both up, ask and answer: How many chalks do I have? I have TWO chalks! Ask the children to repeat TWO 2–3 times. Finally, pick up a third chalk. Holding all three up, ask and answer: How many chalks do I have? I have THREE chalks. One, two, three! Ask the children to repeat THREE 3–4 times.

Practice

3. Number Game: Play a game with the children. Say: When I say one, hold up 1 finger. When I say two, hold up 2 fingers. When I say three, hold up 3 fingers. Call out the numbers in random order. Demonstrate this first. Play several rounds and clap for the class at the end.

Find 3 toys or objects at home and say their names while counting: One, two, three!

DIY

LO: Children will be able to arrange blocks to make a tower.

Resources: STEM Exploration pages 7–9; blocks

1. Demonstration: Today, we will play with blocks. We will make a tower of blocks. Show the children how to build a tower by placing the largest block at the bottom and the smallest at the top.

2. Making a Block Tower: Ask each child to come forward and make their own block towers.

WEEK 7

Domain

Circle Time

Topic of the Day

Discussion: My Family

General Awareness I Love My Family

Foundational Literacy Toys: Show and Tell

Foundational Numeracy Meet Number 3

DIY Making Towers

CIRCLE TIME

LO: Children will be able to talk about their family.

Book & Page

General Awareness, page 14

Numeracy Skillbook, pages 11–12

STEM Exploration, pages 7-9

1. Action Rhyme: Revise the theme of family by singing the song introduced in the previous session. Sing it 4–5 times with the children. Perform the actions and ask them to follow your movements.

2. Importance of Family: Ask children: How does your family help you? Let them share simple answers like: Papa helps me tie my shoes. Ask more such questions:

• Who takes care of you at home?

• Who helps you when you are sick?

• Who plays with you at home?

3. Conclusion: End with: Family is important because they love, help, and take care of us!

When you go home today, say ‘Thank you’ to your family for all they do.

GENERAL AWARENESS

LO: Children will be able to talk about how they help their families.

Resources: General Awareness, page 14; a soft toy

Introduction

1. Things I Do at Home: Talk about simple things children can do at home. Give examples, such as: I play with toys. I pick them up after playing. I keep them away neatly. Ask children to repeat these lines multiple times. Break the sentences to help them speak and understand.

2. Open Discussion: Ask children to share things they do at home to help their parents. Help them form complete sentences. Give hints, like: I help my mother in watering plants

Practice

3. I Love My Family: Help children open to page 14 in their General Awareness textbook. Point to each picture and read out the description. Talk about one picture in detail before moving to the next.

FOUNDATIONAL LITERACY

LO: Children will be able to say a few things about their toys. Resources: Toys that the children bring from home

Introduction

1. Open Discussion: Begin by holding a toy and asking: Who loves playing with toys? Encourage children to raise their hands. Then, ask: What is your favourite toy? / What do you like about your toy? / Where do you keep your toys at home? Allow them to share freely in their home language.

Practice

2. Show and Tell: Ask them to hold the toy they brought from home. Begin the activity by showing your own example. Hold a toy and say: I am Kanika. This is my favourite toy train. I love playing with it every day!

Now, invite one child at a time to stand up and talk about their favourite toy. Encourage them to say:

• Their name

• What their toy is

• Why they like it

Assist children who need help in forming a sentence. Continue until each child gets a chance to share about their toy.

Pro Tip

If any child was unable to bring a toy, provide them with one from the class and encourage them to talk about it, ensuring they feel included and confident.

FOUNDATIONAL NUMERACY

LO: Children will be able to identify and write the number 3.

Resources: Numeracy Skillbook, pages 11–12; notebooks; pencil, eraser; three objects such as dusters or soft toys; colour pencils/crayons

Introduction

1. Recap: Show your fingers and revise the concept with a countdown. First, show 1 finger and say: One. Ask the children to repeat after you. Do the same for 2 and 3.

2. 3 Objects: Using three dusters or soft toys, revise the concept of 3. Ask: How many toys/dusters are these? Then say: One, two, THREE!

3. Tracing 3: Reinforce the concept of the number 3 by writing a large ‘3’ on the board. Invite children one by one to trace it on board using a chalk.

Practice

4. Practice in the Skillbook: Help the children open to page 11 in their Numeracy Skillbook. You may either read the text and point to the number of kittens, or use the QR code to play the video. After reading, ask the children to trace the number using crayons. Go around the class to assist them. Finally, ask them to count the auto-rickshaws and colour the traffic lights on page 12.

Draw and colour three balls in the notebook with the help of parents’ support.

DIY

LO: Children will be able to make two towers using blocks and use a piece of string to measure their height.

Resources: STEM Exploration, pages 7–9; 6 blocks; a length of string longer than the tower height

1. Class Tower Building: Gather all children in a circle and place the 6 blocks in the centre. Invite a few children, one at a time, to help build one tall tower using all 6 blocks while others observe.

2. Measuring the Height of the Tower: Take a piece of string and measure the height of the tall tower, saying: This is our tall tower. Remove a block from the tower and measure again. Say: Now, the tower is shorter

3. Building Two Towers: Ask the children: Can we make two towers instead of one? Invite different children to help split the blocks into two towers of different heights. Use the string again to measure both towers and discuss which one is taller and which one is shorter.

Domain

Circle Time

Topic of the Day Book & Page

Knowing about Classmates

General Awareness Fun with Family

General Awareness, page 15

Foundational Literacy Let’s Talk! The Toy Shop Literacy Skillbook, pages 12–13

Foundational Numeracy Number 3: Practice

DIY Game on Number 3

CIRCLE TIME

Numeracy Workbook, page 13

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 understand and appreciate spending time together with one’s family.

Resources: General Awareness, page 15

Introduction

1. Spending Time with Family: Ask: What do you like to do with your family? Do you play games or go to the park? Let the children share some of their favourite activities with their families.

2. Family Charades: Say: Let’s play a quick game! I will act out something fun we do with our families, and you guess! Act out simple activities like eating together, watching TV, or giving a hug and let children guess. Now, let a few children come up and do the same while their friends guess.

Practice

3. Fun with Family: Help children open to page 15 in their General Awareness book. Point at the first picture. Ask: Do you celebrate your birthday with your family? What other special days do you celebrate with them? Welcome all responses. Repeat the same method for the other two pictures as well.

FOUNDATIONAL LITERACY

LO: Children will be able to say a few lines about Let’s Talk! The Toy Shop. Resources: Literacy Skillbook, pages 12–13

Introduction

1. A Toy Shop: Ask children if they have visited the market or a toy shop with their parents. Ask what they would do if they visited a toy shop. Ask: Which toy/toys would you like to buy? You may give your example first: I would like to buy a toy car

Practice

2. Let’s Talk! The Toy Shop: Help children open pages 12–13 in the book. Ask them to look at the picture first.

3. Naming the Toys: Point to the toys shown on the pages. One by one, ask children to name the toys. Welcome their responses. Help them name the toys after you. Repeat the names at least 3–4 times for better understanding.

FOUNDATIONAL NUMERACY

LO: Children will be able to practise the concept and formation of 3.

Resources: Numeracy Workbook, page 13; objects in sets of 3 (3 pens/3 pencils/3 bottles); crayons

Introduction

1. Reinforcing the Concept: Show any three objects. Ask children to say how many objects you are showing them.

2. Tracing Practice: Ask children to follow your hand as you trace ‘3’ in the air. Make them practise this 4–5 times. Alternatively, you may draw a large 3 on the ground and ask children to trace that, one by one.

Practice

3. Workbook Practice: Help children open page 13 in the workbook. Help them solve the worksheet.

DIY

LO: Children will be able to revise the concept of 3 through a fun-filled game.

Resources: Access to the field or lawn; chalk

Playing a Game of 3: Take the children to the field or clear the classroom to make space. Draw 3 circles in a row. Say: Hop 3 times. Each child hops on one foot 3 times inside the 3 circles. Then ask them to spin around 3 times. Call out one child at a time to do the activity. Repeat the activity till each child gets a chance to participate.

Pro Tip

For children who may struggle with balance, allow them to hold a friend’s hand or hop with both feet to ensure everyone enjoys and participates confidently.

Domain

Circle Time Friends

Topic of the Day

General Awareness Family Members

Book & Page

Foundational Literacy Picture Talk: Let’s Talk! The Toy Shop Literacy Skillbook, pages 12–13

Foundational Numeracy Number 3

DIY Rhyme Time

CIRCLE TIME

LO: Children will understand the importance of friendship and learn how to be a good friend.

1. Friendship Song: Sing the rhyme to the tune of Row, Row, Row Your Boat. Encourage children to hold hands or give high-fives while singing.

2. Warm-Up Discussion: Ask: Who is your best friend? What do you like to do with your friends? How can we be kind to our friends? Encourage short and simple responses so everyone gets a chance to speak.

GENERAL AWARENESS

LO: Children will be able to talk about their family members. Resources: Flashcards/pictures of family members

Introduction

I Love My Friends Friends, friends, I love my friends, We play and laugh all day! We are kind, we share our toys, And help in every way!

1. Recap: Revise the topic ‘My Family’ by saying: We all have a family. Can you say who is in your family?

2. Modelling: Give an example: I am Kanika. I have a mother, a father, and two younger brothers in my family.

3. Knowing from Children: Now, let the children come up, one by one, and say a few things about their family. Allow them to speak in the language they prefer.

Practice

4. Who is Who: Use the flashcards/pictures and ask children to identify who is being shown. For example, show the flashcard of a grandmother and let the children identify it by saying grandmother loudly. Repeat the activity with all the family members.

FOUNDATIONAL LITERACY

LO: Children will observe and talk about the scene Let’s Talk! The Toy Shop. Resources: Literacy Skillbook, pages 12–13

Introduction

1. Recap: Ask the children general questions to recap. For example: Which toy would you buy in a toy shop? Why? Welcome all responses. Give your example. Say: I would buy a toy train. I love playing with a toy train.

2. Exploring the Toy Shop: Guide children to open pages 12–13 in their Literacy Skillbook. Name an item from the picture and ask them to find and point to it in their books. Walk around the classroom, offering support to children who need help.

Practice

3. Picture-based Questions: Encourage children to answer simple questions based the picture, such as Where is the man standing? What is he doing? How many men do you see in the picture? Name three toys that you like the most. What is the girl holding in her hands?

4. Personal Connections: Ask text-to-self questions to help children grasp the topic better and observe the scene more closely. For example: Do you also play with toys? Which toy is your favourite? Which toy would you like to buy next? Why?

FOUNDATIONAL NUMERACY

LO: Children will recall and reinforce their understanding of the number 3, its symbol, and its quantity. Resources: 3 objects (e.g. crayons, balls, blocks); number cards, a simple worksheet (if available)

Introduction

1. Reviewing Concept of 3: Start by gathering the children in a circle and asking them to clap three times with you. Next, ask them to jump three times while counting aloud. Repeat the action with other movements like tapping their knees or nodding their heads to reinforce the number three through movement.

2. Show and Tell: Draw the number 3 on the board and say: This is number three. Let’s say it together! Pick up three simple objects like pencils or blocks, place them in front of the children, and count them slowly: One, two, three! Repeat with different objects from the classroom, encouraging children to count along.

Practice

3. Children’s Turn: Give the children a chance to find and bring three objects of their own from around the room. Ask each child to count their items out loud while you guide them. Encourage them to say: I have three crayons! or I have three books!

4. Tracing 3: Invite the children to trace the number 3 in the air using their fingers. Say, Round and round, just like me, that’s how we write the number three! Ask them to draw the number in the air again, and then on their palms with their fingers.

DIY

LO: Children will be able to revise the concept of 3 by singing a rhyme.

Singing a Poem: Make the children stand in a circle, if possible. Sing this song to the tune of The Wheels on the Bus Go Round and Round. Encourage everyone to sing along.

Three Little Friends

Three little friends, so full of glee, So full of glee, So full of glee, Three little friends, so full of glee, So happy and so free!

Domain

CATCH - UP CARNIVAL

Learning Outcome

General Awareness

Children learn to name their family members, talk about how they can help at home, and discuss ways they can spend time together.

Resources Ice-cream sticks with names for all children; smileys for each child

Suggested Method Pick up an ice-cream stick that has a child’s name on it. Ask that child to come to the front. Hand them the pretend microphone. Gently guide them with prompts:

• Can you say who is there in your family?

• Do you pick your toys after playing? What else do you do to help at home?

• Do you like spending your birthday with your family? Clap loudly for each child. Give a smiley after completion. Repeat this process till all children get their chance.

Support for Struggling Learners

Domain

Use real-life experiences to help them understand family. Talk about simple daily routines, like “Who gives you food?” or “Who helps you get ready?” Encourage them to name family members, act out activities like hugging or eating together, and repeat keywords to reinforce learning in a fun and familiar way.

Foundational Literacy

Learning Outcome Children talk about the toy shop scene in Let’s Talk! The Toy Shop

Resources Literacy Skillbook, pages 12–13

Suggested Method Call the children one by one, show them the picture, and ask them different questions. For example: What do you see in the picture? / What is the girl playing with? / What is the boy playing with? / Which toy do you like the most? etc.

Support for Struggling Learners

Point to specific objects and ask simple questions like: What is this? / What colour is this toy? Respond first by saying: I see a red car. Then ask: Do you see it? This builds confidence and encourages participation.

Domain Foundational Numeracy

Learning Outcome Children identify and write the number ‘3’.

Resources Sandpit; a poster with a large ‘3’; objects in sets of 3 (bindis, pens, pencils, chalk, etc.)

Suggested Method Stick up the poster and ask the class: Which number is this? Let them guess, then say the answer and have them repeat it. Place objects in sets of 3 on your desk (beans, bindis, pens, pencils, chalk). Invite children one by one and ask them to point to any one group of objects and count them as: 1, 2 and 3 pens. Let different children do this for different groups of 3 objects.

Support for Struggling Learners

For struggling learners, use the sandpit to have them trace ‘3’ and say three. Let each of them do it five times. You may positively reinforce the learning by applauding/ appreciating their effort.

Domain

Topic

of the Day

Circle Time Song: The Wheels on the Bus

General Awareness Magic Words

Book & Page

General Awareness, page 16

Foundational Literacy Sound /d/ of Letter D Literacy Skillbook, page 14

Foundational Numeracy Long and Short Numeracy Skillbook, page 14

DIY My Toys Rhymes and Stories, page 12

CIRCLE TIME

LO: Children will recognize and sing the song The Wheels on the Bus.

Resources: A toy bus or picture of a bus

1. Warm-Up: Greet the children warmly. Show the children a toy bus or a picture of a bus. Ask simple questions: What is this? Have you seen a bus before? What sounds does a bus make? Welcome all responses. Say: Today, we are going to sing a fun song about a bus!

2. Practise and Sing: Sing the rhyme slowly using gestures for each part and show it to the children. Then ask the children to follow you. Repeat singing the rhyme at least 4–5 times.

The Wheels on the Bus

The wheels on the bus go round and round, Round and round, round and round, The wheels on the bus go round and round, All through the town.

The wipers on the bus go swish, swish, swish, Swish, swish, swish, swish, swish, swish, The wipers on the bus go swish, swish, swish, All through the town.

The horn on the bus goes beep, beep, beep, Beep, beep, beep, beep, beep, beep,

The horn on the bus goes beep, beep, beep, All through the town.

The doors on the bus go open and shut, Open and shut, open and shut,

The doors on the bus go open and shut, All through the town.

GENERAL AWARENESS

LO: Children will be able to understand basic magic words (Please, Thank You, Sorry, Excuse Me). Resources: General Awareness, page 16; flashcards/pictures with magic words

Introduction

1. Discussion Time: Ask: Do you know what magic is? Welcome all responses. Say: Today, let’s learn some special magic words that make people happy! Display flashcards/pictures with magic words one by one and introduce the words Please, Thank You, Sorry and Excuse Me.

2. Explaining the Magic Words: Introduce each word with a simple explanation and gestures:

• Please: When we ask or request for something, we say ‘Please.’ It’s like smiling with your words!

• Thank You: When someone helps us, we say ‘Thank You’ to show we are happy and grateful.

• Sorry: If we make a mistake, we say ‘Sorry’ to show we care.

• Excuse Me: When we need someone’s attention, we say ‘Excuse Me’.

Practice

3. Introducing the Magic Words: Let the children refer to the book to page 16. Ask the children to look at the pictures given on magic words. Discuss each picture/situation. Sing the ‘Magic Words’ song with actions and expressions.

FOUNDATIONAL LITERACY

LO: Children will identify and say the names of items starting with the /d/ sound of Letter D.

Resources: Literacy Skillbook, page 14

Introduction

1. Introducing the /d/ Sound: Ask the children to open page 14 of the book. Point to each picture one by one and clearly say the name of the object. Ask the children to repeat the word loudly and correctly after you. Focus their attention on the beginning sound /d/. Say: /d/ /d/ dog; /d/ /d/ drum; /d/ /d/ doctor; /d/ /d/ dog; /d/ /d/ dolphin. Repeat for each word 3–4 times with the children.

2. Identifying the /d/ Sound: Say the names of different things randomly. Ask children to clap if the word starts with the /d/ sound and click their fingers if it does not.

Practice

3. /d/ Rhyme: Sing the rhyme given on page 14. Emphasize the /d/ sound in each word. Ask children to repeat after you.

Pro Tip

You can hide objects starting with the /d/ sound around the classroom. Let children find them and say their names aloud.

Observe things at home and find two items that start with the /d/ sound. Share their names in class the next day.

FOUNDATIONAL NUMERACY

LO: Children will understand the concepts of long and short.

Resources: Numeracy Skillbook, page 14; two ribbons or strings (one long, one short); a set of sticks or straws in different lengths

Introduction

1. Discussion Time: Show the children two ribbons, one long and one short. Ask: What do you see? Are they the same? Welcome all responses. Explain: This is a long ribbon, and this is a short ribbon. Long means it stretches far, and short means it’s small!

2. Stretch and Shrink: Stretch out your arms wide for long and bring them close together for short to give a visual cue. Ask children to do this 8–10 times saying long and short

3. Interactive Demonstration: Show other objects like pencils, sticks, or straws of different lengths. Hold two at a time and ask: Which one is long? Which one is short? Let children take turns identifying long and short objects.

Error Alert!

Tall is NOT the same as long. Tall refers to height, while long refers to length. Remind children that a giraffe is tall because it grows upward, and a snake is long because it stretches sideways.

Practice

4. Long and Short: Let the children refer to the book to page 14 and explain long and short again with the help of pictures. Then ask them to identify and circle the long caterpillar.

DIY

LO: Children will be able to sing a rhyme on toys.

Resources: Rhymes and Stories, page 12

1. Discussion Time: Ask: What toys do you have? Which is your favourite toy? Give an example, say: I have toys like car, doll, toy train, etc. I like to play with my toy train. Welcome all responses. Now say: Let’s sing a rhyme on My Toys

2. Rhyme Time: Sing the rhyme My Toys with actions and expressions. Let the children follow you. Repeat at least 4–5 times.

Domain

Circle Time

General Awareness

Topic of the Day

A Fun Game: Change!

Magic Words

Book & Page

General Awareness, page 16

Foundational Literacy Letter Dd Literacy Skillbook, page 14

Foundational Numeracy Long and Short Numeracy Skillbook, page 15; Numeracy Workbook, page 15

DIY My Toys Rhymes and Stories, page 12

CIRCLE TIME

LO: Children will play a fun game of passing balls.

Resources: Two balls of different colours

1. Warm-Up: Take two balls. Pass one ball to your left and the other to your right. Ask the children to continue passing the balls until both return to you.

2. Game Time: Start by passing one ball to the left and the other to the right. When you say Change!, the children must switch directions and pass the balls the opposite way. Begin with one or two demo rounds to ensure they understand the game.

GENERAL AWARENESS

LO: Children will identify when to use magic words and say them.

Resources: General Awareness, page 16

Introduction

1. Rhyme Time: Start by reciting the rhyme ‘Magic Words’ from page 16 of the textbook. Ask the children to follow along. Repeat it 5–6 times with actions to make it fun and memorable.

2. Recall: Help the children recall the magic words by asking them questions like:

• What do you say when you greet someone?

• What do you say when you want to ask for something?

• What do you say if you bump into someone by mistake?

• What do you say if someone gives you something?

Practice

3. Using the Magic Words: Give each child a situation, one at a time, and ask them to identify and say the correct magic words. Use examples from the textbook or create your own.

Situations

• Priya bumped into Tina by mistake. What should Priya say?

• Sia helped Ravi put the toys in the basket. What should Ravi say?

• Meera wants a crayon from Payal. What should Meera say?

• Janaki met Tara at school. What will they say to each other?

FOUNDATIONAL LITERACY

LO: Children will identify the /d/ sound and recognize the letter Dd.

Resources: Literacy Skillbook, page 14

Introduction

1. Recap: Reinforce the sound of letter Dd by pointing to the pictures on page 14. Say the names of the items, emphasizing the beginning /d/ sound. Ask the children to repeat the words after you.

2. Reinforcing /d/ sound: Read aloud the rhyme on page 14 a few times, highlighting the /d/ sound. Ask the children to repeat after you.

Practice

3. Blackboard Practice: Write large D and d on the board. Point to them and ask the children to repeat after you, loudly: D says /d/ /d/ /d/

4. Blackboard Show: Invite some children to trace D and d on the board with their finger or a piece of chalk. Encourage them to say, D says /d/ /d/ /d/.

Ask your parents to say some words. Clap only when you hear a word that starts with D!

FOUNDATIONAL NUMERACY

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

Resources: Numeracy Skillbook, page 15; Numeracy Workbook, page 15; a long rope and a short rope; a pencil and a crayon (per child)

Introduction

1. Recap: Ask the children to take a pencil and a crayon from their pencil boxes. Then, ask them to identify which is long and which is short. Instruct them to place the long object first and the short one next on their table. Walk around to check if they’ve placed the objects correctly.

2. Identifying Long and Short: Place the ropes straight on the ground. Call the children one by one to point out and identify the long rope and the short rope. Make sure every child gets a turn.

Pro Tip

If ropes are not available, draw two lines (one long and one short) on the floor and conduct the activity using the lines.

Practice

3. Long and Short: Ask the children to open page 15 of the Workbook, tick the long objects, and cross out the short ones. Then guide them to page 15 of the Skillbook, where they will draw a longer string and tick the short pencil.

Draw a long line and a short line in your notebook.

DIY

LO: Children will recite the rhyme My Toys and talk about toys. Resources: Rhymes and Stories, page 12; some toys

1. Picture Talk: Show the picture on page 12 to the children. Ask them to identify the different toys they see in the picture.

2. Rhyme Time: Recite the rhyme My Toys with the children. Repeat it 5–6 times with actions and expressions to make it fun and engaging.

3. Show and Tell: Call the children one by one to pick up a toy and talk about it. Guide them to say what they like about it. For example: This is a ball. I like its yellow colour. Children may use their home or mixed language.

Domain

Circle Time Story Time

General Awareness

My Home

Foundational Literacy Tracing Dd

Foundational Numeracy In and Out

DIY A Triangle

Topic of the Day

Book & Page

General Awareness, pages 18–19

Literacy Skillbook, page 15

Literacy Skillbook, page 16

Art and Craft, page 5

CIRCLE TIME

LO: Children will listen to a short story and share how they would respond if they were in the character’s situation.

Resources: A soft toy

1. Story Time: Sit in a circle for this activity, if possible. Narrate The Lost Kitten to the children. Repeat the story 3–4 times to ensure familiarity.

2. Hearing from the Children: Ask the children to pass around the soft toy when you say START. When you say STOP, the child holding the toy will share what they would do if they were Lily. Repeat until all the children have had a chance to participate.

GENERAL AWARENESS

The Lost Kitten Lily was walking in the park when she heard a soft “meow!” She looked around and saw a tiny kitten hiding under a bench. The kitten looked scared and hungry. Lily thought for a moment—what should she do?

LO: Children will recite a rhyme about My Home and identify different parts of a house.

Resources: General Awareness, pages 18–19; sticker sheet

Introduction

1. Rhyme Time: Recite the rhyme on page 18 of the textbook. Repeat it 5–6 times with the children.

2. Parts of a House: Draw a simple house on the board and ask a few children to share what they see. Then say: This is a house. Show them the different parts of the house: door, windows, walls, roof, and garden.

3. Missing Parts: Draw a house on the board, leaving out one part (e.g., no windows). Invite a few children to come forward and identify what is missing. Repeat this 3–4 times, each time leaving out a different part, such as the door or roof, to keep the activity engaging.

Practice

4. My Home: Ask the children to open their textbooks to page 18 and look at the picture of the house. As you name each part, encourage them to point to it. For example, say: Where is the door? Wait for them to point before moving on to the next part.

5. Pasting the Missing Parts: Guide the children to page 19 of the book. Ask them to identify the missing parts and help them stick the correct parts in place.

Error Alert!

Only discuss the parts of the house like the door, windows, walls, roof, and garden. Do not discuss the different rooms in a house (e.g., kitchen, bedroom) during this session.

FOUNDATIONAL LITERACY

LO: Children will be able to identify the sound /d/ and associate it with the symbol Dd.

Resources: Literacy Skillbook, page 15; sand tray; sheets of coloured paper (1 per child)

Introduction

1. Blackboard Practice: Write a large D on the board and say: Take a standing line, bring it down, and draw a right curve. Call a few children to trace D with their fingers on the board. Repeat ford by saying: Draw a circle going around and add a long line going down the side

2. Air Tracing: Guide children to trace D and a in the air with their index fingers while saying D says /d/ /d/

3. Sand Tracing: Call children one by one to trace D and d in the sand with their index finger, reinforcing the shape of the letters.

Practice

4. Letter Dd Rhyme: Sing the rhyme on page 14 several times with the children, highlighting words that start with the letter Dd and emphasizing the /d/ sound.

5. Letter Dd Writing: Ask children to open page 15 of the book. Guide them to first trace D and d with their fingers, then with crayons. Show the picture of the dolphin and say: /d/ /d/ dolphin. Encourage them to repeat after you and colour the picture.

Open page 14 of the Skillbook and find the letter Dd in the rhyme. Circle D and d every time you see it.

FOUNDATIONAL NUMERACY

LO: Children will understand the concepts of in and out

Resources: Literacy Skillbook, page 16; an object (like a block, book, or chalk); a box; children’s pencil boxes; pencils or erasers (one per child)

Introduction

1. Explaining In and Out: Show the children an object (like a block) and a box. Place the block inside the box and say: The block is in. Then take the block out and say: The block is out. Repeat this 4–5 times for the children to grasp the concept.

2. Practicing In and Out: Ask the children to take out their pencils and pencil boxes. Demonstrate in and out by putting the pencil in and taking it out of the pencil box. Then say in and have the children put their pencils inside the box. When you say out, they should take the pencils out. Repeat this 5–6 times.

Practice

3. In and Out: Guide the children to open page 16 of the textbook. Show them the pictures of the rabbit in the hat and out of the hat. Then, ask them to find the cat that is outside the box and circle it.

Pro Tip

Give real-life examples of in and out. You can talk about going in and out of the classroom, getting in and out of the bus, or putting books in and out of bags.

DIY

LO: Children will identify the shape of a triangle.

Resources: Art and Craft, page 5; sandwich cut into a triangle; triangle cut-out

1. Introducing a Triangle: Show the children a triangular sandwich and say: Look at this sandwich! This shape is called a triangle! At the same time, show a triangle cut-out and repeat: This is a triangle

2. Spot the Triangle: Draw a circle, a square, and a triangle on the board. Call a few children to the board and ask them to identify the triangle.

3. A Triangle: Guide the children to open page 5 of the book. Point to the birthday hat and say: This hat looks like a triangle! Ask them to trace the dotted lines to form a triangle, then instruct them to colour the hat.

Domain

Topic of the Day

Circle Time Chinese Whispers

DAY 39

Book & Page

General Awareness My Home General Awareness, pages 20–22

Foundational Literacy Letter Dd Literacy Workbook, page 10

Foundational Numeracy In and Out Numeracy Skillbook, page 17; Numeracy Workbook, page 16

DIY A Rectangle Art and Craft, page 6

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

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 identify different rooms in a house and discuss what we find in each room. Resources: General Awareness, pages 20–22

Introduction

1. Reinforcing the Concept: Ask the children to name different parts of a house. Take a few responses and then say: Some parts of a house are the door, windows, walls, roof, and garden.

2. Inside a House: Ask: Can you name the different rooms in a house? Let a few children share their answers. Then say: We have a kitchen for cooking, a bedroom for studying and sleeping, a washroom for brushing and bathing, and a living room for spending time with family.

Practice

3. Rooms in a House: Guide the children to open pages 20 and 21 of the book. Discuss each room one by one. First, show the picture of the living room and ask: What do you see in this picture? Let a few children share their responses, then discuss the things we find in a living room using the pictures. Repeat the same process for the kitchen, bedroom, and washroom.

4. Matching Things with Room: Ask the children to open page 22 of the textbook. Guide them to match the items with the correct rooms where they are found. 20

FOUNDATIONAL LITERACY

LO: Children will identify the letter Dd and name things that start with the /d/ sound.

Resources: Literacy Workbook, page 10; crayons

Introduction

1. Identifying /d/ Sound: Say each word one at a time in random order. Ask children to clap ONLY if the word starts with the /d/ sound. Examples of some words starting with /d/ sound: dog, drum, doctor, door, den, dolphin, doll and duck.

Practice

2. Letters D and d: Ask children to open page 10 of the workbook. Help them identify objects that start with the /d/ sound and match them with the letter D and d. Then, guide them to find and colour the circles which have Dd written in them.

Draw one thing that starts with D (like a door or doll) in the notebook.

FOUNDATIONAL NUMERACY

LO: Children will understand the concept of in and out.

Resources: Numeracy Skillbook, page 17; Numeracy Workbook, page 16; a ball; a box; chalks

Introduction

1. Recap: Put the ball in the box and say: The ball is in. Then take it out and say: The ball is out. Repeat this 3–4 times. Invite a few children to put the ball in and take it out of the box.

2. Hop In and Hop Out: Draw a circle on the floor and call the children one by one. Instruct them to hop in and hop out of the circle. Repeat for each child.

Practice

3. In and Out: Ask the children to open page 17 of the Skillbook. Guide them to trace the line that is in the circle. Then, ask them to colour the apple that is out. Next, guide the children to open page 16 of the workbook. Ask them to circle the objects that are in the box.

DIY

LO: Children will identify the shape of a rectangle and trace and colour a rectangle. Resources: Art and Craft, page 6; cut-out or flashcard of shapes—rectangle, circle and a triangle

1. Introducing a Rectangle: Show the rectangle cut-out or flashcard to the children. Ask: Do you know the name of this shape? Let a few children share their responses. Then say: This is a rectangle

Pro Tip

Give examples of things in the classroom that look like a rectangle. For example: pencil box, blackboard, book, etc.

2. Spot the Rectangle: Place the rectangle, circle, and triangle cut-outs or flashcards on the table. Call the children one by one and ask them to identify the rectangle.

Error Alert!

Do NOT include a square in this activity, as children may find it difficult to distinguish between a square and a rectangle at this stage.

3. A Rectangle: Guide the children to open page 6 of the book. Ask them to trace the dotted lines to make a rectangle and then colour the door.

DAY

CATCH - UP CARNIVAL

Domain General Awareness

Learning Outcome Children will identify different parts of a house.

Resources Some pictures of common items found in different rooms of a home, such as a bed, table and chair, sofa, gas stove, utensils, soap, towel, toothbrush, etc.

Suggested Method • Draw a square on the board and ask the children to draw the windows, doors, and roof to turn it into a house.

• Place the pictures of the objects upside down. Ask the children to pick one picture and say which room it is found in.

Support for Struggling Learners

Draw a house on the board and help the children identify the different parts of the house. Then show the pictures of the rooms from the pages 20 and 21 of the Skillbook and discuss each room.

Domain Foundational Literacy

Learning Outcome Children can identify the /d/ sound and recognise the letters D and d

Resources Objects starting with /d/ sound and other sounds

Suggested Method Hide the objects at different locations in the classroom. Ask the children to find objects that start with the /d/ sound and name them. Then, ask them to write the letters D and d on the blackboard. Clap loudly for each child. Repeat until all the children get a chance.

Support for Struggling Learners

Domain

Gather the struggling learners together. Write D and d on the board and guide them to say D says /d/ /d/ /d/. Then show them some objects or flashcards starting with /d/ sound and guide them to say, for example, /d/ /d/ dog. Finally, guide the children to trace letter D in the air with their index fingers.

Foundational Numeracy

Learning Outcome Children will identify the concept of long–short and in–out.

Resources Some objects: pencils, erasers, blocks, etc; a box; a chalk

Suggested Method

Support for Struggling Learners

Draw a long line and a short line with chalk on the ground. Call the children one by one and ask them to identify the long line and the short line. Then, ask the child to pick any one object and put it in the box and then take it out of the box.

Gather the struggling learners in a circle. Show two pencils of different lengths to explain long and short. Ask them to spread their hands apart for long and bring them close for short.

For in and out, put an object in a box and take it out to demonstrate. Then, play a game where children jump inside a circle and step out.

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 978-81-985187-9-8