TM_LB_UKG_TEXT_Part-1

DAWN

Bright Beginnings, Brighter Futures

Teacher Manual

Part-1

Teacher Manual DAWN

Level C

Acknowledgements

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

Creative Director: Bhavna Tripathi

Book Production: Vishesh Agarwal, Amisha Gupta

VP, Learning: Abhishek Bhatnagar

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

© Uolo EdTech Private Limited

First impression 2025

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

Book Title: Dawn Teacher Manual Level C Part-I

ISBN: 978-81-985727-9-0

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

Circle Time

General Awareness

Topic of the Day

Action Rhyme: Hop a Little

Myself: Name, Age and Class

Foundational Literacy My Qualities

Foundational Numeracy Big or Small

DIY Garden of Leaves

CIRCLE TIME

LO: Children will recite a rhyme with actions.

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

2. Fun Actions: Stand in a circle and say: Let’s do some fun actions! Guide them through simple movements like jumping, running, bending, stretching, nodding, yawning and sleeping. Repeat a few times.

3. Action Rhyme: Recite Hop a Little with actions and ask the children to follow. Repeat 4–5 times to help them learn the rhyme.

GENERAL AWARENESS

Book & Page

Numeracy Skillbook, page 1

Art and Craft, page 1

Resources: Any object that can be used as a dummy microphone, say a duster Hop a Little

Hop a little, jump a little, One, two, three.

Run a little, skip a little, Tap on knee.

Bend a little, stretch a little, Nod your head.

Yawn a little, sleep a little, In your bed.

LO: Children will be able to introduce themselves by telling their name, age and class.

Introduction

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

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

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

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

Practice

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

FOUNDATIONAL LITERACY

LO: Children will share a good point about themselves.

Resources: A golden paper crown

Introduction

1. Discussing Good Qualities: Draw a large flower on the board. Ask children to share qualities they admire in a person (or you). Write selected words (e.g., kind, helpful) on the petals. Say: Today, we will talk about a good quality in ourselves

2. Introducing the Crown: Show the golden crown and say: This is a special crown. When you wear it, share one good thing about yourself. Everyone will get a turn.

3. Modelling: Demonstrate how to share. Say: I help my friends. / I bathe every day.

Practice

4. Sharing Time: Each child wears the crown and shares something good about themselves. Allow responses in home or mixed language if needed.

Pro Tip

Let confident learners start. Gently encourage shy children and cheer for them to build confidence.

FOUNDATIONAL NUMERACY

LO: Children will identify and compare big and small.

Resources: Numeracy Skillbook, page 1; a small fruit (lemon) and a big fruit (apple); a small and a big box; a big toy and a small toy; two bowls of watercolour (red and blue)

Introduction

1. Introducing Big or Small: Show the apple and the lemon. Ask: Which fruit is big? Which is small? Take responses and say: The apple is big, and the lemon is small. Repeat the same activity for other sets of objects.

2. Body Movement Activity: When you say “big,” they spread their hands apart; when you say “small,” they bring their hands together. Repeat 4–5 times.

Practice

3. Big and Small: Ask children to open page 1 of the textbook. Point out the big lion and the small bird. Guide them to colour the big animal and the small fruit.

Pro Tip

Ensure objects shown in class have a clear size difference to avoid confusion.

DIY

LO: Children will be able to identify yellow, green, purple and orange colours.

Resources: Art and Craft, page 1; green, purple, orange, and yellow colours

1. Introducing Colours: Show the colours and ask children to name objects in the classroom that match each colour. Take a few responses.

2. Identifying Crayons: Ask children to find green, purple, orange, and yellow crayons in their crayon box.

3. Colouring the Leaves: Ask children to open page 1 of the book. Guide them to colour the leaves and boxes according to the given outlines.

Domain

Circle Time

General Awareness

Topic of the Day

Creativity Game

All About Me

DAY 2

Book & Page

General Awareness, pages 2–3

Foundational Literacy Introduction Literacy Skillbook, page 1

Foundational Numeracy Big, Bigger and Biggest

Numeracy Skillbook, page 2

DIY Rhyme: Wee Willie Winkie Rhymes and Stories, page 1

CIRCLE TIME

LO: Children will explore alternative ways to use an object, enhancing their creativity and critical thinking. Resources: Everyday objects (e.g. a bottle, pencil, book, duster)

1. Setting the Context: Show the bottle to the children and ask about its use as follows.

Teacher: What do we use it for?

Student: We use it for drinking water. Let a few children share their responses.

2. Thinking of an Alternative Use: Say: Today, we will think of a new way to use the bottle! Encourage children to come up with different ideas. Give examples:

• I can use the bottle as a flower vase to hold flowers.

• I can use the bottle to store pencils, pens, or paintbrushes.

3. Sharing Ideas: Hand out different objects to children (or let them pick). Ask them to think of a new way to use their object. Let them take turns holding up their object and sharing their idea.

Pro Tip

If they are stuck, prompt them with guiding questions. Encourage a few children to act out how they would use their object in a new way for added fun and creativity.

GENERAL AWARENESS

LO: Children will be able to say their name, age, birthday, and favourite things. Resources: General Awareness, pages 2–3

Introduction

1. Name and Age: Ask a few children to share their name and age.

2. Introducing Birthday: Ask: Do you know when your birthday is? Take a few responses. Then, ask: What do you do on your birthday? Say: My birthday is on 3rd February. Repeat this 5–6 times with the children. Write the date of birth on the board for better understanding.

3. Sharing Favourite Things: Ask children to share their favourite things. Take a few responses by asking:

• What is your favourite colour?

• What is your favourite food?

Practice

• What is your favourite animal?

• What is your favourite toy?

4. All About Me: Ask children to turn to page 2 of their textbook. Guide them to write their name, date of birth, and favourite things. Write tricky spellings on the board to help them.

Paste a family photo on page 3 of the textbook.

FOUNDATIONAL LITERACY

LO: Children will be able to share their name, their parents’ names, and talk about their family. Resources: Literacy Skillbook, page 1

Introduction

1. Name: Ask a few children to share their name.

2. Parents’ Names: Ask the children to share their parents’ names. Say: What is your mother’s name? Take a few responses and guide them to say: My mother’s name is ________. Repeat the same with their father’s name.

3. Family Members: Ask a few children to share who is in their family. Draw simple stick figures on the board to represent family members (mother, father, siblings, etc.) as they respond.

Practice

4. About Me: Ask children to open page 1 of their textbook. Guide them to write their name and their parents’ names. Then, ask them to draw a picture of their family using stick figures.

Ask your parents for their phone numbers and write them down in the space provided on page 1 of the textbook.

FOUNDATIONAL NUMERACY

LO: Children will be able to identify and compare big, bigger, and biggest.

Resources: Numeracy Skillbook, page 2; three objects of different sizes (e.g. a lemon, an apple, and a watermelon)

Introduction

1. Comparing Big and Bigger: Show the lemon and the apple to the children. Ask: Which one is big? Take a few responses. Guide them to say: The apple is bigger than the lemon. Repeat this 5–6 times to reinforce understanding.

2. Introducing Biggest: Show all three objects together. Ask: What do you think about their sizes? Take a few responses. Guide them to say: The lemon is big, the apple is bigger, and the watermelon is the biggest. Repeat this 5–6 times.

3. Identifying Big, Bigger and Biggest: Draw three objects of different sizes on the board. Invite a few children to come forward and identify big, bigger, and biggest. Give at least 5–6 examples and repeat with the children: ______ is big, ______ is bigger, and ______ is the biggest.

Practice

4. Big, Bigger, Biggest: Ask the children to open page 2 of the textbook. Point and show the pictures of the crab, tortoise, and whale to explain big, bigger, and biggest. Then, guide them to mark the big, bigger, and biggest object as instructed.

Do not use the terms smaller or smallest while explaining big, bigger, and biggest. Make sure to stick to the keywords.

LO: Children will be able to recite the rhyme Wee Willie Winkie with actions.

Resources: Rhymes and Stories, page 1

1. Talking about Night Time: Discuss night-time routines with the children. Ask questions like: What do you do after dinner? When do you go to bed? What do you do before going to bed?

2. Singing the Rhyme: Sing the rhyme Wee Willie Winkie with actions along with the children. Repeat it 5–6 times to help them memorize.

Domain

Topic of the Day

Circle Time The Class Routine

General Awareness Things I Can Do

Book & Page

Foundational Literacy Picture Discussion: Let’s Talk! Mira’s Sunday Literacy Skillbook, pages 2–3

Foundational Numeracy Small, Smaller, Smallest Numeracy Skillbook, page 3

DIY A Cauliflower Art and Craft, page 2

CIRCLE TIME

LO: Children will be able to identify and discuss the new class routine.

Resources: Flashcards or pictures of class routines (e.g., circle time, playtime, study, lunch, etc.)

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

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

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

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

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

Continue in this way for the rest of the routine.

Pro Tip

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

GENERAL AWARENESS

LO: Children will be able to identify and discuss the things they do by themselves.

Resources: Flashcards or pictures of children doing different activities, such as brushing teeth, washing hands, and drinking water

Introduction

1. Looking at the Flashcards: Show the flashcards one by one and ask the children to share what they see in the pictures.

2. Picture-to-Self Connection: Show each flashcard again and ask children to stand up if they do that activity by themselves at home.

3. Modelling: Demonstrate how to talk about things they do independently. Say: I can pack my bag. / I can brush my teeth. Repeat this 5–6 times with the children.

Practice

4. Knowing from the Children: Ask each child to share one thing they do by themselves at home. Clap loudly for each child.

FOUNDATIONAL LITERACY

LO: Children will be able to talk about and discuss the pictures of the story Let’s Talk: Mira’s Sunday Resources: Literacy Skillbook, pages 2–3; drawing sheets (one per child)

Introduction

1. Discussing Sunday: Start by saying: Sundays are holidays. We do not come to school on Sunday. Then, ask a few children to share what they do on a Sunday.

2. Talking About Sunday Activities: Ask children simple questions like: Do you wake up late on Sunday? Do you go out with your family? Do you play with your friends? Take a few responses.

Practice

3. Let’s Talk Mira’s Sunday: Guide the children to turn to pages 2–3 of the textbook. Discuss the pictures one by one with the children. Say: We will look at the pictures and find out what Mira does on a Sunday. Ask them the following questions:

Picture 1: Who do you see in the picture? Where are they? What else do you see in the picture?

Picture 2: Where are the girl and her father? What do you see on the table?

Picture 3: Where are the girl and her father? What else do you see in the picture?

Picture 4: Where is the girl? What is her mother doing? What else do you see in the picture?

Do not narrate the story or play the audiobook in this session. Focus only on discussing what the children observe in the pictures. Error Alert!

FOUNDATIONAL NUMERACY

LO: Children will be able to identify and compare small, smaller and smallest. Resources: Numeracy Skillbook, page 3; three objects of different sizes (e.g. a book, a soap, and a sharpener)

t’s Talk! Mira’s Sunday

Introduction

1. Comparing Small and Smaller: Show the book and the soap to the children and ask: Which one is smaller? Take a few responses and say: The book is small. The soap is smaller. Repeat this 5–6 times with the children.

2. Introducing Smallest: Next, show all three objects together and ask the children to compare their sizes. Take a few responses and say: The book is small, the soap is smaller, and the sharpener is the smallest. Repeat this 4–5 times with the children.

3. Identifying Small, Smaller and Smallest: Draw three objects of different sizes on the board. Then, ask a few children to come forward and identify small, smaller, and smallest. Give at least 5–6 examples and repeat with the children: _____ is small, _____ is smaller, and _____ is the smallest.

Practice

4. Small, Smaller, Smallest: Guide the children to open page 3 of the textbook. Point and show the pictures of the cat, mouse, and ladybird to explain small, smaller, and smallest. Then, guide them to mark the small, smaller, and smallest objects as instructed.

Pro Tip

Encourage children to observe different sizes in their surroundings. For example: A pencil box is small, a pencil is smaller, and an eraser is the smallest.

Find three objects at home of different sizes. Identify which is small, smaller, and smallest. Be ready to share in class!

LO: Children will be able to trace the dots and colour the picture of a cauliflower.

Resources: Art and Craft, page 2; a cauliflower or picture of a cauliflower

1. Observing a Cauliflower: Show the cauliflower to the children and ask them to observe what they see. Emphasize on the shape and colour of the cauliflower.

2. Tracing and Colouring: Guide the children to trace the dotted lines and then colour the cauliflower.

Domain Topic of the Day

Circle Time Good Habits

General Awareness I Can Do

Book & Page

General Awareness, pages 4–5

Foundational Literacy Picture Story: Let’s Talk Mira’s Sunday Literacy Skillbook, pages 2–3

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

DIY Rhyme: Wee Willie Winkie Rhymes and Stories, page 1

CIRCLE TIME

LO: Children will discuss the good habits.

Resources: Chart of Good Habits

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

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

• Why should we wash our hands before eating?

• Why should we keep the classroom clean?

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

Pro Tip

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

GENERAL AWARENESS

LO: Children will be able to identify and share what they do by themselves at home.

Resources: General Awareness, pages 4–5

Introduction

1. Recap: Ask a few children to share one thing they do by themselves at home.

2. Picture Talk: Guide the children to open pages 4 and 5 of their textbooks. Discuss the pictures one by one. Ask: What do you see? Do you do this by yourself at home?

Practice

3. I Can Do: Ask the children to look at the pictures on pages 4–5. Guide them to tick the activities they can do by themselves.

FOUNDATIONAL LITERACY

LO: Children will be able to listen to and narrate the story Let’s Talk: Mira’s Sunday using pictures.

Resources: Literacy Skillbook, pages 2–3

Introduction

1. Recap: Guide the children to open pages 2–3 of the textbook. Ask a few questions to review what they observed in the pictures during the previous session.

2. Sharing About a Picture: Ask some children to choose one picture and share what they like about it and why.

Practice

3. Storytelling Through Pictures: Discuss the pictures in detail and narrate the story with their help. Point to the pictures and ask:

Picture 1: Where are Mira and her parents? What are they doing?

Picture 2: Where are Mira and her father? What do you think is happening here?

Picture 3: Where are Mira and her father? What is Mira doing?

Picture 4: What do you think is happening in the picture?

4. Conclusion: If possible, play the video of the story or narrate the story in a flow.

FOUNDATIONAL NUMERACY

LO: Children will be able to compare big and small.

Resources: Numeracy Workbook, pages 1–2; objects of different sizes (e.g. apple, lemon, sharpener, ball)

Pro Tip

Ask a few children to come forward and share the objects they brought from home. Encourage them to explain which object is big and which one is small.

Introduction

1. Recap: Show an apple and a lemon to the children and ask: Which one is big? Which one is small? Take a few responses, then show another set of objects for comparison.

Practice

2. Big and Small: Guide the children to open page 1 of the workbook and complete the activity as per the instructions. Repeat the same for page 2. DIY

LO: Children will be able to recite the rhyme Wee Willie Winkie with actions.

Resources: Rhymes and Stories, page 1

1. Picture Talk: Guide the children to open page 1 of the book. Ask them to describe what they see in the picture. Take responses from a few children.

2. Reciting the Rhyme: Recite the rhyme Wee Willie Winkie with actions. Ask the children to repeat after you 5–6 times. Finally, call a few children forward to recite the rhyme with actions.

Wee Willie Winkie

Domain

CATCH - UP CARNIVAL

General Awareness

Learning Outcome Children will share and talk about themselves and the things they can do.

Resources A duster or a marker to use as a microphone

Suggested Method Call the children one by one and ask them the following:

• What is your name and age?

• Which class do you study in?

• Share one thing you can do by yourself at home. Ensure that each child holds the duster or marker while speaking. Clap for each child and give them a smiley after they finish. Repeat the process until all children have had a turn.

Support for Struggling Learners

Domain

Pair them with a confident buddy for practice. Use simple sentence prompts like “My name is...” and “I can...” to guide responses. Let them speak in small groups before sharing individually. Provide visual cues or real objects to help recall activities. If hesitant, allow them to point to a flashcard instead of speaking. Offer encouragement and praise to build confidence.

Foundational Literacy

Learning Outcome Children will share the story Let’s Talk: Mira’s Sunday by looking at pictures.

Resources Literacy Skillbook, pages 2–3

Suggested Method Call the children one by one and show them the pictures. Ask questions like: Who do you see in this picture? What are they doing? What place do you see? What else do you notice?

Clap for each child and give them a smiley after they finish. Repeat until all children have had a turn.

Support for Struggling Learners

Gather them in a circle and narrate the story using pictures or play the audiobook. Discuss the pictures one by one, then encourage them to talk about their favourite picture.

Domain Foundational Numeracy

Learning Outcome Children will identify and compare objects as big, bigger, biggest or small, smaller, smallest.

Resources Colourful chalks, objects of different sizes

Suggested Method

Support for Struggling Learners

Call the children one by one and give them three objects to arrange in the order of big, bigger, biggest OR small, smaller, smallest. Clap for each child and give them a smiley after completion. Repeat until all children have had a turn.

Use real-life comparisons to make the concept relatable. Show them familiar classroom objects, such as a school bag, a lunchbox, and an eraser, and ask which is big, bigger, and biggest. Encourage them to compare their own belongings, like water bottles or shoes, to reinforce understanding.

WEEK 2

Domain

Circle Time

Topic of the Day

Common Classroom Instructions

General Awareness Our Hobbies

Foundational Literacy The Alphabet Song

Foundational Numeracy Long and Short

DIY Leafy Scrapbook

CIRCLE TIME

LO: Children will listen to and follow common classroom instructions.

1. Setting the Context: Greet the children warmly and ask: Do you know what an instruction is? Allow a few responses. Then, say: Instructions are like commands that a teacher asks you to follow, like ‘Stand up’, ‘Sit down’, or ‘Raise your hand’.

2. Following the Instructions: Give the instructions one by one and do the actions. Do 2–3 rounds of demonstration. Then ask the children to do each action as you give the instructions.

GENERAL AWARENESS

LO: Children will talk about their hobbies.

Book & Page

STEM Exploration, pages 1–2

Classroom Instructions

1. Sit down.

2. Stand up.

3. Raise your hand.

4. Open your book.

5. Close your book.

6. Come to the front.

7. Go back to your seat.

8. Pass the crayon.

9. Clap your hands.

10. Turn to page (number).

Resources: Pictures showing different hobbies (like dancing, drawing, singing, etc.)

Introduction

1. Hobby Action Song: Start the session by singing the Hobby Action Song with voice modulation and actions. Repeat it 3–4 times with the children.

Hobby Action Song

I like to paint, I like to sing, I like to dance and do many other things! I like to run, I like to play, I have so much fun every day!

2. Introducing Hobbies: Ask: What do you like to do in your free time? Take a few responses and say: Today, we will learn about hobbies. Hobbies are activities we enjoy doing in our free time. Show the pictures of different hobbies and discuss them.

3. Modelling: Share your own hobby with the children and ask them to repeat the sentence after you. For example: I love to read books. I love to watch films. Repeat it 3–4 times.

Practice

4. Knowing from Children: Ask the children to share their hobbies and act them out as they speak.

Pro

Tip

If the pictures are not available, write the names of the hobbies on board. Show objects like paintbrush for painting, ball for playing, etc.

FOUNDATIONAL LITERACY

LO: Children will recite the Alphabet Song and recognize different letters.

Resources: Letter flashcards

Introduction

1. Letter Treasure Hunt: Hide the letter flashcards around the classroom. Play soft music, if possible; when it stops, children must find a letter flashcard and say its name along with its phonic sound. For example: A says /a/, B says /b/, C says /k/, etc.

Practice

2. Introducing the Alphabet Song: Play or recite the Alphabet Song and encourage the children to sing along. Repeat the song 2–3 times, clapping or tapping hands to the rhythm for added fun and engagement.

FOUNDATIONAL NUMERACY

The Alphabet Song

A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, and Z.

Now I know my ABCs, Next time won’t you sing with me?

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

Resources: Strips of coloured paper of different lengths (2 per child); glue; glitter, markers; 2 stick puppets (a long snake and a short worm)

Introduction

1. Introducing Long and Short: Start the session by showing the two stick puppets to the children. Ask a few children to share what they observe. Then say: The snake is long, and the worm is short. Repeat this 4–5 times.

Error Alert!

Ensure clear comparisons to avoid confusion. Use horizontal objects to show long and short; and vertical objects for tall and short. This helps children understand the difference correctly.

2. Storytelling: Use the stick puppets to narrate The Long Snake and the Short Worm. After the story, ask: Who was long? Who was short? Show the puppets as they answer.

3. Long and Short Steps: Play the Long and Short Steps game! When you say Long like Slippy, children take long steps. When you say Short like Wiggles, they take short steps. Repeat 5–6 times.

Practice

The Long Snake and the Short Worm

One day, a long snake named Slippy met a short worm named Wiggles. Slippy could climb tall trees, while Wiggles hid under short bushes. They played together and realised that being long or short was special in its own way.

4. Making Snake and Worm: Give each child two coloured paper strips. Ask them to make a long snake with the long strip and a short worm with the short strip. Then, let them add eyes and decorate with glitter and markers. Tell the children to observe the objects at home and bring two objects that are long and two objects that are short to school the next day.

DIY

LO: Children will identify and compare different types of plants and their leaves. Resources: STEM Exploration, pages 1–2; scrapbook or A4-size paper (1 per child); glue; marker

1. Walking in Nature: Take the children on a short walk in the school garden or playground to collect three different leaves, if possible. Discuss each leaf by asking questions, such as: Is it big or small? Smooth or rough? What colour is it—red, yellow, or green?

2. Creating the Leafy Scrapbook: Give each child a small scrapbook or folded sheets to glue their collected leaves inside. Help them write the plant’s name next to each leaf. Let them decorate their scrapbook as they would like.

Look around your home and bring two different types of leaves to school the next day.

WEEK 2

DAY 7

Domain

Topic of the Day

Circle Time Game of Classroom Instructions

General Awareness My Hobbies

Book & Page

General Awareness page 6

Foundational Literacy Big Letters, Small Letters Literacy Skillbook, page 4

Foundational Numeracy Long and Short Numeracy Skillbook, page 4; Numeracy Workbook, page 3

DIY Leafy Scrapbook

CIRCLE TIME

STEM Exploration, pages 1–2

LO: Children will listen to and follow some common classroom instructions.

1. Warm-Up: Greet the children warmly and say: Today, we are going to play Simon Says to practise listening and following classroom instructions

2. Playing Simon Says: First, explain the rules: If I say ‘Simon Says’ before a command, you must do it. But if I don’t say ‘Simon Says,’ stay still. Demonstrate by giving some examples. Do this activity at a fast pace. Invite a few children to come forward and share some classroom instructions.

GENERAL AWARENESS

LO: Children will identify different hobbies and share their own hobbies.

Simon says 1. Sit down.

2. Stand up.

3. Raise your hand.

4. Open your book.

5. Close your book.

6. Come to the front.

7. Go back to your seat.

8. Pass the paper.

9. Clap your hands.

10. Turn to page (number).

Resources: General Awareness, page 6; small box with items such as paintbrush, ball, books, toys, etc (or their pictures if the items are not available)

Introduction

1. Hobby Action Song: Start the session by singing the Hobby Action Song from the previous session. Sing with actions and expressions. Repeat it 2–3 times.

2. Guessing the Hobby: Prepare a box with small objects, or their pictures, such as paintbrush, ball, toys, etc. Ask each child to come forward, pick an item, and guess the hobby it represents. Then ask: Do you like this hobby? What other hobbies do you have? Welcome all responses and assist those who need help. Make sure each child gets a chance to participate.

3. Hobby Groups: Show the picture cards or objects one by one and ask the children to raise their hands if they like that hobby. Have them form groups based on shared interests. Repeat the activity until each child has joined a group.

Pro Tip Practice

You can encourage the children to enact their favourite hobby.

4. Identifying My Hobbies: Guide the children to open page 6 of the General Awareness book. Discuss the different hobbies shown in the pictures, then ask them to tick the hobby they like.

FOUNDATIONAL LITERACY

LO: Children will be able to identify big letters and small letters of the English alphabet.

Resources: Literacy Skillbook, page 4

Introduction

1. Learning Letters: Write an uppercase letter (A) and its lowercase form (a) on the blackboard. Point to the uppercase letter and say: This is the big letter A. Then, point to the lowercase letter and say: This is the small letter a. Ask the children to repeat the letter name after you. Repeat this for all the letters, ensuring children participate actively.

Practice

2. Joining the Letters: Ask the children to open page 4 of the Literacy Skillbook. Guide them to identify and join the big letters and the small letters in sequence to complete the pictures. Once they complete the exercise, ask them to name the things that they have formed.

Look for old newspapers and magazines at home and bring cut-outs of some big and small letters to school the next day.

FOUNDATIONAL NUMERACY

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

Resources: Numeracy Skillbook, page 4; Numeracy Workbook, page 3; some objects to compare long and short (like: pencils, crayons, ruler, chalk, marker, etc.)

Introduction

1. Recap: Place objects like pencils, crayons, chalks, and markers on the table. Call the children one by one and ask them to identify and pick one long item and one short item from the table.

2. Hopping and Learning: Ask the children to stand in a line. Draw a long line and a short line on the floor. Call the children one by one and say: Hop on the short line or Hop on the long line. Ensure every child participates in the activity.

Practice

3. Skillbook Practice: Guide the children to open page 4 of the Skillbook. Ask them to look at the pictures and identify the long string and the short string. Then, ask them to colour the long umbrella and the short pencil.

4. Workbook Practice: Guide the children to open page 3 of the Workbook. Ask them to circle the long and the short items as per the given instructions. Finally, guide them to draw a pencil longer than the one given in the image.

DIY

LO: Children will trace and compare patterns of two different leaves and draw a leaf.

Resources: STEM Exploration, pages 1–2; different leaves (brought from home by children); crayons; drawing sheets (2 per child)

1. Leaf Print: Guide the children to place two leaves (brought from home as homework) under a drawing sheet and gently rub a crayon over them. Ask them to observe and compare the different patterns on the leaves.

2. Sketching: Give each child a drawing sheet and ask them to draw a leaf and colour it. Once complete, invite each child to come to the front and share their drawing with the class.

WEEK 2

Domain

Circle Time

Topic of the Day

A Story on Polite Expressions

General Awareness Indoor and Outdoor Games

Book & Page

Foundational Literacy I Know My Letters Literacy Skillbook, page 5

Foundational Numeracy Long, Longer, Longest Numeracy Skillbook, page 5

DIY Solving a Puzzle

CIRCLE TIME

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

Resources: Flashcards with pictures of polite expressions

1. Narrating a Story: Narrate the story Maya’s Magic Words with voice modulation and expressions. Repeat the story 2–3 times.

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

• Why did the children stop playing with Maya?

• What did Maya do to make it right?

• What are some polite expressions?

Welcome all responses and encourage each child to answer the questions.

GENERAL AWARENESS

Maya’s Magic Words

Maya loved playing in the park but never said “please,” “thank you,” or “sorry.” One day, she wanted to swing and said, “Move! I want to swing!” The child frowned and left. At the slide, she bumped into a friend but didn’t apologize. Soon, no one wanted to play with her. Feeling sad, Maya asked her mother why. “Polite words bring kindness and smiles!” her mother said. The next day, Maya tried saying “May I swing, please?” The child smiled and let her play. She said “thank you” and “sorry” when needed. Everyone was happy to play with her again. Maya had found the magic of kind words!

LO: Children will be able to identify and differentiate between indoor and outdoor games.

Resources: Flashcards/pictures of indoor and outdoor games

Introduction

1. Setting the Context: Start by asking: Can you tell me some games you play inside and some you play outside? Encourage responses from the children. Then explain: Some games are played inside, like puzzles and ludo—these are indoor games. Some games are played outside in the open, like cricket and football—these are outdoor games.

2. Singing a Game Song: Sing the Game Song with actions in the tune of Twinkle Twinkle Little Star. Repeat it 2–3 times.

Practice

Game Song

Puzzles and blocks we play inside, Running and jumping outside, so wide! Both are fun, come and see, Let’s play together, you and me!

3. Identifying Indoor or Outdoor Games: Show the flashcards one by one and ask the children to guess the game and say whether it is an indoor or an outdoor game. For example: This is Ludo. It is an indoor game.

FOUNDATIONAL LITERACY

LO: Children will identify and write the capital letters and small letters.

Resources: Literacy Skillbook, page 5

Introduction

1. Recap: Write a letter on the board. Ask the children to identify if it is a capital or a small letter. If it is a capital letter, they should clap. If it is a small letter, they should jump.

Practice

2. Writing Big and Small Letters: Call on one child at a time. Say a letter sound, like /f/, and ask the child to write the capital F and small f on the board. Repeat the activity till each child gets a chance. Keep changing the letters for each turn. Assist those who need help.

3. Identifying the Letters: Guide the children to open page 5 of the Skillbook. Ask them to trace the dots to write capital and small letters and complete the track.

FOUNDATIONAL NUMERACY

LO: Children will identify and compare objects as long, longer, and longest.

Resources: Numeracy Skillbook, page 5; coloured paper strips of different lengths (3 per child); objects of varying lengths (e.g., pencils, crayons, straws)

Introduction

1. Comparing Long and Longer: Show two pencils of different lengths and ask: Which one is longer? Take a few responses, then point and say: This pencil is long. This pencil is longer. Repeat this 5–6 times to reinforce understanding.

2. Introducing Longest: Show a crayon, a longer pencil, and a ruler that has to be the longest of the three. Ask: What do you notice about their lengths? Take responses, then guide them to say: The crayon is long, the pencil is longer, and the ruler is the longest. Repeat this 5–6 times.

If children are confused, explain: “Long” describes one object, “longer” compares two objects, and “longest” is the longest of all.

3. Arranging Paper Strips: Give each child three coloured paper strips of different lengths. Ask them to arrange them from long to longest. Observe and guide as needed.

Practice

4. Long, Longer and Longest: Ask children to open page 5 of the Skillbook. Point and show the long, longer, and longest oars. Guide them to identify and mark the correct objects as instructed.

Find three objects of different lengths at home and talk about them in class tomorrow.

DIY

LO: Children will collaborate and solve puzzles. Resources: Age-appropriate puzzles

1. Teamwork: Divide the children into small groups of 4–5. Give each group a puzzle to solve together. Encourage teamwork, offer help if needed, and cheer for all teams.

2. Reflecting: Ask the children to share their experience of solving the puzzle. You can ask:

• Did you play an indoor or an outdoor game?

• How did you feel working with your friends?

• Do you solve puzzles at home with your family?

Let them share their thoughts freely. Encourage each child to participate and give responses.

WEEK 2

DAY 9

Domain

Topic of the Day

Circle Time Polite Expressions

General Awareness Games That We Play

Book & Page

General Awareness, pages 7–8

Foundational Literacy Match Up Literacy Skillbook, page 6

Foundational Numeracy Comparing Long and Short Numeracy Workbook, page 4

DIY Outdoor Game: Magic Circles

CIRCLE TIME

LO: Children will use polite expressions in sentences.

Resources: A ball; music

1. Rhyme Time: Recite the Polite Words rhyme with actions. Repeat 3–4 times for the children to grasp. Then, ask:

• When do we say ‘Please’?

• When do we say ‘Thank You’?

• When do we say ‘Excuse Me’?

• When do we say ‘Sorry’?

• When do we say ‘Welcome’?

Discuss their responses and provide examples if needed.

Polite Words

‘Sorry’ when I make a mistake, ‘Excuse me’ for the space I take. ‘Please’ is kind when I request, ‘Thank you’ when someone helps. ‘You’re welcome’ is what I say next!

2. Passing with Politeness: Ask the children to sit in a circle and pass a ball around while the music plays. When the music stops, the child holding the ball must say a polite word, like please or thank you, and use it in a sentence (e.g., Thank you for your help.). Offer support if needed and praise their efforts. Repeat until every child gets a turn.

Pro Tip

If a child struggles, prompt them with a real-life situation, like asking for a toy or thanking a friend. This makes it easier to form a sentence!

GENERAL AWARENESS

LO: Children will be able to identify and differentiate between indoor and outdoor games. Resources: General Awareness, pages 7–8; flashcards of indoor and outdoor games

Introduction

1. Recap: Recite the rhyme Game Song from the previous session. Repeat it 3–4 times.

2. Importance of Games: Discuss the importance of playing games. Reinforce that outdoor games help us grow strong, while indoor games help our minds stay sharp.

3. Jumping or Sitting: Let the children stand in a circle. Call out a game. If it’s an outdoor game, they jump. If it’s an indoor game, they sit. Keep the energy high and cheer them on.

Practice

4. Sorting Games: Guide the children to open pages 7–8. Ask them to identify the games and write I beside indoor games and O beside outdoor games.

FOUNDATIONAL LITERACY

Game Song

Puzzles and blocks we play inside, Running and jumping outside, so wide! Both are fun, come and see, Let’s play together, you and me!

LO: Children will identify uppercase and lowercase letters and match them.

Resources: Literacy Skillbook, page 6; playdough of 2 different colours

Introduction

1. Complete the Letter: Write a big letter on the board with missing parts. Call a child to complete it and say its name and sound. Repeat with lowercase letters. Let children take turns “fixing” the letters while everyone says the sounds together. Make it fun with cheers and claps.

Practice

2. Identifying the Letters: Guide the children to open page 6 of the Skillbook. Ask them to match the big letters with the small letters.

FOUNDATIONAL NUMERACY

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

Resources: Numeracy Workbook, page 4; objects of different lengths (e.g., stick, pencil, crayon)

Introduction

1. Introducing Shorter and Shortest: Show a stick, a pencil (shorter than the stick), and a crayon (shortest). Ask: What do you notice about their length? Take responses and guide them to say: The stick is short, the pencil is shorter, and the crayon is the shortest of all. Repeat this 5–6 times.

Practice

2. Comparing Long and Short: Guide children to open page 4 of their Workbook. Ask them to identify and mark the objects as per the given instructions. Make sure to keep the items horizontally while showing and explaining long, longer, longest and short, shorter, shortest to the children. Error Alert!

DIY

LO: Children will play an outdoor game and enhance their gross motor skills. Resources: Chalk; colourful ice-cream sticks; whistle (for signals); reward stickers (optional)

1. Setting Up the Activity: Begin with simple warm-up exercises like jumping jacks, toe touches, and arm stretches. Then, draw circles on the ground and explain the rules: When I say ‘Go!’, run around, and when I say ‘Stop!’, quickly find a circle to stand in. Only one child can stand in one circle.

2. The Game Begins: Draw one less circle than the total number of players. Blow the whistle and say “Go!” for them to run around. Say “Stop!” and watch them find a circle to stand in. The child left out becomes the cheerleader for the next round. Remove one circle each round and continue playing until only one child remains—the winner! Assist those who need help.

DAY

CATCH - UP CARNIVAL

Domain General Awareness

Learning Outcome

Children will share their hobbies and differentiate between indoor and outdoor games.

Resources An item that can be used as a hand-held mic (ice-cream sticks, rulers, pens, etc.)

Suggested Method Ask each child to come forward and pretend to hold the item as if it is a microphone. Ask them questions such as:

• What is your favourite hobby?

• What is a game you like to play?

• Is it an indoor or outdoor game?

Encourage everyone else to listen and cheer for each speaker. Ensure all children get their turn.

Support for Struggling Learners

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 favourite hobby is painting.

• Child repeats: My favourite hobby is (child’s hobby).

Domain Foundational Literacy

Learning Outcome

Children can identify and differentiate between the uppercase and lowercase letters.

Resources Marker/chalk; letter flashcards from the Skillbook

Suggested Method

Support for Struggling Learners

Write some letters on the board (both uppercase and lowercase) in random order and call the children one by one. Ask each child to identify the letters written on the board and match the uppercase letters with the corresponding lowercase letters. Clap loudly for each child. Repeat until all children get a chance.

Give individual flashcards to the struggling learners. First, write a letter on the board and ask them to show the flashcard of the same letter. Then, write an uppercase letter on the board and ask them to show the flashcard of the corresponding lowercase letter. Do this in batches of 5–6 letters for better clarity.

Domain Foundational Numeracy

Learning Outcome Children can identify and compare the long and short objects.

Resources Objects of different lengths to compare long and short; colourful chalks

Suggested Method

Support for Struggling Learners

Keep three objects of different lengths on a table. Call the children one by one and ask them to identify the longest and shortest objects. Then, draw lines of three different lengths on the floor. Tell children that you will play a game where when you say �Jump on the longest line� the children will do so. Clap loudly for each child. Repeat until all children get a chance.

Give the struggling learners a few long paper strips and a few short paper strips and let them sort them into �long� and �short� groups. You may assign a buddy to children who need more help.

WEEK 3

Domain

Topic of the Day

Circle Time Yoga and Meditation

General Awareness My Friends

Book & Page

Foundational Literacy Beginning Sounds and Letters Literacy Skillbook, pages 7–8

Foundational Numeracy Tall and Short Numeracy Skillbook, page 7

DIY Flower Petals Art and Craft, page 3

CIRCLE TIME

LO: Children will practise a simple yoga pose, and meditate to become aware of the sounds around them.

1. Warm-Up: Greet the children warmly. Begin with some gentle stretching exercises. Say:

• Stretch like a tall tree! (Stretch arms upwards.)

• Bend like a rainbow! (Bend side to side.)

• Wiggle like a happy worm! (Shake arms and legs.)

2. Chair Pose: Ask the children to stand. Give them the following instructions:

• Stand straight with your feet slightly apart and hands by your sides.

• Stretch your arms straight up toward the sky.

• Slowly bend your knees as if you are sitting on an invisible chair.

• Keep your back straight and chest up.

• Stay in the pose for a few seconds, take deep breaths, and smile!

• Slowly stand back up and relax your arms.

3. Meditation: Ask the children to sit cross-legged comfortably and rest their hands on their laps. Say: Sit comfortably, close your eyes, and gently breathe in and out. Feel your body relax as you listen to the sounds around you.

GENERAL AWARENESS

LO: Children will talk about the importance of friends and make a friendship band.

Resources: A soft ball; strip of ribbon (one per child); pom poms; star stickers; glue

Introduction

1. Interactive Story Time: Narrate Simba and the Lost Ball with expressions and voice modulations.

Ask:

• How did Baalu help Simba?

• What did Baalu and Simba do together? In the end, emphasise how Baalu helped Simba and how they played and shared together.

Practice

Simba and the Lost Ball

Simba the tiger was playing with his ball when it rolled away and got stuck in a bush. He tried to reach it, but it was too far. Just then, his friend Baalu the monkey came swinging by. “Can you help me, Baalu?” asked Simba. “My ball is stuck.” Baalu quickly grabbed the ball with his long tail and handed it to Simba. “Thank you, Baalu!” Simba said, smiling. “You are a great friend.” Simba and Baalu played together all afternoon, laughing and sharing their toys.

2. Friends Are Special: Gather the children in a circle, if possible. Throw a soft ball— whoever catches it shares one special thing about their friend and one activity they enjoy doing together.

3. Making a Friendship Band: Give each child a strip of ribbon. Guide them to stick pom poms and star stickers onto it to create a friendship band. Finally, help them tie the ribbon around their friend’s wrist.

FOUNDATIONAL LITERACY

LO: Children will identify the beginning sound and letter of a word, and trace the beginning letter to complete the word.

Resources: Literacy Skillbook, pages 7–8; flashcards of the letters A–J from the back of the Skillbook, for each child; a few objects, or pictures of objects, that start with the letters A–J

Introduction

1. Recalling the Letter Sounds: Ask the children to hold up the flashcard for letter A. Say: Letter A makes the /a/ sound—/a/ /a/ apple. Ask a few children to name items that start with the /a/ sound. Repeat for letters B–J.

2. Guessing the Beginning Letter: Show an object and ask a few children to name it. Then, ask the children to hold up the flashcard that shows the correct beginning letter. Monitor their responses and give feedback, if required. Repeat with other objects.

Pro Tip

You can also ask the children to observe different things in the classroom and guess the beginning sound and the letter of those things.

Practice

3. Beginning Sounds and Letters: Ask the children to open pages 7–8 of the Skillbook. Help them identify the object in each picture, say its name aloud, and trace the beginning letter to complete the word.

FOUNDATIONAL NUMERACY

LO: Children will understand the concept of tall and short by comparing objects with different heights. Resources: Numeracy Skillbook, page 7; objects to compare tall and short (e.g., tall bottle and short bottle, tall doll and short doll)

Introduction

1. Exploring Tall and Short: Hold up two objects of different heights (e.g., a tall and a short bottle). Ask: Which one is tall? Which one is short? Take a few responses, then point and say: This bottle is tall, and this bottle is short.

2. Tall and Short Movements: Ask the children to stand tall with their hands raised when you say “tall”. Ask them to sit down when you say “short”. Repeat 4–5 times.

3. Compare and Identify: Call two children of different heights to stand next to each other. Ask: Who is tall? Who is short? Repeat with different pairs, encouraging children to compare their heights with their friends.

Pro Tip

Remind children that everyone is special regardless of being tall or short. Teach them to be kind and respect differences.

Practice

4. Tall and Short: Ask the children to open page 7 of the Skillbook. Guide them to identify the tall boy and the short girl. Then, ask them to observe the pictures and write T for tall objects and S for short objects.

Observe the heights of different things at home. Learn the name of one tall thing and one short thing and tell the class about them tomorrow.

DIY

LO: Children will trace dots to create patterns on a flower outline. Resources: Art and Craft, page 3; some common flowers (marigold, hibiscus, etc.); green and pink sketch pens (for each child)

1. Observe and Share: If possible, seat the children in a circle. Pass around the flowers and ask them to observe carefully. Guide them to notice the colour of the flower, the shape and the number of the petals. Then, invite a few children to share their observations.

2. Patterns in Nature: Ask the children to open page 3 of the Art and Craft book. Guide them to trace the dots and complete the patterns on the flower.

Domain Topic of the Day

Circle Time Being Kind

General Awareness My Friends and I

Book & Page

General Awareness, page 9

Foundational Literacy Beginning Sounds and Letters Literacy Skillbook, pages 9–10

Foundational Numeracy Tall, Taller, Tallest

Numeracy Skillbook, page 8

DIY Rhyme: Hey Diddle Diddle! Rhymes and Stories, page 2

LO: Children will listen to a story on kindness and share one point on how they can be kind to their friends. Resources: A soft toy

1. Warm-Up: Greet the children with a smile. Hold up a soft toy and say: This is our friend! Today, we will learn how to be kind to our friends in class.

Ishan’s Kind Day

Ishan saw his friend drop his book. He picked it up and said, ‘Here you go!’ His friend smiled and said, ‘Thank you!’ Then, at snack time, Ishan shared his biscuits. Everyone was happy because Ishan was kind!

2. Story Time: Narrate Ishan’s Kind Day using expressions and voice modulation. After the story, ask: How was Ishan kind to his friends? Take in a few responses and emphasise how he helped his friend and shared his food.

3. Kindness Circle: Pass the soft toy around. When a child receives the toy, they must say one kind thing they can do for their friends (e.g., I can help my friend pick up crayons or I can share my eraser). Clap for each child and encourage everyone to be kind in class.

CIRCLE TIME GENERAL AWARENESS

LO: Children will identify ways to be kind to their friends.

Resources: General Awareness, page 9

Introduction

1. Story Recap: Recap Simba and the Lost Ball from the previous session. Ask:

• What did Simba and Baalu do together?

• What makes Baalu a good friend?

Encourage responses like helping one’s friend, and playing together.

2. Our Friends: Mention different situations and ask the children to show a thumbs-up if they think it shows kindness and thumbs-down if it does not. A few examples are:

• We should share our toys with our friends.

• We should push our friends.

• We should not share our crayons with our friends.

• We should fight with our friends.

• We should help our friends

Practice

3. My Friends and I: Ask the children to open page 9 of the General Awareness book. Discuss each picture and guide them to tick the incidents that show kindness towards friends.

Pro Tip

My Friends and I

You can also ask the children to share some instances when they were kind and helpful towards their friends.

FOUNDATIONAL LITERACY

LO: Children will identify the beginning letter of a word and trace it to complete the word. Resources: Literacy Skillbook, pages 9–10; flashcards of the letters K–V from the back of the Skillbook, for each child; objects or pictures of objects starting with the letters K–V

Introduction

1. Recalling the Letter Sounds: Ask the children to hold up the flashcard for letter K. Say: Letter K makes the /k/ sound—/k/ /k/ kite. Ask a few children to name items that start with the /k/ sound. Repeat for letters L–V.

2. Guessing the Beginning Letter: Show an object and ask a few children to name it. Then, ask the children to hold up the flashcard that shows the correct beginning letter. Monitor their responses and give feedback, if required. Repeat with other objects.

Pro Tip

You can also ask the children to observe different things in the classroom and guess the beginning sound and the letter of those things.

Practice

3. Beginning Sounds and Letters: Ask the children to open pages 9–10 of the Skillbook. Help them identify the object in each picture, say its name aloud, and trace the beginning letter to complete the word.

FOUNDATIONAL NUMERACY

LO: Children will identify and compare heights using the terms tall, taller, and tallest.

Resources: Numeracy Skillbook, page 8; objects to explain tall, taller and tallest (e.g., three bottles or three dolls with different heights); children’s books

Introduction

1. Comparing Tall and Taller: Show two objects (e.g., bottles) of different heights and ask: Which one is taller? Take a few responses, then point and say: This bottle is tall. This bottle is taller. Repeat 5–6 times to reinforce understanding.

2. Introducing Tallest: Show three objects of different heights (e.g., a cupboard, a bottle, and a chair). Ask: What do you notice about their heights? Take a few responses, then guide them to say: The bottle is tall. The chair is taller than the bottle. The cupboard is the tallest of all three. Repeat this 5–6 times.

3. Making Tall, Taller and Tallest: Collect books from the children. Call children one by one and guide them to arrange the books to create towers of different heights, so as to revise the concept of tall, taller, and tallest.

Practice

4. Tall, Taller, Tallest: Ask children to open page 8 of the Skillbook. Guide them to observe the pictures while you explain: The baby giraffe is tall. The mama giraffe is taller. The papa giraffe is the tallest. Emphasise the words tall, taller, and tallest Then, ask them to identify and tick the tallest objects in the pictures.

Compare your height with any two family members and identify who is tall, who is taller, and who is the tallest.

DIY

LO: Children will be able to recite the rhyme with actions.

Resources: Rhymes and Stories, page 2

1. Rhyme Time: Sing Hey Diddle Diddle! with actions and voice modulation. Encourage the children to sing along and follow your actions. Repeat 4–5 times.

2. Action Time: Call out the following actions and ask the children to enact them:

• Play a fiddle like the cat.

• Laugh like the dog.

• Jump like the cow.

• Run on the spot like the dish and the spoon.

Bring a paper plate and a plastic spoon for an art activity in the next session.

Hey Diddle Diddle!

WEEK 3

DAY 13

Domain

Circle Time

General Awareness

Foundational Literacy

Topic of the Day

Stretching Exercises

Parts of the Body

Book & Page

General Awareness, page 10

Beginning Sounds and Letters Literacy Skillbook, page 11

Foundational Numeracy Short, Shorter, Shortest Numeracy Skillbook, page 9

DIY Rhyme: Hey Diddle Diddle! Rhymes and Stories, page 2

CIRCLE TIME

LO: Children will do simple stretching exercises and feel energized for the day ahead.

Resources: Yoga mats (optional)

1. Warm-Up: Ask children to stand in a circle, if possible. Do simple warm-up movements like:

• Reach for the sky: STRETCH arms up.

• Touch your toes: BEND down slowly.

• Wiggle your fingers and shake your hands.

2. Stretch and Move: Guide children through easy stretching exercises:

• Side stretch: BEND side to side like a swaying branches of a tree.

• Butterfly stretch: SIT and fold legs like butterfly wings. Then, move them up and down like flapping butterfly wings.

• Neck rolls: SLOWLY roll your head in a circular motion.

3. Cool Down: Ask children to sit cross-legged. Guide them to take slow, deep breaths, and say: Breathe in like smelling a flower, breathe out like blowing a candle. Stretch arms out, then bring them in for a gentle hug. Say: Great job! Our bodies are happy and relaxed!

GENERAL AWARENESS

LO: Children will identify different body parts and fill in the first letter to complete their names.

Resources: General Awareness, page 10

Introduction

1. Rhyme Time: Start by singing

Head, Shoulder, Knees and Toes

Head, shoulders, knees and toes, knees and toes, knees and toes. Head, shoulders, knees and toes, knees and toes, knees and toes. And eyes and ears and mouth and nose.

Head, Shoulders, Knees and Toes while pointing to the correct body parts. Repeat 3–4 times, encouraging the children to join in.

2. Body Parts: If possible, gather the children in a circle. Point to a body part and ask children to name it. Check if they are identifying the body parts correctly.

Practice

3. Parts of the Body: Ask the children to open page 10 of the General Awareness book. Guide them to identify the body parts and say their names aloud. Help them to fill in the first letters to complete the words.

FOUNDATIONAL LITERACY

LO: Children will identify beginning sounds in words and match them to their corresponding letters.

Resources: Literacy Skillbook, page 11; flashcards of the letters W–Z from the back of the Skillbook, for each child; objects or pictures of objects starting with the letters W–Z

Introduction

1. Recalling the Letter Sounds: Ask the children to hold up the flashcard for letter W. Say: Letter W makes the /w/ sound—/w/ /w/ wall. Ask a few children to name objects that start with the /w/ sound. Repeat for letters X, Y, and Z.

2. Guessing the Beginning Letter: Show an object and ask a few children to name it. Then, ask them to hold up the flashcard that shows the correct beginning letter. Monitor their responses and provide feedback. Repeat with different objects. For the letter Xx, guide children to note the ending letter of words like fox and box.

Practice

3. Beginning Sounds and Letters: Ask the children to open page 11 of the Literacy Skillbook. Guide them to identify each object in the pictures and trace the beginning letter to complete the word. Guide them to trace the ending letter for words with x (fox, box). Then, fill in the missing letters to complete a to z. Support children as needed.

FOUNDATIONAL NUMERACY

LO: Children will understand and compare heights using the terms short, shorter, and shortest.

Resources: Numeracy Skillbook, page 9; objects of different heights (like bottles, glue sticks, candles, etc.)

Introduction

1. Explaining Short and Shorter: Place two objects (e.g., a candle and a glue stick) on the table and ask: Which one is shorter? Take a few responses, then say: The candle is short, and the glue stick is shorter. Repeat 4–5 times for reinforcement.

2. Explaining Short, Shorter and Shortest: Show three objects of different heights (e.g. a bottle, a candle, and a glue stick). Ask the children what they notice about their heights. Then say: The bottle is short. The candle is shorter than the bottle. The glue stick is the shortest of all three. Repeat 5–6 times to ensure understanding.

3. Arranging the Objects: Place three bottles or glue sticks of different sizes upright on the table. Call the children one by one and ask them to arrange them in order decreasing height. Repeat with different classroom objects, ensuring every child gets a turn.

Practice

4. Short, Shorter, Shortest: Ask children to open page 9 of the Skillbook. Guide them to observe the pictures and explain: This frog is short. This frog is shorter. This frog is the shortest. Emphasise the words short, shorter, and shortest. Then, ask them to identify and tick the smallest objects in the pictures.

DIY

LO: Children will recite the rhyme with actions and do an art activity to enhance fine motor skills. Resources: Rhymes and Stories, page 2; paper plates and plastic spoons; bindis; stickers; crayons; sketch pens

1. Rhyme Time: Recite the rhyme Hey Diddle Diddle! with actions and voice modulation. Encourage the children to sing along and follow your actions. Repeat 5–6 times for reinforcement.

2. Dish and Spoon Art: Give each child a paper plate and a plastic spoon. Say: We will make the dish and the spoon from the rhyme. Guide them to:

• Stick bindis to create eyes on the dish and the spoon.

• Draw a mouth on both using sketch pens.

• Decorate the plate and the spoon with stickers and crayons.

Pro Tip

Keep extra paper plates and spoons handy in case some children forget to bring theirs.

Hey Diddle Diddle!

Domain

Circle Time

Topic

Hygienic Practices

General Awareness Parts of the Body

of the Day

DAY 14

Book & Page

General Awareness, pages 10–11

Foundational Literacy Big Letters and Small Letters Literacy Workbook, pages 1–2

Foundational Numeracy Comparing Tall and Short

DIY Tall and Short Art

CIRCLE TIME

LO: Children will identify and practise important hygienic habits.

Numeracy Workbook, page 6

Resources: Objects like soap, toothbrush, tissue, and a small towel; a box or a bag

1. Warm-Up: Ask: What are the different ways we keep ourselves clean? Welcome all responses and guide children to think about habits like washing hands, brushing teeth, taking a bath, and wearing clean clothes.

2. Hygiene Detective: Place the soap, toothbrush, etc. items in a box or bag. Call children one by one, ask them to pick an item, and then ask: How does this help to keep you clean? Encourage and guide them to answer in complete sentences, such as: A toothbrush helps keep our teeth clean!

Pro Tip

You may show children how to wash their hands with soap at the washroom’s washbasin or demonstrate the proper way to brush their teeth using a toothbrush.

GENERAL AWARENESS

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

Resources: General Awareness, pages 10–11

Introduction

1. Body Parts Simon Says: Play a simple Simon Says game using body parts. Say:

• Simon says, touch your ears! (Children touch their ears.)

• Simon says, wiggle your fingers! (Children wiggle their fingers.)

Practice

2. Parts of the Body: Ask the children to open page 10 of the General Awareness book. Point to each picture and guide them to name the body part.

3. Drawing Body Parts: Ask the children to open page 11. Guide them to read the spellings of the body parts and draw them. Draw simple examples on the board for them to follow.

FOUNDATIONAL LITERACY

LO: Children will identify capital letters and their corresponding small letters.

Resources: Literacy Workbook, pages 1–2; letter flashcards from the Literacy Skillbook; some objects or pictures of objects starting with any of the letters A–Z

Introduction

1. Recap: Show different objects one by one and ask the children to identify the beginning sound of each object. Repeat with at least 10 objects.

2. Matching Capital and Small Letters: Write a capital letter on the board and ask children to hold up the flashcard of the corresponding small letter. Check their responses and correct them if needed.

Practice

3. Big Letters and Small Letters: Ask children to open pages 1–2 of the Literacy Workbook. Guide them to look at the pictures, name the objects, and identify the beginning letter. Then, ask them to write both the capital and small letters for each word.

FOUNDATIONAL NUMERACY

LO: Children will identify and compare heights using the terms tall and short.

Resources: Numeracy Workbook, page 6; three objects of different heights; paper cups or blocks

Introduction

1. Recap: Show two objects of different heights and ask children to compare them using the terms tall and short. Then, show three objects of different heights and revisit the concepts of tall, taller, tallest and short, shorter, shortest.

2. Building Tall and Short Towers: Call two children at a time. Give one child more paper cups or blocks and the other fewer paper cups or blocks. Guide them to stack their items to make towers. At the end, ask: Who made a short tower? Who made a tall tower?

Practice

3. Comparing Tall and Short: Ask children to refer to page 6 of the Workbook. Guide them to observe the pictures and mark the tall and short objects as per the given instructions.

Look for tall and short things around your home and share them in class tomorrow.

DIY

LO: Children will create a visual representation of tall and short using basic materials. Resources: Drawing sheets (1 per child); pencils; scraps of coloured paper or magazines; glue; crayons; individual flashcards of tall and short from the Numeracy Skillbook

1. Tall and Short Discussions: Give flashcards to the children. Ask them to first hold up the flashcard that shows the tall building and then the one that shows the short building. Then, draw a tall and short building on the board.

2. Tall and Short Houses: Give each child a drawing sheet and provide scraps of coloured paper, newspapers, or magazines. Let them tear or cut two rectangles—one tall and one short—and stick them to make a tall and short building. Encourage them to add details like a tall tree and a short tree, doors, windows, a sun, or clouds in the background.

CATCH - UP CARNIVAL

Domain General Awareness

Learning Outcome Children can identify the names of different body parts.

Resources Flashcards of body parts

Suggested Method Place the body part flashcards face down on the table. Call one child at a time to pick a card. Help them read the body part name and point to it on their own body. Then, write two spellings of the word on the board—one correct and one incorrect. Ask the child to find the correct spelling. Repeat with all children.

Support for Struggling Learners

Pair a struggling learner with a buddy. The buddy points to different body parts and says their names clearly. The learner listens and repeats after the buddy. Encourage them to take turns so both get a chance to name and point to body parts.

Domain Foundational Literacy

Learning Outcome Children can identify and recognize the beginning sounds of words and identify capital and small letters.

Resources Individual letters flashcards; objects or pictures of objects with /a/ to /z/ sounds

Suggested Method

Support for Struggling Learners

Domain

Place the objects in a box or bag and arrange the flashcards neatly on a table. Call the children one by one. Ask each child to pick an object, say its name, and identify the beginning letter and sound. Then, guide them to find the matching capital and small letter. Clap for each child and give them a smiley. Ensure everyone gets a turn.

Show an object or picture of an object starting with the letter A (e.g., apple). Say, /a/ /a/ apple, and ask the children to repeat after you. Give more examples of words starting with A. Then, write capital 'A' and small 'a' on the board and ask the children to hold up the matching flashcards. Repeat the process for other letters.

Foundational Numeracy

Learning Outcome Children can identify and compare tall and short.

Resources Objects of three different heights

Suggested Method

Support for Struggling Learners

Place three objects of different heights on a table. Call each child one by one and ask them to arrange the objects in order from short to shortest or tall to tallest. Encourage them to say the words aloud as they arrange the objects. Clap for each child and give them a smiley. Ensure every child gets a turn.

Call three children of different heights to the front and ask them to stand in order from tall to tallest. Ask the class: Who is tall? Who is taller? Who is the tallest? Repeat with different groups to reinforce the concept. Next, show three objects of different heights. Point to each and explain: This object is short, this one is shorter, and this one is the shortest of all. Repeat with different objects to strengthen understanding.

WEEK 4

Domain

Topic

Circle Time I Am Special

General Awareness Good Habits

of the Day

DAY 16

Book & Page

General Awareness, page 12

Foundational Literacy Poem: Meet the Vowels Literacy Skillbook, page 12

Foundational Numeracy Same and Different Numeracy Skillbook, page 10

DIY Story: Breakfast with Dad

CIRCLE TIME

LO: Children will share a special quality about themselves.

Resources: Soft toy; hand mirror; smiley face stickers

Rhymes and Stories, pages 3–8

1. Mirror Talk Activity: Greet the children warmly. Call them one by one and hold up a mirror. Ask: Who do you see? Encourage them to respond: I see myself. Explain that everyone is special. Guide them to say something special about themselves. For example: I help my friends. / I always finish my food.

2. Passing the Toy: Sit in a circle and pass a soft toy while playing music. When the music stops, the child holding the toy shares one thing they like about themselves. Applaud for each child and reward them with a smiley sticker.

GENERAL AWARENESS

LO: Children will identify good habits that help them stay healthy.

Resources: General Awareness, page 12

Introduction

1. Rhyme Time: Start by reciting the rhyme Clean and Healthy with actions. Repeat it 3–4 times to help children remember and engage with the rhyme.

Clean and Healthy

Brush your teeth, morning and night, Keep them clean and shining bright! Wash your hands before you eat, Clip your nails to keep them neat! Eat good food, stay strong each day, Stay clean and healthy in every way!

2. Discussion Time: Ask simple questions to engage children in a conversation on good habits:

• Why should we brush our teeth in the morning and at night?

• Why should we wash our hands before eating?

• Name some healthy foods.

Practice

3. Picture Talk: Ask children to open page 12 of the General Awareness book. Point to each picture and encourage them to describe what they see. Welcome all responses and gently guide them towards recognizing good habits.

4. Good Habits: Read aloud the two picture stories from page 12. Point to each picture and ask engaging questions to reinforce learning, such as:

• What did Raman eat at night?

• Why did Raman have a toothache?

• Should we keep our nails long?

• Why did Nafeeza have a stomach ache?

FOUNDATIONAL LITERACY

LO: Children will identify vowels and recite a rhyme on vowels. Resources: Literacy Skillbook, page 12; individual letter flashcards from the Skillbook

Introduction

1. Introducing Vowels: Write A, E, I, O, U on the board and say: These letters are called vowels. Say them aloud and encourage children to repeat after you 4–5 times.

2. Finding the Vowels: Mix the letter flashcards and distribute them to the children. Ask them to find the vowels and place them on the table. Walk around and check their answers, offering guidance where needed.

Practice

3. Meet the Vowels: Recite the poem from page 12 of the Skillbook, encouraging children to repeat after you. Repeat 4–5 times to help them remember.

Error Alert!

Avoid introducing the term ‘consonants’ at this stage. Keep the focus solely on vowels.

Nafeeza

FOUNDATIONAL NUMERACY

LO: Children will identify objects that are the same and different through observation.

Resources: Numeracy Skillbook, page 10; objects (coloured balls; blocks; pens; books; crayons); a large sheet of paper; two different colour bindis

Introduction

1. Explaining Same and Different: Place two identical objects, such as two red balls, and one different object, like a blue ball, in front of the children. Ask: What do you notice? Take a few responses, then point to the matching objects and say: These are the same. Point to the different one and say: This is different. Repeat with other examples, encouraging children to describe them.

2. Identifying Same and Different: Place a large sheet of paper on a table. Call children one by one to paste two same bindis and one different bindi in a row. Ensure every child gets a turn.

Practice

3. Same and Different: Ask children to open page 10 of the Skillbook. Guide them to identify the same and different objects, and circle the one that looks different in each set.

Explore different objects at home. Bring two same objects and one different object to show in class tomorrow.

DIY

LO: Children will discuss the pictures of and listen to the story Breakfast with Dad. Resources: Rhymes and Stories, pages 3–8

1. Picture Talk: Show the pictures from Breakfast with Dad one by one. Ask children to describe what they see. Encourage all responses and guide them with prompts like:

• What do you think is happening in this picture?

• Who do you see in the picture?

• What do you think will happen next?

2. Reading Aloud: Read aloud the story Breakfast with Dad with expression and voice modulation. Pause in between to show the pictures to the children as you read.

Domain

Circle Time

Topic of the Day

Importance of Trees

General Awareness Good Habits

Foundational Literacy Vowels and Consonants

Foundational Numeracy Thick and Thin

Book & Page

Literacy Skillbook, pages 12–13

Numeracy Skillbook, page 11

DIY Story: Breakfast with Dad Rhymes and Stories, pages 3–8

CIRCLE TIME

LO: Children will listen to a story on the importance of trees and share their thoughts on why we need them.

Resources: A small plant

1. Story Time: Gather the children in a circle. Narrate the story The Big Happy Tree with expressions and voice modulations to make it engaging. After the story, ask: Was cutting the tree a good thing to do? Why or why not? Encourage children to share their thoughts and welcome all responses.

2. Discussion Time: Show a small plant and ask:

• Have you seen big trees around your home or school?

• What do trees give us? (e.g., shade, fruits, fresh air, homes for birds).

• What will happen if we cut all trees?

The Big Happy Tree

Once, there was a big, happy tree. Birds lived on it, and children played under its shade. One day, people cut the tree down. The birds flew away, and the place became very hot! The children had no shade to play. Was that a good thing to do?

3. Reflection Time: Ask each child to name one way they can help trees. Give examples like: I will water plants. / I will not pluck leaves

If possible, take children outside to observe trees. Let them feel the cool under its shade and look at the green leaves to deepen their understanding of the importance of trees and their appreciation of it.

GENERAL AWARENESS

LO: Children will recite a rhyme about good habits and identify practices that help them stay healthy. Resources: A soft toy

Introduction

1. Rhyme Time: Begin by reciting the rhyme Clean and Healthy from the previous session. Repeat it 3–4 times with actions to help children remember it.

2. Discussion Time: Gather children in a circle. Call out different habits, such as:

• Brushing teeth twice a day.

• Eating too many chocolates.

• Washing hands before eating.

• Not covering mouth while coughing.

If the habit is good, children jump up and clap. If it is not, they stay still.

Practice

3. Sharing Good Habits: Play a fun game with the children. When you say START, children pass the toy around. When you say STOP, the child holding the toy shares one good habit they follow or want to follow at home or at school.

FOUNDATIONAL LITERACY

LO: Children will recite a rhyme on vowels and identify vowels and consonants.

Resources: Literacy Skillbook, pages 12–13; yellow and blue crayons (for each child)

Introduction

1. Rhyme Time: Recite the vowel rhyme from page 12 of the Skillbook. Repeat it 3–4 times, encouraging children to join in. Then, ask a few children to say the vowels aloud.

2. Vowels and Consonants: Write A to Z on the board and say: There are 26 letters in the English alphabet. Ask children to identify the vowels. As they mention them, circle them and say: There are 5 vowels—A, E, I, O, U. The rest are called consonants.

3. Identifying Vowels: Write three letters on the board—two vowels and one consonant. Call children one by one to circle the vowels. Guide those who need help and ensure each child gets a different set of letters.

Practice

4. Skillbook Practice: Ask children to open page 13 of the Skillbook. Guide them to colour the stars with vowels yellow and the stars with consonants blue.

FOUNDATIONAL NUMERACY

LO: Children will identify and compare objects that are thick and thin.

Resources: Numeracy Skillbook, page 11; some thick and thin objects (like: a thin notebook and a thick book, a thick marker and a thin pencil, etc.); individual flashcards of thick and thin

Introduction

1. Introducing Thick and Thin: Show one thick and one thin object. Ask: What do you notice about these objects? Then, say: This is thick, and this is thin, while pointing to each. Repeat 2–3 times to reinforce understanding.

2. Identifying Thick and Thin: Distribute flashcards to children. Ask them to hold up the flashcard of the thin tree, then the thick tree. Observe and guide them as needed.

3. Pick Me Up: Call children one by one to choose and show a thick and a thin object from the materials available. Ensure everyone gets a turn.

Practice

4. Thick and Thin: Ask children to open page 11 of the Skillbook. Help them identify the thick mango tree and the thin coconut tree. Guide them to identify and circle the thick object in each set.

DIY

LO: Children will listen to and discuss the story Breakfast with Dad and share one activity they do with their father at home.

Resources: Rhymes and Stories, pages 3–8

1. Interactive Read-Aloud: Read Breakfast with Dad aloud using expressions and voice modulation. Pause at key moments to show pictures and ask questions such as:

• What is the boy doing with his dad?

• Why is the bread still cold?

2. Sharing Time: Encourage children to share one thing they do with their fathers at home. Provide examples like: I play in the park with my father. / I listen to stories from my father.

WEEK 4

DAY 18

Domain

Topic of the Day

Circle Time Song: Peas and Carrots

General Awareness My Senses

Book & Page

General Awareness, page 13

Foundational Literacy Meet the Vowel ‘a’ Literacy Skillbook, page 14

Foundational Numeracy Wide and Narrow Numeracy Skillbook, page 12

DIY A Hedgehog Art and Craft, page 4

CIRCLE TIME

1. Warm-Up: Greet the children and ask: Who likes to eat vegetables? Listen to a few responses and encourage them to share their favourite ones. Briefly explain how vegetables help us grow strong and healthy. Show different vegetables and name them while talking about them.

LO: Children will understand the importance of eating healthy vegetables through a song. Resources: A soft toy; vegetables (peas, carrot, beans, etc.) or their pictures Peas and Carrots Peas and carrots, oh so good, Eating my veggies like I should! Green beans, broccoli, I eat them all, Healthy foods make me stand tall!

2. Peas and Carrots: Recite the rhyme Peas and Carrots with expression. Ask the children to follow and repeat after you.

Pro Tip

Encourage children to bring healthy food for lunch every day and praise them when they do.

GENERAL AWARENESS

LO: Children will identify the different sense organs and recite a rhyme on sense organs. Resources: General Awareness, page 13; individual flashcards with names of sense organs

Introduction

1. Introducing Sense Organs: Ask the children to point to their sense organs as you name them. For example, say: Point to your eyes / Point to your nose.

2. Identifying Sense Organs: Hand out individual flashcards to the children. Ask: Which body part helps you see? Allow them to share their answers. Write EYES on the board. Then ask them to find the flashcard with the word EYES. Repeat the process for the other sense organs, asking questions based on them.

Practice

3. My Sense Organs: Recite My Sense Organs from page 13 of the General Awareness book. Recite it with expression to make it fun and encourage children to join in. Repeat 3–4 times.

FOUNDATIONAL LITERACY

LO: Children will identify the vowel ‘a’ and recognize some common words that start with the /a/ sound.

Resources: Literacy Skillbook, page 14; some objects starting with /a/ sound

Introduction

1. Recap: Start by asking: What are the vowels in the English alphabet? Take a few responses and say: The vowels are A, E, I, O, U. Today, we will focus on the vowel ‘a’.

2. Objects and /a/ Sound: Show an object that starts with the /a/ sound and ask: What is this? What sound does it begin with? Then say, for example: /a/ /a/ apple. The letter Aa makes the /a/ sound. Repeat this exercise with other words that begin with the /a/ sound.

3. Starting with Vowel ‘a’: Write the names of a few things that begin with /a/. Highlight the starting vowel ‘a’.

Practice

4. Meet the Vowel ‘a’: Ask the children to open page 14 of the Skillbook. Help them name pictures of objects that start with ‘a’ and encourage them to repeat the words after you.

5. Picture Talk: Show the illustration on page 14 and ask: What do you see? Take responses, then summarize: We can see an apple tree, an alligator sleeping under the apple tree, and an astronaut standing nearby.

FOUNDATIONAL NUMERACY

LO: Children will identify and compare wide and narrow.

Resources: Numeracy Skillbook, page 12; chalks of two different colours

Introduction

1. Introducing Wide and Narrow: Draw a wide road and a narrow road on the board using two different colours of chalk. Ask the children what they notice about the two roads. Point and say: This road is wide. This road is narrow. Repeat this a few times to help them understand.

2. Wide and Narrow with Body Movements: Say WIDE, and ask the children to stretch their arms as wide as they can. Say NARROW, and have them bring their hands close together. Repeat several times to reinforce the concept through movement.

Practice

3. Wide and Narrow: Ask the children to open page 12 of the Skillbook. Guide them to identify the wide and narrow paths in the pictures. Then, encourage them to trace the dotted lines along the path, explaining how it changes from wide to narrow.

Pro Tip

If possible, take the children for a short walk around the school to observe real examples of wide and narrow spaces.

DIY

LO: Children will colour the picture of a hedgehog.

Resources: Art and Craft, page 4; crayons

1. Introduction: Ask the children to open page 4 of the Art and Craft book. Show them the picture of the hedgehog and ask: Can you name this animal? Welcome all responses. Then say: This is a hedgehog. It is a small animal with tiny legs and its back is covered in little spikes.

2. Colouring: Guide the children to colour the hedgehog outline on page 4, using the colour shown in the picture. Encourage them to stay within the lines and take their time.

Bring a plastic fork from home for an art activity in the next session.

DAY 19

Domain

Circle Time

Topic of the Day

Song: Peas and Carrots

General Awareness My Senses

Foundational Literacy Meet the Vowel ‘e’

Foundational Numeracy Drawing Fun

Book & Page

General Awareness, page 13

Literacy Skillbook, page 15

Numeracy Workbook, page 7

DIY A Hedgehog Art and Craft, page 4

CIRCLE TIME

LO: Children will sing the song Peas and Carrots and learn the importance of eating healthy vegetables. Resources: A soft toy

1. Singing Time: Sing Peas and Carrots from the previous session, repeating it 5–6 times. Encourage children to sing along with you.

2. Sharing Time: Say: Today, we will share the names of our favourite vegetables. Pass the soft toy around after saying START. When you say STOP, the child holding the toy names their favourite vegetable. They can also talk about why they like it, who makes it for them, etc. Ensure every child gets a turn.

GENERAL AWARENESS

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

Resources: General Awareness, page 13

Introduction

1. Rhyme Time: Begin by reciting My Sense Organs from page 13 of the General Awareness book. Perform the actions as you recite, encouraging children to follow along. Repeat 3–4 times to help them remember.

Practice

2. My Senses: Ask children to open page 13 of the General Awareness book. Guide them to fill in the blanks with the correct sense organs.

Practise identifying your sense organs on your own. Stand in front of a mirror, point at your sense organs, such as eyes, ears, nose, tongue and skin, and name them.

FOUNDATIONAL LITERACY

LO: Children will identify the vowel ‘e’ and some common words starting with the /e/ sound.

Resources: Literacy Skillbook, page 15; some objects starting with /e/ sound

Introduction

1. Recap: Begin by asking: What are the vowels in the English alphabet? Take a few responses, then say: The vowels are A, E, I, O, U. Today, we will learn about the vowel ‘e’.

2. Objects and /e/ Sound: Show an object that starts with the /e/ sound and ask: What is this? What sound does it begin with? Then say, for example: /e/ /e/ egg. The letter Ee makes the /e/ sound. Repeat for other objects or pictures.

3. Starting with Vowel ‘e’: Write the names of a few things that begin with /e/. Highlight the starting vowel ‘e’.

Practice

4. Meet the Vowel ‘e’: Ask children to open page 15 of the Skillbook. Guide them to find and name pictures that start with ‘e’ and encourage them to repeat the words after you.

5. Picture Talk: Show the picture on page 15 and ask: What do you see? Take a few responses, then say: An elephant is eating eggs. One plate is empty.

Look around your home and find objects that start with the /e/ sound. Share their names in the class the next day.

FOUNDATIONAL NUMERACY

LO: Children will revisit some important pre-math concepts.

Resources: Numeracy Workbook, page 7; a mix of objects to revise same/different and thick/thin; chalk

Introduction

1. Same and Different: Place two identical objects and one different object on the table. Call children one by one to identify the objects that are the same and the one that is different. Change the objects each time so that every child gets a turn.

2. Thick and Thin: Show two objects and ask them to identify which is thick and which is thin. Repeat with many sets of objects. Support those who need help.

3. Wide and Narrow: Draw a wide road and a narrow road on the board. Ask the children to identify which road is narrow and which is wide. Provide guidance as needed.

Practice

4. Drawing Fun: Ask the children to open page 7 of the Workbook. Guide them to draw a different ball, a thick tree, and a narrow road.

DIY

LO: Children will create the spikes on a hedgehog using a fork. Resources: Art and Craft, page 4; plastic forks; a bowl of water; brown water colour

1. Warm-Up: Ask the children to open page 4 of the Art and Craft book. Show them the picture of the hedgehog and ask: Can you name this animal? After a few children guess, say: This is a hedgehog.

2. Making Spikes: Help children mix the brown water colour in the bowl of water. Then, guide them to dip the back of the fork into the brown water colour and press it onto the paper to create spikes.

DAY

CATCH - UP CARNIVAL

Domain General Awareness

Learning Outcome Children can identify different sense organs.

Resources Sense organs flashcards

Suggested Method Call the children one by one. Place flashcards with the names of sense organs on the table. Say the name of a sense organ and ask the child to point to it and mention its function. Clap for each child.

Support for Struggling Learners

Ask children to point to their eyes and guide them to say: We see with our eyes. Write EYES on the board and have them find the matching flashcard. Repeat for ears, nose, tongue, and skin.

Domain Foundational Literacy

Learning Outcome Children can identify vowels and consonants and name objects that start with the vowels ‘a’ and ‘e’.

Resources Individual letter flashcards; some objects or pictures of objects starting with vowels ‘a’ and ‘e’

Suggested Method

Support for Struggling Learners

Place all five vowels along with any five consonants in a jumbled manner on a table. Call the children one by one and ask them to find all the five vowels. Then, ask them to name an object that starts with the vowel ‘a’ or ‘e’. Clap for each child and give them a smiley or a star.

Write the vowels A, E, I, O, and U on the board and say them aloud. Ask the learners to repeat after you. Say: These are the five vowels in the English alphabet, and the rest are consonants. Guide them to say the sounds of letters Aa and Ee, and identify a few objects that start with the vowels ‘a’ and ‘e’.

Domain Foundational Numeracy

Learning Outcome Children can identify and compare thick and thin objects.

Resources Objects to show thick and thin (chalks, pencils, markers, etc.)

Suggested Method Place the objects neatly on the table in random order. Call the children one by one and ask them to pick a thick and a thin object from the table. Clap for each child and give them a smiley sticker or a star.

Support for Struggling Learners

Show them a thick and a thin object, for example a chalk and a marker and say: The chalk is thin and the marker is thick. Repeat for different pairs of objects.

WEEK 5

Domain Topic of the Day

Circle Time Game: Magic Clap

General Awareness I Can See and Tell

Foundational Literacy Meet the Vowel ‘i’

Book & Page

General Awareness, page 14

Literacy Skillbook, page 16

Foundational Numeracy Circle Numeracy Skillbook, page 13

DIY Water Has Weight

CIRCLE TIME

STEM Exploration, pages 3–4

LO: Children will listen to the number of claps and respond with corresponding actions.

1. Warm-Up: Greet the children warmly and gather them in a circle, if possible. Say: Today, we are going to play a magic game. Listen carefully and act fast. Explain that each number of claps will have a special action.

2. Magic Clap Game: Set the rules. Say:

• 1 Clap = Jump.

• 2 Claps = Touch your toes.

• 3 Claps = Spin around.

• 4 Claps = Freeze like a statue.

Start clapping and encourage the children to respond quickly. Gradually speed up and mix the claps. Ensure all children participate, offering support as needed. Keep it simple—do NOT introduce more than four claps.

GENERAL AWARENESS

LO: Children will observe objects around them and describe what they see. Resources: General Awareness, page 14; classroom objects DAY 21

Introduction

1. Warm-Up: Look around and say: I can see a red chair! (Point to it.) Then ask: What else can you see around you? Encourage responses. Explain: When we look around, we notice many things. We can describe them by saying, “I can see...”.

2. Observing Things Around: If possible, ask the children to sit in a circle. Each child points to an object and says: “I can see a ___,” describing its colour, shape, or size. Encourage full sentences like: I can see a big, blue block. Praise children for speaking confidently and ensure everyone gets a turn.

Practice

3. Reading Time: Ask children to open page 14 of General Awareness book. Say: Our eyes help us see things around us. Guide them to observe the pictures and describe what they see.

4. I Can See and Tell: Ask children to draw one object that appears in all the pictures on page 14. Assist those who need help.

FOUNDATIONAL LITERACY

LO: Children will identify the vowel ‘i’ and common words that start with it.

Resources: Literacy Skillbook, page 16; an object or picture of object starting with /i/ sound (like inkpot)

Introduction

1. Recap: Ask: What are the vowels in the English alphabet? Take a few responses, then say: The vowels are A, E, I, O, U. Today, we will learn about the vowel ‘i’.

2. Objects and /i/ Sound: Show an object starting with the /i/ sound, such as an inkpot. Ask the children to name it and guess its starting sound. Then say, /i/ /i/ inkpot. The letter Ii makes the /i/ sound.

3. Starting with Vowel ‘i’: Ask the children to name a few things that begin with the vowel ‘i’. Take a few responses and write them on the board.

Practice

4. Meet the Vowel ‘i’: Ask the children to open page 16 of the Skillbook. Guide them to name the pictures that start with the vowel ‘i,’ focusing on its beginning sound. Encourage them to repeat the words after you.

5. Picture Talk: Show the picture on page 16. Ask: What do you see? Take a few responses, then say: I can see an inkpot on the table and a boy drawing an iguana.

Find three words starting with the vowel ‘i’ in a storybook or newspaper. Note them down and bring the notebook to class the next day. Share the words in class.

FOUNDATIONAL NUMERACY

LO: Children will identify the shape of a circle and objects that are circular in shape. Resources: Numeracy Skillbook, page 13; everyday circular objects (e.g., bangle, plate, coin, buttons); flashcards or cut-outs of a circle

Introduction

1. Explaining a Circle: Show a large cut-out of a circle and ask: What shape is this? Say: This is a circle. A circle is round and has no corners. Then, show real-life objects like a bangle, plate, or clock and say: These are all circles. They do not have corners

2. Finding Circles: Ask the children to look around the classroom for circular objects. Encourage children to name the object and say: I can see a circle. It is a ___ (e.g., clock).

Practice

3. Circle: Ask the children to open page 13 of the Skillbook. As they look at the pictures, explain: This is a circle. It has no sides and no corners. Guide them to identify the circle shaped objects.

4. Colouring Circles: Guide the children to colour the circles given on page 13 of the Skillbook according to the given colours. Bring any one object from home that is circle.

DIY

LO: Children will observe that water has weight by lifting different objects. Resources: STEM Exploration, pages 3–4; a bucket of water; two sponges; 1 empty and 1 filled plastic bottle

1. Warm-Up: Show an empty bottle and a filled bottle and ask: Which one is heavy? Let the children lift them. Then, explain: The filled bottle is heavy. Water has weight! When we add water, things become heavier.

2. Experiment with Sponge: Show a dry sponge and let the children hold it. Then, dip another sponge into the bucket of water, take it out, and let them hold it too. Ask: Which sponge is heavy? Welcome all responses and explain: Water has weight! When the sponge absorbs water, it becomes heavier.

3. Water Has Weight: Ask the children to open pages 3–4 of the STEM Exploration book and circle the correct answer.

Domain

Circle Time

Topic of the Day

A Story on Moral Values

General Awareness I Can Hear and Tell

Foundational Literacy Meet the Vowel ‘o’

Foundational Numeracy Circle

DAY 22

Book & Page

General Awareness, page 15

Literacy Skillbook, page 17

Numeracy Workbook, page 8

DIY Rhyme: Little Miss Muffet Rhymes and Stories, page 9

CIRCLE TIME

LO: Children will listen to a story and discuss the value of honesty.

1. Warm-Up: Greet the children warmly. Write the word ‘HONEST’ on the board. Read the word loudly and ask learners to repeat after you, so that they can say the word correctly. Tell them: When we do the right thing and tell the truth, we are honest.

2. Interactive Story Time: Say: We will now listen to a story about Piku the rabbit who was very honest. Narrate the story The Honest Little Rabbit to the children with expressions and voice modulation. After the story, ask:

• Who found the coin?

• What did Piku do with the coin?

• What did we learn from this story?

Encourage responses and emphasise: We should always be honest and do the right thing, even when no one is watching.

Pro Tip

The Honest Little Rabbit Piku, the little rabbit, found a shiny coin while playing. He thought, “I could keep it, but what if someone lost it?”

Piku took the coin to the wise owl. The owl said, “This belongs to the farmer. Piku said, “ I will return it.”

The farmer thanked Piku for being honest. Piku was happy because he had done the right thing.

Encourage the children to share any instances where they feel they were honest.

GENERAL AWARENESS

LO: Children will listen carefully and describe what they hear.

Resources: General Awareness, page 15; everyday objects that make sounds (bell, keys, drum, whistle, paper, etc.)

Introduction

1. Warm-Up: Close your eyes and say: Let us all close our eyes and listen! What can you hear? Encourage responses such as the sound of the fan whirring, people talking, or birds chirping. Explain: Our ears help us hear sounds, and we can tell others what we hear.

2. Guess the Sound: Ask the children to be in pin-drop silence. Make a sound using an object without showing the children (e.g., shake keys, tap a drum, crumple paper). Ask: What sound did you hear? Let the children share responses. Repeat with different sounds, encouraging them to say: I can hear a ___.

Practice

3. I Can Hear and Tell: Ask the children to open page 15 of General Awareness book and look at the pictures. Encourage them to observe each picture and ask them to guess the loudness of the sound that it shows. For example, you may ask: Will this pressure cooker make a soft whistle or a loud whistle? Explain each picture and say: We usually enjoy listening to soft and sweet sounds and dislike extremely loud or shrill sounds. Guide them to tick the sounds they like to hear.

FOUNDATIONAL LITERACY

LO: Children will identify the vowel ‘o’ and some common words starting with vowel ‘o’.

Resources: Literacy Skillbook, page 17; objects or pictures of objects starting with vowel ‘o’ (orange, onion, olives, oven, owl, etc)

Introduction

1. Recap: Ask: What are the vowels in the English alphabet? Take a few responses, then say: The vowels are A, E, I, O, U. Today, we will learn about the vowel ‘o’.

2. Objects and /o/ Sound’: Show an object that starts with the /o/ sound and ask: What is this? What sound does it begin with? Then say, The letter Oo makes the /o/ sound. /o/ /o/ onion. Repeat for other objects or pictures.

3. Starting with Vowel ‘o’: Write the names of a few things that begin with the vowel ‘o’. Highlight the vowel ‘o’ at the starting of each word.

Practice

4. Meet the Vowel ‘o’: Ask the children to open page 17 of the Skillbook. Guide them to identify pictures that start with ‘o’ and repeat the words after you.

5. Picture Talk: Show the picture on page 17. Encourage the children to describe what they see. Take a few responses, then say: I can see an octopus in the pond. I see an ostrich and an ox standing on the grass.

Find three words that start with the vowel ‘o’ in a storybook or newspaper. Note them down and bring the notebook to class the next day. Share the words in class.

FOUNDATIONAL NUMERACY

LO: Children will identify the shape of a circle.

Resources: Numeracy Workbook, page 8; commonly found circular objects (e.g., bangle, plate, coin, buttons); flashcards or cutouts of circles

Introduction

1. Recap: Show a large circle cutout and ask: What shape is this? Let the children respond. Trace the outline with your finger and say: This is a circle! A circle is round and has no corners.

2. Circular Objects: Show objects such as a plate, bangle, or coin and ask: What shape do these objects look like? Emphasise the word circle. Ask the children to show any circular objects they have brought from home. Encourage each child to name and show their object.

3. Tracing and Drawing: Draw a large circle on the board. Call the children one by one to trace it with their index finger, then draw a circle on the board using a chalk or a marker.

Practice

4. Circle: Ask the children to open page 8 of the Workbook. Guide them to trace the dotted lines to form a circle. Then, ask them to tick the pictures that look like a circle.

DIY

LO: Children will listen to and recite the rhyme Little Miss Muffet

Resources: Rhymes and Stories, page 9

1. Rhyme Time: If possible, have the children stand in a circle. Sing Little Miss Muffet with actions and encourage them to join in. Repeat the rhyme 3–4 times to help them memorise it.

2. Role play: When you say �Eating her curds and whey�, ask the children to pretend to eat curd with a spoon. When you say �spider�, ask them to wiggle their fingers.

Domain

Circle Time

Topic of the Day

Gratitude

General Awareness I Can Taste and Tell

Foundational Literacy Meet the Vowel ‘u’

DAY 23

Book & Page

General Awareness, page 16

Literacy Skillbook, page 18

Foundational Numeracy Square Numeracy Skillbook, page 14

DIY Rhyme: Little Miss Muffet Rhymes and Stories, page 9

CIRCLE TIME

LO: Children will recite a rhyme on gratitude and express gratitude through words.

1. Rhyme Time: Sing The Gratitude Song with expression. Encourage the children to join in and repeat the rhyme 3–4 times to help them remember the words.

The Gratitude Song

Thank you for the sun so bright, Thank you for the stars at night, Thank you for my friends so dear, Thank you for the love I hear!

2. Gratitude: Greet the children warmly and ask: What makes you happy every day? Discuss simple joys like food, family, toys, rain, flowers, sunshine, school, and friends. Explain: Gratitude means saying ‘thank you’ for the little things that make us happy. Then, ask: What are you thankful for today? Welcome all responses.

Pro Tip

Create a ‘Gratitude Jar’ for the class. Each time a child shares something they are thankful for, they can drop in a pebble or a small token as a visual reminder of gratitude.

GENERAL AWARENESS

LO: Children will identify and describe basic tastes (sweet, sour, salty, and bitter). Resources: General Awareness, page 16; a few items of food of different tastes (sugar, lemon, salt, etc.) or their pictures; four boxes

Introduction

1. Warm-Up: Ask: What do you like to eat? What does it taste like? Encourage children to share their thoughts. Explain: Our tongue helps us taste food. There are different tastes—sweet, sour, salty, and bitter.

2. Taste and Tell: Show pictures or real samples of foods like sugar (sweet), lemon (sour), salt (salty), and bitter gourd (bitter). Ask: What do you think this food tastes like? If you find it appropriate, let the children try tasting small amounts of each and then describe them.

3. Taste Sorting Game: Label four boxes as Sweet, Sour, Salty, Bitter. Call children one by one and ask them to pick a food item or its picture. Guide children to identify the food and place them in the correct category.

Practice

4. I Can Taste and Tell: Ask children to look at page 16 of the General Awareness book. Explain: Our tongue helps us taste what we eat and drink. It tells us if something is sweet, sour, salty, or bitter. Guide them to match the food items with the correct basket.

FOUNDATIONAL LITERACY

LO: Children will identify the vowel ‘u’ and some common words starting with the vowel ‘u’.

Resources: Literacy Skillbook, page 18; objects or pictures of objects starting with the vowel ‘u’

Introduction

1. Recap: Ask: What are the vowels in the English alphabet? Take a few responses, then say: The vowels are A, E, I, O, U. Today, we will learn about the vowel ‘u’.

2. Objects and /u/ Sound: Show an object that starts with the /u/ sound and ask: What is this? What sound does it begin with? Then say, for example: /u/ /u/ umbrella. The letter Uu makes the /u/ sound Repeat for other objects or pictures.

3. Starting with Vowel ‘u’: Write the names of a few things that begin with ‘u’. Highlight the starting vowel ‘u’.

Practice

4. Meet the Vowel ‘u’: Ask the children to open page 18 of the Skillbook. Guide them to name the pictures that start with ‘u’. Encourage them to repeat the words after you.

5. Picture Talk: Show the picture on page 18. Encourage the children to share what they see. Listen to a few responses and say: I can see an uncle holding an umbrella upside-down.

FOUNDATIONAL NUMERACY

LO: Children will identify the square shape and some square-shaped objects.

Resources: Numeracy Skillbook, page 14; some commonly found objects that are square-shaped (handkerchief, bread slice, book etc.); flashcards or cut-outs of the shape square; chalk

Introduction

1. Explaining a Square: Show a large square cut-out and ask: What shape is this? Explain: This is a square. A square has four equal sides and four corners Show as you tell. Compare with other shapes and say: Does a circle have corners? No! But a square has four corners.

2. Square Objects: Show a square shaped handkerchief and ask: What does this look like? Listen to a few responses and say: Square. Do the same for other square objects too.

3. Identifying a Square: Draw some squares and circles on the floor. Call children one by one and ask them to identify the squares and jump inside them.

Practice

4. Square: Let the children refer to page 14 of the Skillbook. Ask them to look at the pictures while you explain: This is a square. It has 4 equal sides and 4 corners. Guide them to identify the pictures of square-shaped objects shown in the page. Then, ask the children to colour different squares as per the given colours.

Look for objects at home and bring two square-shaped objects to school the next day.

DIY

LO: Children will recite the rhyme Little Miss Muffet with expression and action and make a spider using paper.

Resources: Rhymes and Stories, page 9; a round cut-out of paper or paper plates (one per child); paper strips (8 per child); black crayon

1. Rhyme Time: Let the children stand in a circle, if possible. Sing the rhyme Little Miss Muffet with actions and encourage the children to join in. Repeat the rhyme 3–4 times to help them memorize it.

2. Making a Spider: Say: Today we will make a spider. It has 8 legs! Give each child a paper plate, or a round paper cutout, and 8 paper strips. Guide them to draw black eyes on the plate, colour the paper strips black and stick four paper strips on each side to make the legs.

WEEK 5

Domain

Circle Time

Topic of the Day

Riddles

General Awareness I Can Smell and Tell

DAY 24

Book & Page

General Awareness, page 17

Foundational Literacy Vowels Literacy Workbook, page 3

Foundational Numeracy Square Numeracy Workbook, page 9

DIY A Pumpkin

CIRCLE TIME

LO: Children will listen to simple riddles and try to guess the answers. Resources: A soft toy; music

1. Warm-Up: Greet the children warmly. Today, we will solve some riddles! Riddles are fun questions that make us think and guess the answers Give an example: I have four legs and a tail. I say “meow.” Who am I? Encourage responses: A cat!

2. Pass the Riddle Game: Have children sit in a circle, if possible. Pass a soft toy while music plays. When the music stops, the child holding the toy answers a riddle. Repeat until everyone has had a turn.

GENERAL AWARENESS

Art and Craft, page 5

Riddles

1. I am round and I shine at night. What am I? (Moon)

2. I give milk and say ‘moo’. Who am I? (Cow)

3. I have wheels and I take people to school. What am I? (Bus)

4. I help you see everything around you. Who am I? (Eyes)

5. I have 4 equal sides and 4 corners. Who am I? (Square)

LO: Children will identify and describe different smells. Resources: General Awareness, page 17; a box; objects that smell nice, such as flower, pleasantsmelling soap, etc. (if possible)

Introduction

1. Warm-Up: Ask: Can you name something that smells nice? Encourage answers like flowers, soap, certain items of food etc. Then, ask: Can you name something that smells bad? Encourage answers like garbage, spoiled food, etc. Explain: We use our nose to smell. Some things smell good, and some smell bad. Let us learn about different smells today!

2. Mystery Smell Game: Place a closed box, with an item in it, on a table. Call children one by one to smell it with their eyes closed. Ask: What do you think this is? Encourage everyone to participate.

Practice

3. I Can Smell and Tell: Ask children to open page 17 of General Awareness book. Explain: Our nose helps us smell everything around us. Discuss the pictures on the page. Guide them to circle these items with a red crayon if they like their smell, and with a blue crayon if they do not.

FOUNDATIONAL LITERACY

LO: Children will recognise and recall the vowels in the English alphabet. Resources: Literacy Workbook, page 3; letter flashcards (from the Skillbook)

Introduction

1. Recap: Ask: What are the vowels in the English alphabet? Take a few responses: The vowels are A, E, I, O, U. Guide children to identify and show these flashcards.

Practice

2. Vowels: Ask children to open page 3 of the Workbook. Guide them to identify and colour the boxes with vowels. Assist those who need help. Then ask them to write the vowels in capital and small letters.

FOUNDATIONAL NUMERACY

LO: Children will recognise square-shaped objects in their surroundings. Resources: Numeracy Workbook, page 9; square objects and circle objects; flashcard or cut-outs of the shape square; chalk

Introduction

1. Reinforcing the Concept: Show a large square flashcard and ask: What shape is this? Explain: This is a square. A square has four equal sides. Let us find squares around us! Look around the classroom and help children spot square objects.

2. Shape Hunt: Place some square and circle objects on the table. Call one child at a time to pick and identify a square-shaped object. Reinforce by saying: A square has four equal sides.

Practice

3. Square: Guide children to open page 9 of the Workbook. Let them trace the dotted lines to complete the square shape. Ask them to tick the objects that look like squares. Assist those who need help.

DIY

LO: Children will make a pumpkin collage by tearing and pasting paper. Resources: Art and Craft, page 5; green and orange coloured origami papers from the back of the book; glue stick

1. Discussion: Ask: What colour is a pumpkin? (Orange with a green stem) Where do we see pumpkins? (Farms, vegetable shops, kitchen, etc.) Welcome all responses. Explain: Today, we will make a pumpkin by tearing and pasting coloured papers.

2. A Pumpkin: Give each child orange and green origami paper. Guide them to tear small pieces using their fingers. Let them refer to page 5 of the Art and Craft book. Help them paste the pieces of the orange and the green papers with glue.

CATCH - UP CARNIVAL

Domain General Awareness

Learning Outcome

Children will identify and explores four out of the five senses.

Resources Some objects such as flower, a bell, some food, a soft toy

Suggested Method Call the children one by one and ask:

• Which organ helps you smell the flower?

• Which organ helps you to see the soft toy?

• Which organ helps you to hear the sound of the bell?

• Which organ helps you to taste the food?

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

Support for Struggling Learners

Domain

Learning Outcome

Gather the learners in a circle. Ask them to point to their eyes and say: We see with our eyes. Then, point to an object and say: I can see the red chair. Guide a few children to share what they see. Discuss the other senses—taste, smell, and sound—in a similar manner. For example, ask them to point to their tongue and say: We taste with our tongue. Offer simple prompts like: I can taste a sweet apple. Encourage children to share their own examples. Repeat the same to teach about smelling and listening, guiding them to correctly point to the the organs (nose and ear) and what they can experience with that (smelling a flower, listening to music)

Foundational Literacy

Children will recognise the vowels and name some common objects starting with vowels.

Resources Flashcards of the vowels (A, E, I, O, U); some objects or pictures of objects starting with the vowels

Suggested Method Call the children one by one. First, ask them to say the vowels. Then, have them pick an object (the name of which starts with a vowel) and say its name. Next, ask them to find the vowel that the object’s name starts with and place it beside the object. Clap for each child and reward them with a smiley or a star. Ensure everyone gets a turn.

Support for Struggling Learners

Domain

Say the vowels A, E, I, O, U and write them on the board. Ask children to read the vowels aloud. Then say: Vowel A makes the /a/ sound. Show some objects or pictures from the Skillbook that start with the vowel ‘a’. Repeat the same for the other vowels.

Foundational Numeracy

Learning Outcome Children can identify the shapes circle and square

Resources Circular objects like a clock, bangle, bottle cap; square-shaped objects like a napkin, a slice of bread etc.

Suggested Method

Support for Struggling Learners

Draw a circle and a square on the board. Keep the objects in a box. Call the children one by one and ask them to identify the circle and the square. Then, ask them to pick one square-shaped or one circular object from the box. Clap for each child and give them a smiley or a star. Ensure everyone gets a turn.

Show a cutout of a circle and say: This is a circle. It has no corners. Draw a circle on the board and ask the children to come forward and trace it with their index fingers. Show some examples of circular objects like coins and bangles. Repeat the same for a square, saying: This is a square. It has four equal sides and four corners.

Domain

Topic of the Day

Circle Time Yoga and Meditation

General Awareness I Can Touch and Tell

Book & Page

General Awareness, page 18

Foundational Literacy Story: Hira and Amma Go to the Market Literacy Skillbook, pages 19–21

Foundational Numeracy Triangle Numeracy Skillbook, page 15

DIY Story:The Monkey and the Crocodile Rhymes and Stories, pages 10–14

CIRCLE TIME

LO: Children will perform simple yoga and meditation to relax their minds and bodies.

Resources: Soft music; yoga mats (optional)

1. Warm-Up: Play a soft music and guide the children through gentle stretches. Say:

• Stretch your arms up high like you are reaching for the sky.

• Bend and touch your toes.

• Stand straight. Take deep breaths in and out.

2. Yoga–Warrior 2 Pose: Demonstrate and guide the children to perform this yoga pose. Say:

• Stand with your feet wide apart.

• Turn one foot to the side and bend that knee slightly.

• Stretch both arms out straight, one in the front and one behind.

• Look over your front hand and take deep breaths.

• Hold the pose for a few seconds, then switch sides.

3. Meditation: Ask the children to close their eyes and sit cross-legged. Play soft music and say: Imagine you are a bright star in the night sky, shining gently. Take deep breaths and feel calm. Let them stay still for a moment, then slowly open their eyes. DAY

GENERAL AWARENESS

LO: Children will explore and describe how different objects feel by touching them.

Resources: General Awareness, page 18; a soft cotton ball; a hard pebble or stone; a bottle/glass of cold water or ice pack; a bottle of warm water

Introduction

1. Explaining the Concept: Say: Our skin helps us feel if something is soft, hard, hot, or cold. Ask the children to touch their hands, cheeks, and arms and describe how their skin feels. Welcome all responses.

2. Touch and Feel Activity: Call children one by one, asking them to close their eyes. Place an object in their hands and encourage them to describe how it feels (soft, warm, hot, or cold). Let them open their eyes to see what they touched and felt. Ensure everyone participates.

Error Alert!

Ensure the warm bottle used for the activity is not too hot. It should be moderately warm and safe for the children to touch.

Practice

3. I Can Touch and Tell: Ask the children to open page 18 of their General Awareness book. Help them identify the items in the picture and circle the hot and the soft things. From your home, bring one thing that is hard and one thing that is soft to show in the class tomorrow.

FOUNDATIONAL LITERACY

LO: Children will look at the pictures from a story and describe what they observe. Resources: Literacy Skillbook, pages 19–21; some vegetables, fruits and grocery items

Introduction

1. Markets: Ask: Have you ever gone to a market? What do you see in a market? Let the children share their responses freely.

2. Role Play—My Little Market: Set up a small market corner in the classroom with three baskets for vegetables, fruits, and groceries respectively. Call two children at a time—one as the buyer and the other as the seller. Let them ‘buy’ and ‘sell’ items using imaginary money while practising simple conversations like: I want some rice. / How much is this for? Ensure everyone gets a turn, and assist those who need help.

Practice

3. Picture Talk: Guide the children to open to pages 19–21 from the Skilbook and describe the pictures from the story Hira and Amma Go to the Market Show them the pictures and ask questions, such as:

• Where is the little boy and the woman?

• What is the woman buying from the shop?

• What is the boy holding in his hands?

• What items do you see in this shop?

• What do you think the woman is buying from the second shop?

Welcome all responses and encourage each child to respond.

Error Alert!

Do NOT read aloud or narrate the story in this session. Just discuss the pictures today.

FOUNDATIONAL NUMERACY

LO: Children will identify a triangle and objects that are triangular in shape.

Resources: Numeracy Skillbook, page 15; cut-out of a triangle with equal sides; ice cream sticks (3 per child); a sheet of paper (1 per child); glue; 2 differently coloured chalks

Introduction

1. Introducing a Triangle: Show a triangle cut-out and say: This is a triangle. It has three sides. Point to and count its three sides. Give some examples of triangular objects from real life.

2. Making a Triangle: Draw a triangle with equal sides on the board. Give each child three ice cream sticks and guide them to paste the ice-cream sticks on their paper to form a triangle. Monitor and assist as needed.

3. Different Triangles: Draw some triangles with equal sides and some triangles with different sides using two different chalk colours. Say: All triangles are not the same. Some have equal sides, and some have different sides. Point and explain the difference.

Practice

4. Triangle: Ask the children to open page 15 of the Skillbook. Help them identify triangular objects in the pictures. Guide them to identify and colour the triangles with different sides.

DIY

LO: Children will talk look at the pictures of the story The Monkey and the Crocodile, and talk about them.

Resources: Rhymes and Stories, pages 10–14; pictures of a crocodile and a monkey

1. Warm-Up Game: Let us play a game. When I say MONKEY, you will hop, and when I say CROCODILE, you will pretend to swim. Mix up the commands to make the game exciting and fun.

2. Picture Talk: Say: Today, we will look at pictures from a story about a monkey and a crocodile. Show the pictures from pages 10–14 and ask questions such as: What all can you see in the picture? / What is the monkey and the crocodile doing in the picture?

Monkey and the Crocodile

Domain

Circle Time

General Awareness

Topic of the Day

Tongue Twisters

Introducing Good Touch and Bad Touch

DAY 27

Book & Page

Foundational Literacy Story: Hira and Amma Go to the Market Literacy Skillbook, pages 19–21

Foundational Numeracy Triangle Numeracy Workbook, page 10

DIY Story:The Monkey and the Crocodile Rhymes and Stories, pages 10–14

CIRCLE TIME

LO: Children will practise some tongue twisters to improve their speech and pronunciation.

Resources: A soft toy

1. Introducing Tongue Twisters: Say a simple tongue twister slowly and ask the children to repeat after you. Gradually increase the speed and encourage them to say it faster.

2. Pass the Soft Toy: Pass around a soft toy while chanting a tongue twister. When you stop, the child holding the toy says that tongue twister on their own. Repeat until everyone has a turn.

Pro Tip

Tongue Twisters

1. Red lorry, yellow lorry.

2. She sells sea shells on the sea shore

3. Betty bought some bitter butter.

4. Big blue balloon bounces beautifully.

Don’t stress on the children’s correct pronunciation too much. Laugh and have fun as the children say these tongue twisters!

GENERAL AWARENESS

LO: Children will identify the difference between good touch and bad touch.

Resources: A soft toy or doll

Introduction

1. Warm-Up: Begin by talking to the children about how their bodies are special. Ask: How do you feel when someone gives you a hug? What about when someone pushes you? Welcome everyone’s responses. Say: Some touches make us feel safe and happy, while others can make us feel uncomfortable and sad.

2. Explaining Good Touch and Bad Touch: Use a doll to explain good touch and bad touch. Point to the private parts and explain: No one should touch us here. These are our private parts. If someone tries, say NO loudly, move away, and tell a trusted adult about it. Repeat and explain each touch 4–5 times.

Practice

Good Touch

• Pat on the back

• High five

• Hug from family

• Holding hands

• Doctor’s check-up (only in front of parents)

Bad Touch

• Touching lips

• Touching buttocks

• Touching chest

• Touching between the legs

3. Identifying Good Touch and Bad Touch: Give some situations to the children and ask them to identify whether it is a good touch by showing a thumbs up and whether it is a bad touch by showing a cross with both hands. Example: Someone giving you a high five. / Someone touching your lips etc.

FOUNDATIONAL LITERACY

LO: Children will listen to the story Hira and Amma Go to the Market and discuss it.

Resources: Literacy Skillbook, pages 19–21

Introduction

1. Things We Buy from Market: Ask: Where do you buy vegetables from? Allow a few children to respond, then conclude: We buy vegetables from a vegetable stall in the market. Repeat this for fruits (fruit stall), clothes (clothing shop), and household items (grocery store).

Practice

2. Interactive Read-Aloud: Read aloud the story Hira and Amma go to the Market with expression and voice modulation. Pause in between to show the pictures and ask relevant questions like:

• Who went to the market with Hira?

• What fruits did Amma buy?

• What rice did Amma buy?

• What clothes did Amma buy for Hira?

• How did Amma and Hira go home?

Encourage all children to participate and share their responses.

FOUNDATIONAL NUMERACY

LO: Children will trace a triangle and identify the objects which are triangular in shape.

Resources: Numeracy Workbook, page 10; two pebbles or beads

Hira and Amma Go to the Market My name is Hira. Amma and I are at the market. Amma buys mangoes. Amma buys bananas.

Introduction

1. Tracing a Triangle: Draw a triangle with equal sides on the board. Call the children one by one and guide them to trace the triangle with their index fingers. Ensure everyone gets a turn.

2. Spotting the Triangle: Draw two circles, two squares, and two triangles on the floor in a random order. Give each child two pebbles and ask them to identify the triangles and place the pebbles on them. Ensure everyone gets a turn. Assist those who need help.

Practice

3. Triangle: Ask children to open to page 10 of the Workbook. First, guide them to join the dotted lines to form a triangle. Then, ask them to identify and tick the items that look like a triangle.

Go and explore things at home and spot the ones that look like a triangle. Come and share your observations in the next class.

DIY

LO: Children will listen to and discuss the story The Monkey and the Crocodile. Resources: Rhymes and Stories, pages 10–14

1. Interactive Read–Aloud: Read aloud The Monkey and the Crocodile with expression and voice modulation. Pause during the read aloud to show the pictures and ask relevant questions like:

• Who are friends in the story?

• Where are they going?

• Why did the monkey run away?

• Who do you like in the story? Why?

2. Sharing Time: Call one child at a time and ask them to share any one thing they learnt from the story. Welcome all responses.

The Monkey and the Crocodile

Domain

Topic of the Day

Circle Time Song: If you are Happy and You Know It!

General Awareness Good and Bad Touch

Book & Page

General Awareness, page 19

Foundational Literacy Sight Words: Hira and Amma Go to the Market Literacy Skillbook, pages 19–21

Foundational Numeracy Complete the Patterns

DIY The Potato Chicks

CIRCLE TIME

LO: Children will sing a song and share what makes them happy. Resources: A soft toy

1. Singing Time: Sing the song If You are Happy and You Know It with actions and ask the children to follow you. Repeat it 5–6 times.

2. Sharing Time: Ask the children to share one thing that makes them feel happy. Ensure every child gets a turn.

If You are Happy and You Know it

Numeracy Skillbook, page 16

Art and Craft, page 6

If you are happy and you know it, clap your hands! (×2)

If you are happy and you know it, then your face will surely show it.

If you are happy and you know it, clap your hands!

If you are happy and you know it, shout hooray, Hooray! (×2)

If you are happy and you know it, then your face will surely show it.

If you are happy and you know it, shout hooray, Hooray! (×2)

GENERAL AWARENESS

LO: Children will recognize good touch and bad touch and learn how to respond if they feel unsafe or uncomfortable.

Resources: General Awareness, page 19

Introduction

1. Recap: Begin by asking a few children what they understand about safe/good and unsafe/bad touch. Listen to a few responses and gently explain that some areas of the body are private and should not be touched by others. Emphasize that if a touch makes them feel uncomfortable, it is not okay.

Practice

2. Good and Bad Touch: Ask children to open page 19. Use the pictures to explain which parts of their body are private and should be respected. Discuss how to recognize an unsafe or bad touch and reassure them that they can always speak up if they feel uncomfortable.

3. Role Play: Teach children the ‘No, Go, Tell’ rule—say NO in a loud and firm voice, move away to a safe place, and tell a trusted adult (such as a parent, teacher, or caregiver). Guide them through a simple role-play where they practise saying NO confidently, pretending to move to safety, and identifying adults they trust.

Pro Tip

End the session by reassuring children that they are not alone, and they should always talk to a trusted adult if they feel uncomfortable.

FOUNDATIONAL LITERACY

LO: Children will identify and recognize some common sight words.

Resources: Literacy Skillbook, pages 19–21; chalk; pencil

Introduction

1. Sight Words: Write the sight words on the board given at the bottom of page 21 of the Skillbook. Point to each word, say it aloud, and ask the children to repeat after you. Repeat each word 5–6 times.

2. Word Hunt: Write all the sight words on the board. Say a word aloud and ask a child to come up and point to it. Continue until every child gets a turn and most words are covered.

Practice

3. Spotting the Word: Guide the children to open pages 19–21 of the Skillbook. Say a sight word, and guide children to underline that word in the book.

FOUNDATIONAL NUMERACY

LO: Children will identify the pattern and draw the shape that will come next.

Resources: Numeracy Skillbook, page 16; chalks of different colours

Introduction

1. Explaining Patterns: On the board, make patterns with two different colours, for example, one red –one blue – one red – one blue. Explain to the children how the two colours are repeating to make a pattern. Give examples of other patterns like two red – one blue – two red – one blue, OR one triangle –one square – one triangle – one square, and so on.

2. Making Patterns: Call children one by one to continue a given pattern using objects. Provide different patterns for each child and ensure everyone gets a turn.

Practice

3. Complete the Patterns: Ask the children to open page 16 of the Skillbook. Guide them to observe the patterns made with shapes and draw the shape that will come next. Encourage them to say the names of each shape they draw.

Practise making patterns at home using different objects available at home. Like one bowl – two spoons – one bowl – two spoons.

DIY

LO: Children will make an art using potatoes and fingerprints. Resources: Art and Craft, page 6; half potato (1 per child); a bowl of yellow water colour; a bowl of orange water colour; a picture of a chick

1. Warm-Up: Show the picture of the chick to the children and ask: Do you know this bird? Let the children share their answers freely. Then, mention that it is a chick and say: Today we will use potatoes and fingerprints to make chicks.

2. The Potato Chicks: Ask the children to open page 6 of the Art and Craft book. Follow the instructions given on the page to complete the artwork. Assist those who need help.

Error Alert!

Make sure the potatoes used for the activity are clean and brought already sliced from home. Do NOT cut the potatoes in the classroom.

Domain

Topic of the Day

Circle Time Freeze Dance

General Awareness Role Play on Senses

Book & Page

Foundational Literacy ‘A’ and ‘An’ Literacy Skillbook, page 22

Foundational Numeracy What Comes Next? Numeracy Workbook, page 11

DIY Vegetable Print Patterns

CIRCLE TIME

LO: Children will move and pause with music, enhancing their rhythm and coordination. Resources: A fun music

1. Warm-Up Movement: Play an upbeat song and encourage children to follow simple actions like clapping, stomping, and swinging their arms. Keep the energy high and make it enjoyable.

2. Freeze Dance: Play the music and ask the children dance freely. Tell them that you will pause it randomly and when the music stops, they must freeze like statues. Repeat several times to keep it exciting and engaging.

GENERAL AWARENESS

LO: Children will recall and act the functions of different sense organs. Resources: Flashcards on senses from the Skillbook; objects like flowers, bells, fruit, cotton, rough fabric, etc.

Introduction

1. Recap: Begin by asking: Which organs help us see, hear, smell, taste, and touch? Listen to a few responses and ask children to point to each of the organs when they name them.

2. Guess the Sense Organ: Perform an action, such as ringing a bell or rubbing hands on a soft cloth, and ask: Which sense am I using? Encourage children to name the organ and show the corresponding flashcard.

Practice

3. Senses Role Play: Call children one by one to pick an object and explore it using one sense organ. For example, they can smell a flower, listen to a bell ring, see a colourful picture, touch a fabric, or taste a piece of fruit. Encourage them to say which sense they are using and describe their experience. For example: I am smelling the flower. It has a sweet and pleasant fragrance.”

FOUNDATIONAL LITERACY

LO: Children will identify and correctly use ‘a’ and ‘an’ with words.

Resources: Literacy Skillbook, page 22; real objects or picture cards (apple, ball, orange, cat, etc.)

Introduction

1. Explaining ‘a’ and ‘an’: Write two words on the board—one starting with a vowel (e.g. apple) and one with a consonant (e.g. ball). Say: We use ‘an’ before words that start with vowels (a, e, i, o, u) and ‘a’ before words that start with consonants. Provide many more examples and say them aloud.

2. Using ‘a’ and ‘an’: Show different objects or pictures one by one. Ask children to name them (orange), identify the beginning sound (/o/ /o/ orange), and decide whether to use ‘a’ or ‘an’ before that word. Guide them if needed, ensuring everyone gets a turn.

Practice

3. ‘A’ and ‘An’: Ask children to open page 22 of the Skillbook. Point to the pictures and read aloud the words using ‘a’ and ‘an’. Ask children to repeat each word after you.

Look for different objects at home. Bring one object that starts with a vowel and another that starts with a consonant to school the next day.

FOUNDATIONAL NUMERACY

LO: Children will create simple patterns using actions and objects.

Resources: Numeracy Workbook, page 11; some pom-poms; buttons; colours or crayons

Introduction

1. Action Patterns: Clap once, stomp once, and repeat (clap–stomp–clap–stomp). Ask children to follow and keep increasing the speed. Repeat with other patterns as well. For example, jump–twist–jump–twist.

2. Object Patterns: Arrange some objects in a pattern. For example, red crayon–blue rayon–red crayon–blue crayon. Ask children to identify the pattern. Give different objects (buttons, crayons and pom–poms) to children and ask them to create new patterns of their own. Monitor and guide as needed.

3. What Comes Next: Ask children to open page 11 of the Workbook. Guide them to identify and tick the object that comes next to complete the pattern.

Pro Tip

Use real-life examples like clothing patterns, day and night, seasons, and zebra stripes to reinforce the concept of patterns.

DIY

LO: Children will create simple patterns using vegetable prints. Resources: Drawing sheet (1 per child); pieces of two types of vegetables (per child); two different water colours

1. Introduction and Demonstration: Show the vegetables to the children and name them. Say: Today we will make a pattern using vegetable prints. Demonstrate how to dip a cut vegetable into paint and stamp it on paper. Create a simple pattern (e.g., red-green-red-green).

2. Hands-on Activity: Give each child paper, paint, and the vegetable pieces. Guide them to create their own patterns by making vegetable prints using different colours.

Pro Tip

You can use vegetables like ladyfinger and carrot for this activity to make different prints.

CATCH - UP CARNIVAL

Domain General Awareness

Learning Outcome

Children will identify good touch and bad touch.

Resources A doll

Suggested Method Call the children one by one and ask them to share what they understand as a good touch. Then give them a doll and guide them to point to body parts where touch is not appropriate. Ask: What would you do if someone touches you in a way that makes you uncomfortable? Encourage them to share their responses and reinforce the importance of NO-GO-TELL rule.

Support for Struggling Learners

Gather the struggling learners in a circle, if possible. Explain the concept of good touch and bad touch in a simple and reassuring way. Teach them the NO-GO-TELL rule—say NO firmly, GO away from the person, and TELL a trusted adult. Then, ask them to refer to page 19 of the General Awareness book to reinforce the concept using pictures.

Domain Foundational Literacy

Learning Outcome Children will read some common sight words.

Resources Chalk

Suggested Method Write the sight words (my, is, and, are, in, the, a, for, of, am, so) on the board. Read each word many times with children. Then, call the children one by one and ask them to read aloud any one sight word from the list on board. Let the other children find that sight word in the story Hira and Amma Go to the Market on pages 19–21 of the Skillbook.

Support for Struggling Learners

Pair them with a buddy for extra support while finding the words in the story.

Domain Foundational Numeracy

Learning Outcome

Children will identify and make simple patterns.

Resources Some objects to create patterns

Suggested Method Call the children one by one. Ask them to make a pattern using the objects. For example, book-pencil-book-pencil-book-pencil. Guide them as needed. Clap for each child and give them a smiley or a star.

Support for Struggling Learners

First, explain patterns using actions, for example: clap – turn – clap – turn. Repeat 4–5 times with different sets of actions, and explain how the actions are being repeated. Then, guide them to understand patterns with the help of various objects and colours.

Domain Topic of the Day

Circle Time

Weather of the Day

General Awareness My Family

Book & Page

General Awareness, page 20

Foundational Literacy A and An Literacy Skillbook, page 23

Foundational Numeracy Rectangle Numeracy Skillbook, page 17

DIY Creating a Breeze: Fun with Air

CIRCLE TIME

STEM Exploration, pages 5–6

LO: Children will observe and describe the day’s weather using simple words.

Resources: Weather chart

1. Warm-Up: Point to the pictures on the weather chart and discuss different types of weather. Ask: How do we feel in this weather? What do we do? Encourage children to share their thoughts and guide them as needed.

2. Today’s Weather: Take children outside to observe the weather. Ask:

• Are you feeling hot or cold?

• Can you see the sun? Is it shining brightly?

• Is it raining?

• Do you see clouds in the sky? What colour are they?

• Is it windy?

• How is the weather today?

Pro Tip

If it is raining, then let the children observe the weather from the window, or from outside the classroom, but the building doorway. Do not let them go out in the rain.

GENERAL AWARENESS

LO: Children will understand the concept of family, different family members and different family sizes.

Resources: General Awareness, page 20

Introduction

1. Our Family: Say: Today, we will talk about our family. Explain that some children may have a small family with fewer members, while others may have a large family with a lot of members. Also mention that some families may have pets.

Practice

2. My Family: Ask the children to refer to page 20 of the General Awareness book. Show Aman’s family picture and say: Aman has a small family with four members—his mother, father, baby brother, and he himself. Point to each family member as you name them. Repeat the same for Sia’s family.

3. Knowing from the Children: Invite each child to share about their family. Ask questions as follows: Do you have a small / large family? Who is in your family? etc. Ensure everyone participates.

Bring a photo of you with your family for an activity in the next session.

FOUNDATIONAL LITERACY

LO: Children will use ‘a‘ and ‘an’ correctly before nouns starting with vowel and consonant sounds respectively.

Resources: Literacy Skillbook, page 23; objects starting with vowels and consonants (apple, ball, umbrella, pencil, book, orange, etc.)

Introduction

1. Recap: Ask: When do we use ‘a’ and when do we use ‘an’? Listen to a few responses, then say: We use ‘a’ before the words that start with consonant sounds and ‘an’ before the words that start with vowel sounds.

2. Knowing A or An: Show objects one by one and ask children to name them. Write the word on the board and guide them to understand whether it starts with a vowel or a consonant. Help them place ‘a’ or ‘an’ before the word.

Practice

3. ‘A’ and ‘An’: Ask children to turn to page 23 of the Skillbook. Let them observe the pictures and identify the objects. Guide them to read the words aloud and circle ‘a’ or ‘an’ correctly.

FOUNDATIONAL NUMERACY

LO: Children will identify the shape of a rectangle and recognise rectangular objects in their surroundings. Resources: Numeracy Skillbook, page 17; cut-outs of a rectangle and a square

Introduction

1. Revisiting Square: Show the square cut-out and ask: Do you remember this shape? What is it called? Listen to a few responses, then say: This is a square. A square has four sides, where all sides are equal.

2. Explaining a Rectangle: Show the rectangle cut-out and ask: Is this the same as the square? Why / why not? Listen to a few responses and say: This is a rectangle. It has four sides. It is different from a square. A square has all sides equal, but a rectangle has two long sides and two short sides.

Pro Tip

Point to objects in the classroom that have a rectangular shape, such as the board, door, books, or pencil boxes.

3. Shape Hunt: Draw some rectangles and squares of different sizes on the board. Call children one by one to identify the rectangles.

Practice

4. Rectangle: Ask children to open page 17 of the Skillbook. Show them the rectangle and discuss its sides. Then, help them identify the rectangular objects in the picture. Finally, guide them to colour the rectangles that look the same.

DIY

LO: Children will create a breeze and make a paper fan.

Resources: STEM Exploration, pages 5–6; straws (one per child); a paper (one per child)

1. Warm-Up: Give each child a straw and ask them to gently blow air through it onto their hands. Then ask: How does it feel? Take a few responses and say: We feel a breeze when we blow air. Moving air causes a breeze, which is a light wind. If straws are unavailable, ask children to blow air directly onto their hands instead.

Pro Tip

2. Daily Observations: Ask: What happens when there is a breeze outside? Listen to a few responses and share examples: Leaves on trees move. / We feel cool when there is a breeze.

3. Making a Paper Fan: Give each child a piece of paper and guide them to fold it into a fan. Once they finish, collect the paper fans for use in the next session.

Domain

Topic of the Day

Circle Time Days of the Week

General Awareness Family Members

Book & Page

General Awareness, pages 21–22

Foundational Literacy ‘A’ and ‘An’ Literacy Workbook, page 5

Foundational Numeracy Rectangle Numeracy Workbook, page 12

DIY Creating a Breeze: Fun with Air

CIRCLE TIME

LO: Children will say the names of the days of the week in order.

Resources: Poster– Days of the Week; a ball

STEM Exploration, pages 5–6

1. Warm-Up: Greet the children and ask: What day is it today? Take a few responses and confirm the correct answer. Then say: Today, we will learn the days of the week!

2. Days of the Week: Point to each day on the poster and say its name. Ask the children to repeat after you. Repeat this 4–5 times to help them remember the sequence. Then, invite a few children to say the days of the week aloud.

3. Ball Toss: Have the children sit in a circle. Hold a ball and say Monday before tossing it to a child. The child who catches the ball must say the next day and pass it to another child. For example:

• Teacher: Monday, (tosses the ball).

• Child: Tuesday, (tosses the ball to another child).

Continue until all seven days are covered. Repeat until everyone gets a turn.

GENERAL AWARENESS

LO: Children will learn about different members in a family and paste their family photo.

Resources: General Awareness, pages 21–22; family photos (brought by children)

Introduction

1. Recap: Reinforce the concept of family members by asking: Who is in your family? Invite a few children to show their family photo and share who they live with. Emphasise: Some families are small, and some are large.

2. Guessing the Family Member: Call children one by one and ask them to act like a family member while others guess. They can show simple actions like reading a newspaper like a grandfather or playing with a ball like a sibling. Ensure everyone gets a turn.

Practice

3. My Family: Guide the children to paste their family photo on page 21 of the General Awareness book.

4. Family Members: Ask them to turn to page 22. Let them observe the pictures and identify the family members. Then, guide them to tick the members who are in their own family.

FOUNDATIONAL LITERACY

LO: Children will use ‘a’ or ‘an’ correctly before words.

Resources: Literacy Workbook, page 5

Introduction

1. Recap: Ask: When do we use ‘an’ before a word? Take a few responses and say: We use ‘an’ before words starting with vowels – a, e, i, o, u. Write some vowel-starting words on the board and highlight the first letter. Then ask: When do we use ‘a’ before a word? Take responses and say: We use ‘a’ before words starting with consonants. Write some consonant-starting words on the board and highlight the first letter.

Practice

2. ‘A’ and ‘An’: Ask children to open page 5 of the Workbook. Guide them to look at the pictures, identify them, and read the words aloud. Then, help them write ‘a’ or ‘an’ before each word.

Colour the pictures on page 5 of the Literacy Workbook.

FOUNDATIONAL NUMERACY

LO: Children will trace a rectangle and identify the shape of a rectangle in their surroundings.

Resources: Numeracy Workbook, page 12; cut-out of a rectangle; 3 pebbles or any other tokens; chalk

Introduction

1. Recap: Show the cutout of a rectangle and ask: What shape is this? Take a few responses and say: This is a rectangle. Ask a few children to name or show a rectangle-shaped object they found at home.

2. Identifying a Rectangle: Draw 3 squares, 3 circles, 3 triangles, and 3 rectangles on the floor in a jumbled order. Call children one by one and ask them to find the rectangles and place a pebble inside each one.

Practice

3. Rectangle: Ask children to open page 12 of the Workbook and trace the dotted lines to complete the rectangle. Then, guide them to circle the objects that look like rectangles.

DIY

LO: Children will observe that breeze moves objects.

Resources: STEM Exploration, pages 5–6; paper fan; bits of paper

1. Feeling the Breeze: Give the children the paper fans they made in the previous session. Guide them to wave the fan back and forth to create a breeze and feel it on their faces. Ask a few children to share how it feels.

2. Breeze Moves Light Things: Give each child bits of paper. Demonstrate how to wave the fan over the bits of paper and watch them move. Ask children to try and share what they observe. Then explain: Breeze can move light things like paper, leaves, or feathers.

3. Creating a Breeze: Fun with Air: Repeat the activities and guide children to circle the correct answers on pages 5 and 6 of the STEM Exploration books.

Domain

Circle Time

General Awareness

Topic of the Day

Months of the Year

Helping My Family

Book & Page

General Awareness, page 23

Foundational Literacy Ending Sounds Literacy Skillbook, page 24

Foundational Numeracy Patterns of Shapes

DIY Sky Wonders

CIRCLE TIME

LO: Children will recite the names of the months in order.

Resources: Months of the Year poster; a ball

Art and Craft, page 7

1. Warm-Up: Ask: Do you know what month it is? Listen to a few responses and confirm the correct month. Then ask: How many months are there in a year? After a few children respond, say: There are 12 months in a year.

2. Months of the Year: Point to the poster and read each month aloud. Have the children repeat after you. Repeat this 4–5 times to help them remember the order.

3. Naming the Months: Have the children sit in a circle. Hold a ball and say ‘January’, then toss it to a child. The child must say the next month before passing the ball to another child in the circle. For example:

• Teacher: January (tosses the ball).

• Child: February (tosses the ball to another child).

Continue till all 12 months are named correctly and in order. Repeat so every child gets a turn.

Pro Tip

In the end, you may ask the class to say the names of the months in a year aloud, and in sequence.

GENERAL AWARENESS

LO: Children will identify and share simple ways in which they can help at home.

Resources: General Awareness, page 23; music; a soft toy

Introduction

1. Story Time: Say: Today, we will listen to a story about a boy named Rohan who helps his family at home. Narrate the story Rohan Helps at Home with expressions and voice modulation. Discuss the story by asking:

• How did Rohan help his father and mother?

• How did Rohan help his sister?

• How did Rohan feel after helping his family?

Practice

Rohan Helps at Home

One morning, Rohan saw his mother making breakfast, his father folding clothes, and his sister arranging books. “Mother, can I help?” he asked. His mother smiled and said, “Yes! Please set the table.” After breakfast, Rohan helped his father fold clothes, and his sister arrange the books. At the end of the day, his family hugged him and said, “Thank you, Rohan!” Rohan smiled and said, “Helping my family makes me happy!”

2. Helping My Family: Ask the children to open page 23 of the General Awareness book. Guide them to observe and discuss the pictures. For example, ask: What do you see in the first picture? Listen to a few responses and say: A boy gives a glass of water to his mother. Repeat for all pictures.

3. Sharing Time: Ask the children to share one way they help their family at home.

FOUNDATIONAL LITERACY

LO: Children will identify the ending sounds of some words. Resources: Literacy Skillbook, page 24; some objects or pictures (like cup, bat, ball)

Introduction

1. Warm-Up Activity: Show objects/pictures to the children and ask them to name them. Say the name aloud, emphasising the ending sound. For example: This is a cup. It ends with the /p/ sound – cup /p/ /p/ Repeat with other objects.

2. Sound Fun: Call children one by one to pick an object and name it. Guide them to identify the ending sound. Ensure everyone gets a turn.

Pro Tip

Write the words on the board to help children see the letters and relate the ending sounds correctly.

Practice

3. Ending Sounds: Ask the children to open page 24 of the Skillbook. Let them observe the pictures, say the words aloud, and identify the ending sounds. Guide them to trace the last letter to complete the word.

FOUNDATIONAL NUMERACY

LO: Children will recognise different shapes (circle, square, triangle, rectangle) and make patterns using them.

Resources: Individual flashcards of different shapes (circle, square, rectangle and triangle) from the Skillbook; chalks or markers

Introduction

1. Recap: Hand out the flashcards to the children. Name a shape and ask them to hold up the correct flashcard. Check and guide them as needed.

2. Demonstrating Patterns: Draw a simple pattern on the board (e.g. ) and ask: Which shape will come next? Encourage children to respond by showing the correct flashcard. Explore different patterns in this way.

Practice

3. Completing a Pattern: Call children one by one to the board. Draw a set of shapes and ask them to continue it by adding the next three shapes. Ensure everyone gets a turn.

DIY

LO: Children will trace dotted lines and paste woollen threads to complete a cloud and raindrops. Resources: Art and Craft, page 7; grey woollen thread and crayons (1 per child); blue threads (per child); glue

1. Warm-Up: Ask: What do we see in the sky on a rainy day? Encourage responses like ‘clouds’ , ‘raindrops’ , ‘thunder’ , ‘rainbow’ .

2. Sky Wonders: Ask the children to open page 7 of the Art and Craft book. Guide them to trace the dotted lines to complete the cloud and raindrops. Then, help them paste grey and blue threads as per the instructions. Finally, ask them to colour the cloud.

Domain

Topic of the Day

Circle Time Game: Musical Chairs

General Awareness Story: Mira is Lost

Book & Page

General Awareness, page 24

Foundational Literacy Ending Sounds Literacy Workbook, page 4

Foundational Numeracy The Shape Car Numeracy Workbook, page 13

DIY Rhyme: Everybody Has a Name Rhymes and Stories, page 15

CIRCLE TIME

LO: Children will play the game Musical Chairs.

Resources: 4 chairs for the children; music

1. Warm-Up: Ask the children to stand in their places. Say: When I play music, do some action like clapping, turning around, or walking on the spot. When the music stops, everyone must sit down. Repeat 4–5 times.

2. Musical Chair: Arrange chairs in a row or circle and call five children at a time. As the music plays, they walk around the chairs. When the music stops, they must quickly find a seat. The child left standing is out. Remove one chair and repeat until one child remains. Play with the next group, ensuring everyone gets a turn.

GENERAL AWARENESS

LO: Children will listen to a story ‘Mira is Lost’ and discuss what they should do if they are lost in an unknown place.

Resources: General Awareness, page 24

Introduction

1. Warm-Up Discussion: Ask: We visit different places like a mall, park, or market with our parents. What should we do if we get lost and cannot find them? Let children share their thoughts freely, then discuss these key points:

• Stay where you are—Do not run around looking for your family.

• Look for a safe adult—Find a police officer, security guard, or shop worker.

• Call out your parent’s name—If safe, call for them loudly.

• Do not go anywhere with strangers—Never leave with someone you don’t know.

• Memorise a phone number—Always learn a parent’s phone number beforehand and ask the police or the guard to call them.

In the end, emphasise that to avoid getting lost, they must always hold their parents’ hands, especially in crowded places.

Practice

2. Picture Talk: Ask the children to open page 24 of the General Awareness book and discuss the pictures:

Picture 1: Who do you see? Where are they?

Picture 2: What is the little girl doing?

Pictures 3 & 4: What do you think is happening?

3. Interactive Read-Aloud: Read aloud Mira is Lost using voice modulation. Pause to show pictures and discuss the story with questions like:

• Where did Mira go with her mother?

• How did Mira get lost?

• How did Mira find her mother?

Emphasise that Mira was brave—she stayed in one place and did not talk to strangers or wander off.

FOUNDATIONAL LITERACY

LO: Children will identify and recognise the ending sounds of some words. Resources: Literacy Workbook, page 4; some common objects (cap, book, ball, bag, pen, etc.)

Introduction

1. Reinforcing the Concept: Show objects one by one and ask the children to name them. Write each word on the board and guide the children to say the ending sound.

Practice

2. Ending Sounds: Ask the children to open page 4 of the Workbook. Guide them to say the name of each object aloud and identify the ending sound. For example, say: van /n/ /n/. Ask them to circle the correct letter showing the ending sound.

FOUNDATIONAL NUMERACY

LO: Children will complete a picture using different shapes and colours. Resources: Numeracy Workbook, page 13; individual flashcards on shapes from Skillbook (circle, rectangle, square and triangle); crayons

Introduction

1. Reinforcing Shapes: Distribute the flashcards to the children. Call out a shape, for example: square, and ask them to hold up the matching flashcard. Then, ask them to name objects that resemble the shape, such as a handkerchief. Repeat for other shapes.

Practice

2. The Shape Car: Ask the children to open page 13 of the Workbook. Guide them to observe, identify, and name the shapes in the car. Then, ask them to colour each shape according to the suggested colours.

LO: Children will recite the poem Everybody Has a Name Resources: Rhymes and Stories, page 15; small strips of paper to write a name (for each child)

1. Name Recognition: Gather the children in a circle, if possible. Ask: What is your name? Let each child say their name aloud. Guide them to say: My name is __________. Say: We all have names, and our names are special to us.

2. Everybody Has a Name: Recite the rhyme Everybody Has a Name with expressions. Repeat 3–4 times, encouraging the children to join in. Guide them to say their names in place of ‘My name is ________’ in the rhyme.

3. Name Tags: Give each child a paper strip. Guide them to write their names using a pencil or a crayon. They can copy from their book labels or ID cards.

Pro Tip DIY

Ask the children to stick their name tags on their bags using Sellotape.

Domain

CATCH - UP CARNIVAL

General Awareness

Learning Outcome Children will identify their family members and share how they help their family members.

Suggested Method Call children one by one and ask them the following:

• Who all are here in your family?

• Do you have a small family or a large family?

• Mention one way in which you help your family members? Clap for each child and ensure everyone gets a chance.

Support for Struggling Learners

Pair each learner with a confident learner. First, have the buddy share who is in their family. Then, guide the learner to do the same. Next, ask the buddy to share how they help at home, and then encourage the learner to share their own ways of helping.

Domain Foundational Literacy

Learning Outcome Children will use ‘a’ and ‘an’ correctly before a word.

Resources Chalk

Suggested Method Call the children one by one. Write two words on the board—one starting with a vowel and the other with a consonant. Ask them to identify the word before which they will add ‘a’ or ‘an’. Let them write it.

Support for Struggling Learners

Domain

Gather the learners in a circle and show objects that start with a vowel. Write their names on the board and say: We use ‘an’ before words that start with a vowel, like ‘an apple’. Ask the children to repeat after you. Repeat the same for ‘a’.

Foundational Numeracy

Learning Outcome Children will recognise and identify different shapes (circle, square, triangle, and rectangle) through a fun hopscotch game.

Resources Chalks

Suggested Method Say: Let us play Shapes Hopscotch! When I call out a shape, hop on it without skipping any. Draw a hopscotch grid with sections for a circle, square, triangle, and rectangle. Call out shapes in random order (e.g., Hop to the circle!), and children will take turns to hop accordingly. Ensure all shapes are included in each round. Clap for each child and repeat until everyone gets a turn.

Support for Struggling Learners

Give the shapes flashcards to the children. Draw a rectangle on the board and say: This is a rectangle. Guide the children to hold up the flashcard that matches the shape. Give real-life examples like books, doors, and boards. Then, outline the rectangle’s four sides, pointing as you say: Two sides are short, two sides are long, and the opposite sides are equal. Repeat for other shapes too.

Domain

Circle Time Riddles

Topic of the Day

DAY 36

Book & Page

General Awareness My House General Awareness, page 26

Foundational Literacy Middle Sound /a/ Literacy Skillbook, pages 25-26

Foundational Numeracy Oval Numeracy Skillbook, page 18

DIY Story: The Boy Who Cried Wolf Rhymes and Stories, pages 16-20

CIRCLE TIME

LO: Children will listen to and answer simple riddles enhancing their critical thinking skills. Resources: A soft toy; music

1. Riddle Time: Start by saying: I will ask a riddle, and you have to guess the answer! Ask simple riddles, like: I am yellow, long, and monkeys love me. What am I? Encourage children to think and respond. Answer: A banana.

2. Passing the Toy: Pass around a soft toy while playing a fun music. When the music stops, the child holding the toy answers the next riddle. Support, if needed, and cheer for each child.

Pro Tip

Encourage a few children to make up their own simple riddles for the group. Help if needed and let others guess the answer.

GENERAL AWARENESS

Riddles

I have four legs, but I cannot walk. You can sit on me. What am I? Answer: A chair I shine bright up in the sky; you see me during the day. What am I? Answer: The sun I have hands but no fingers, I tell you the time. What am I? Answer: A clock I have a trunk but I am not a tree. I have big ears and a long nose. What am I? Answer: An elephant I go up and down, but I am not alive. You step on me to reach high places. What am I? Answer: Stairs I am full of water but I am not a glass. You can swim in me. What am I? Answer: A pool

LO: Children will discuss the importance of a house. Resources: General Awareness, page 26; picture of a house

Introduction

1. Guess and Tell: Name some places like house, park, shop, school and ask: Where do we sleep? / Where do we keep our things? / Where do we stay with our family? Take a few responses and guide them to understand that a house is where we do all these things.

2. Rhyme Time: Recite My House So Warm with expression and encourage children to follow. Repeat 3–4 times to help them remember.

Practice

My House So Warm

My house is where I sleep so tight, With my family, warm and bright. It keeps me safe from rain and sun, A cozy place for rest and fun. I keep my toys and books with care, My happy home is always there!

3. My House: Ask children to open page 26 of the General Awareness book. Guide them to observe the pictures and describe what they see. Reinforce how a house provides comfort, safety, and a place for family and belongings.

FOUNDATIONAL LITERACY

LO: Children will identify and recognize the middle sound /a/ in CVC words. Resources: Literacy Skillbook, pages 25–26; some pictures or objects like bag, cap, hat, can, etc.

Introduction

1. The Middle Sound /a/: Write the letter ‘a’ on the board and say: This is the letter ‘a’. It makes the /a/ sound. Show different picture cards or objects, emphasizing the middle /a/ sound as you say each word aloud. Ask children to repeat after you, really stretching the middle /a/ sound. For example: caaaap / baaaag / vaaaan

2. Blending Three Letter Words: Write simple CVC words with the middle /a/ sound like CAT, BAG, MAN, BAT, FAN, etc. on the board. Point to each letter and sound them out slowly, blending the sounds together in the end. For example: /c/ - /a/ - /t/ → cat. Ask children to repeat many times after you, helping them blend and read the words fluently.

Practice

3. Middle Sounds /a/: Write ‘ad’ on the board and say: We will read words that have the middle sound /a/ and end with the sound /d/. Guide children to open page 25 of the Skillbook. Write the ‘ad’ words on the board. Read the words aloud one by one, as done in step 2. For example: /b/ - /a/ - /d/ → bad; /s/ - /a/ - /d/ → sad. Repeat the same process for other word families too.

Read the word given in the green box on page 26 of the Skillbook. Then, draw a picture of that object in the empty box.

FOUNDATIONAL NUMERACY

LO: Children will identify an oval shape and other objects that are oval in shape.

Resources: Numeracy Skillbook, page 18; a flashcard or cut-out of an oval and a circle; oval-shaped objects like balloon or egg

Introduction

1. Identifying an Oval: Show a cut-out of an oval and a circle to the children and ask: same? Which one is a circle? Take a few responses and then explain while pointing: These are not the same. One is circle and another is oval. An oval looks like a stretched circle. Show an oval-shaped object like a balloon or egg to the children.

Practice

2. Oval: Ask the children to open page 18 of the Skillbook. Show them the oval shapes and different objects resembling oval shapes. Guide them to turn the blank oval shapes into different things by drawing in them.

DIY

LO: Children will describe the pictures and listen to the story The Boy Who Cried Wolf. Resources: Rhymes and Stories, pages 16–20

1. Picture Talk: Show the pictures from the story The Boy Who Cried Wolf one by one and ask questions like: What do you see in the picture? / What is the boy doing in this picture? Welcome all responses.

2. Read-Aloud: Read aloud the story The Boy who Cried Wolf with expressions and voice modulation.

Domain

Circle Time

Topic of the Day

Song: Roly Poly

General Awareness Rooms in a House

Book & Page

General Awareness, pages 27–28

Foundational Literacy Middle Sounds /a/ Literacy Workbook, pages 6–7

Foundational Numeracy Oval Numeracy Workbook, page 14

DIY Story: The Boy Who Cried Wolf Rhymes and Stories, pages 16–20

CIRCLE TIME

LO: Children will sing a song and dance to it while singing.

1. Warm-Up Actions: Demonstrate some simple movements: roll hands, lift them up, move side to side and ask the children to follow. Practise each action slowly before starting the song.

2. Song and Dance: Sing Roly Poly with actions and encourage children to follow. Repeat 2–3 times.

GENERAL AWARENESS

Roly Poly

Roly poly, Roly poly—Up, up, up

Roly poly, Roly poly—Down, down, down

Roly poly, Roly poly—In, in, in

Roly poly, Roly poly—Out, out, out

Roly poly, Roly poly—Clap, clap, clap

Roly poly, Roly poly—Hands behind your back

Roly poly, Roly poly—Left, left, left

Roly poly, Roly poly—Right, right, right

LO: Children will identify different rooms in a house and recognize the objects that belongs in each room.

Resources: General Awareness, pages 27–28; real objects (pillow, spoon, towel, plate, remote, etc.)

Introduction

1. Discussion and Object Show: Begin by asking: Where do we sleep? / Where do we eat? Introduce the names of rooms (bedroom, kitchen, living room, bathroom) through conversation. Show real objects (e.g., a pillow) and ask: In which room do we use this? Encourage responses and guide children to understand what belongs in each room.

2. Guess the Room: Hold up an object (e.g., soap) and ask: In which room do we use this? Let children respond and explain why. Repeat with different objects, helping them recall the rooms and their uses. End by summarizing how each room has a special purpose.

Pro Tip

Recognize and appreciate the diversity in children’s living spaces—some may have fewer rooms, while others may use rooms in different ways.

Practice

3. Rooms in a House: Ask children to open page 27 of the General Awareness book. Show them the picture of the bedroom and ask: What do you do in this room? Take a few responses, then say: We sleep and rest in the bedroom. Help them identify different objects kept in the room from the picture. Repeat with the other rooms.

FOUNDATIONAL LITERACY

LO: Children will read CVC words with the middle sound /a/. Resources: Literacy Workbook, pages 6–7

Introduction

Explore things kept at different places at your house. Open page 28 of the General Awareness book and match the things with the correct places.

1. Reading Time: Write simple CVC words with the middle /a/ sound like CAT, BAG, MAN, BAT, FAN, etc. on the board. Point to each letter and sound them out slowly, blending the sounds together in the end. For example: /c/ - /a/ - /t/ → cat. Then, invite a few children to read the words individually.

Practice

2. Middle Sounds - /a/: Ask children to open page 6 of the Workbook. Guide them to read the words and match them with the correct pictures. Then, ask them to look at the pictures on page 7 and write the correct spellings using the letters provided.

FOUNDATIONAL NUMERACY

LO: Children will trace oval shape and identify the objects which are oval in shape. Resources: Numeracy Workbook, page 14; chalks for each child

Introduction

1. Recap: Ask children to share the names of a few oval-shaped objects. Then, provide a few examples of oval-shaped objects, such as an egg, balloon, mirror, etc.

2. Identifying Oval Shapes: Draw some oval shapes along with other shapes on the board. Call a few children forward and ask them to identify the oval shapes.

3. Making an Oval: Take the children to an open space (e.g., corridor or playground). Give each child a piece of chalk and ask them to draw an oval on the floor.

Pro Tip

If an open space is not available, you can call the children one by one and ask them to draw an oval on the board.

Practice

4. Oval: Ask children to open page 14 of the Workbook. Instruct them to trace the dotted lines with a pencil or crayon to form an oval. Then, guide them to tick the objects that look like an oval.

DIY

LO: Children will listen to and discuss the story The Boy Who Cried Wolf. Resources: Rhymes and Stories, pages 16–20

1. Interactive Read-Aloud: Read aloud the story The Boy Who Cried Wolf with expressions and voice modulations. Pause in between to show pictures and ask relevant questions, like:

• What did the boy look after?

• Why did the villagers run to help the boy?

• What did the boy do when the villagers came to help?

• What happened when a real wolf came?

2. Reflection Time: Encourage each child to share one thing they learnt from the story. Welcome all responses. At the end say: We must always tell the truth, or people will not believe us when we need help.

Domain

Topic of the Day

Circle Time Song: Roly Poly

General Awareness Cleanliness at Home

Book & Page

General Awareness, page 29

Foundational Literacy Puzzle Time Literacy Skillbook, pages 25–27

Foundational Numeracy Semicircle

Numeracy Skillbook, page 19

DIY A Giraffe and a Flamingo Art and Craft, pages 8–9

CIRCLE TIME

LO: Children will sing a song and dance along with it.

Resources: A soft toy

1. Song and Dance: Sing the Roly Poly song from the previous session with actions. Repeat 4–5 times. Then, call forward 3–4 children at a time and encourage them to sing and dance with the song.

2. Action Time: Pass the soft toy around while singing the song. When the music stops, the child holding the toy will perform their favourite step from the song. Ask the other children to follow along and repeat the action.

GENERAL AWARENESS

LO: Children will identify ways to keep their home clean.

Resources: General Awareness, page 29; a desk messed with books, pencils and crayons; a properly arranged desk

Introduction

1. Clean Up Activity: Show a messy desk and a tidy desk to the children. Ask them to share their observations and discuss which one looks better and why. Take a few responses, then invite some children to help tidy up the messy desk.

2. Discussion Time: Discuss with the children why keeping our home clean is important. Ask simple questions like: What happens if we do not clean our home? / How can we keep our home tidy? Take a few responses, then give tips such as putting toys or clothes back, wiping tables, keeping our books neatly, and throwing garbage in the bin as simple ways to keep our home clean.

Practice

3. Cleanliness at Home: Ask the children to open page 29 of the General Awareness book. Point to the pictures one by one and ask the children to share what they see. Read the lines below each picture.

FOUNDATIONAL LITERACY

LO: Children will identify and spell CVC words with the middle sound /a/.

Resources: Literacy Skillbook, pages 25–27

Introduction

1. Recap: Write simple CVC words from pages 25–26 with the middle /a/ sound like CAT, BAG, MAN, BAT, JAM, etc. on the board. Point to each letter and sound them out slowly, blending the sounds together in the end. For example: /c/ - /a/ - /t/ → cat. Ask children to repeat many times after you, helping them blend and read the words fluently.

2. Guess the Missing Letter: Call children one by one. Say aloud a CVC word (BAT), and write it’s spelling on the board with one letter missing (ba__). Guide the children to guess the missing letter. Repeat with 8–10 different words.

Practice

3. Puzzle Time: Ask the children to open page 27 of the Skillbook. Guide them to complete the puzzle by filling in the missing letters.

FOUNDATIONAL NUMERACY

LO: Children will identify a semicircle and other objects that are semicircle in shape.

Resources: Numeracy Skillbook, page 19; cut-out of a circle (one per child); individual shapes flashcard from the Skillbook

Introduction

1. Explaining a Semicircle: Give each child a circle cut-out and ask: What shape is this? Take a few responses and say: This is a circle. Now, let us fold it in half. Guide them to fold the circle and then say: Now, it is a semicircle. A semicircle is half a circle.

2. Identifying a Semicircle: Let the children refer to the shapes flashcard in the Skillbook. Ask them to look at and hold up the flashcard showing a semi-circle. Check if the children are holding the correct flashcard.

Practice

3. Semicircle: Ask the children to open page 19 of the Skillbook. Help them identify the semicircles and the objects that resemble a semicircle. Then guide them to turn the given semicircles into different objects

Open an umbrella, observe it and decide whether it looks like a circle or a semicircle.

DIY

LO: Children will make a giraffe and a flamingo using handprint art.

Resources: Art and Craft, pages 8–9; picture of a giraffe and a flamingo (if possible); a bowl each of yellow and pink watercolours

1. Warm-Up: Show the picture of a giraffe and ask: What animal is this? Take a few responses and say: This is a giraffe. Repeat the same for the flamingo. Discuss how they look. Say: Today, we will make a giraffe and a flamingo using handprint art.

2. A Giraffe and a Flamingo: Ask the children to open pages 8–9 of the Art and Craft book. Guide the children to dip their palms in the water colours and make a handprint to complete the giraffe and the flamingo.

Domain Topic of the Day

Circle Time

Common Expressions

General Awareness Making a Wall Hanging

Foundational Literacy Rhyming Words

Book & Page

Literacy Skillbook, page 28

Foundational Numeracy Star Numeracy Skillbook, page 20

DIY Day and Night Sky

CIRCLE TIME

Art and Craft, page 10

LO: Children will identify and use some common expressions in appropriate situations.

Resources: A soft toy

1. Warm-Up: Start by gathering the children in a circle. Say: Today, we will learn some important phrases we can use in our everyday conversations. Explain that these expressions will help them communicate politely and respectfully.

2. Common Language Expressions: Introduce the common language expressions one by one to the children. Say:

• When we want to come in, we say: May I come in?

• When we need to borrow something, we say: May I borrow your _______ (name of the thing), please?

• When you want to use the washroom, say: May I go to the washroom?

• When we want to use something, we say: May I use the _______ (name of the thing), please?

Repeat each expression 5–6 times and ask the children to repeat after you

3. Knowing from Children: Pass around a soft toy and have the children take turns holding it. The child holding the toy will then be given a situation (e.g., What will you say when you want to come inside the classroom?) and he/she must say the expression that they would use in that situation. Encourage others to repeat after them.

GENERAL AWARENESS

LO: Children will make a wall hanging to decorate their home.

Resources: Strings or threads (4 per child); beads or pom-poms; cut pieces of straws; sticks (one for each child)

Introduction

1. Decorative Items at Home: Ask: What kinds of things make our home look beautiful? Encourage them to share their ideas. Talk to the children about different decorative items, such as paintings, flower vase, curtains, and wall hangings. Say: Today we will make a wall hanging. Discuss how wall hangings add beauty to walls and make our rooms look colourful.

Practice

2. Making the Wall Hanging: Guide the children to thread straws, pom-poms, or beads onto strings to create colourful patterns. Assist them in tying the strings to a stick. Encourage them to admire their creations and share them with their friends.

3. Sharing Time: Once the wall hangings are complete, gather the children and ask them to share their creations with the class. Discuss where and how they can hang their wall hangings at home.

FOUNDATIONAL LITERACY

LO: Children will identify CVC rhyming words.

Resources: Literacy Skillbook, page 28

Introduction

1. Rhyming Word Pairs: Write a simple word like CAT on the board and say it aloud. Then, write BAT underneath and say: Cat, bat—they sound the same at the end, which is /at/. They rhyme. Repeat with other pairs of words. For example: FAN–MAN or PAT–MAT. Encourage children to say them aloud with you.

Let us Rhyme Pat, pat, tap the mat, A fat cat sat on a hat. Dad and lad had a nap, Sam and Pam love to clap!

2. Rhyme Time: Begin the session by singing the rhyme ‘Let us Rhyme’. Repeat with children 3–4 times. Ask: Did you notice the rhyming words in the rhyme? Let the children share their responses. Then write the rhyming words from the rhyme on the board and focus on the middle and ending sounds. For example: PAT-MAT-FAT-HAT-CAT have the same middle and ending sound /at/.

3. Rhyme and Say: Say a word aloud (dam) and ask the children to think of a word that rhymes with it (jam). Give hints if needed and cheer for their responses. Repeat with different words, ensuring everyone participates.

Practice

4. Rhyming Words: Ask the children to open page 28 of the Skillbook. Guide them to read the words and then circle the rhyming words.

Rhyming Words

FOUNDATIONAL NUMERACY

LO: Children will identify a star shape and objects that are star shaped. Resources: Numeracy Skillbook, page 20; individual shapes flashcards from Skillbook; a flashcard or a big cut-out of a star; star stickers

Introduction

1. Star Shape: Show the cut-out of a star to the children and say: This is a star. Guide them to understand the slanting sides and five corners of the star. Show them some objects that resemble a star shape.

Pro Tip

To explain the meaning of a corner, show the corner of a desk or book to the children.

2. Identifying a Star: Give the shapes flashcard to the children. Ask them to hold up the flashcard showing a star. Check if the children are showing the correct flashcard.

Practice

3. Star: Ask the children to open page 20 of the Skillbook. Help them identify the star shapes and the objects that resemble a star. Then, guide them to identify and colour the stars in the given string.

DIY

LO: Children will discuss the day sky and night sky and colour a picture showing the day sky and night sky. Resources: Art and Craft, page 10; crayons

1. Discussing Day and Night Sky: Divide the board in two halves with chalk or a marker. Write ‘Day Sky’ on one side and ‘Night Sky’ on the other. Ask: What do we see in the day sky? Welcome responses from the children and draw them under ‘Day Sky’. Repeat the same for ‘Night Sky’.

2. Day and Night Sky: Ask the children to open page 10 of the Art and Craft book. Guide them to colour the day and the night skies with crayons using the colours shown in the picture.

DAY

Domain

CATCH - UP CARNIVAL

General Awareness

Learning Outcome Children will identify different rooms in the house and discuss how to keep a house clean.

Resources Real objects or pictures of common household items (soap, towel, plates, pillow etc.)

Suggested Method Call the children one by one and ask them to share the names of different rooms in the house. Then, give each child a household item and ask them to say in which room they would keep it. Finally, ask them to share one way they can keep their house clean. Clap for each child and give them a smiley.

Support for Struggling Learners

Domain

Gather the learners together. Ask them to open page 27 of the Skillbook. Show them the picture of the bedroom and say: This is a bedroom. We rest and sleep in our bedroom. Then, encourage the learners to look at the picture and share what they can see in the bedroom. Repeat the same for the other rooms.

Foundational Literacy

Learning Outcome Children will read and write CVC words with middle /a/ sound.

Resources Some objects or pictures for CVC words– cap, map, pan, etc.

Suggested Method Call the children one by one and ask them to show any one object with the middle /a/ sound. Guide them to name and spell the word, and write it on the board. Clap for each child and give them a smiley.

Support for Struggling Learners

Domain

Gather the learners together. Show an object with the middle sound /a/ (cap) and write its spelling on the board. Guide the children to read the individual sounds and then blend together: /c/ /a/ /p/ – cap. Ask the children to repeat 3–4 times after you. Repeat with as many words as possible.

Foundational Numeracy

Learning Outcome Children will differentiate between semicircle, star, and oval shapes.

Resources Cut-outs of semicircle, star and oval shapes

Suggested Method Keep the cut-outs of the shapes neatly in a row. Call the children one by one and ask them to pick any one cut-out. Ask them to name the shape and mention some objects that resemble that shape. Clap for each child and give them a smiley or a star.

Support for Struggling Learners

Give each child the individual flashcards of the shapes from the Skillbook. Draw a semicircle on the board and say: This is a semicircle. Ask the children to hold up the flashcard of the semicircle. Repeat the same for the star and oval shapes. Show objects that look like these shapes.

About the Book

The early years shape a child’s cognitive, social, and emotional growth. The DAWN Curriculum, aligned with NEP 2020 and NCF-FS 2022, integrates the Panchakosha framework to nurture well-rounded development—physical, emotional, intellectual, social, and moral. This manual ensures progressive, engaging, and hands-on learning through a structured teaching model, and provides special days dedicated for reinforcement and enrichment activities.

Equipped with helpful alerts, pro-tips, and best practices, this manual makes teaching seamless, interactive, and impactful. With play-based activities and multisensory techniques, teachers can confidently create a stimulating, joyful, and inclusive classroom.

Key Features

• 180-Day Teaching Plan: Well-paced progression with built-in revision days.

• 4+1 Teaching Model: Structured learning with a dedicated reinforcement day.

• Panchakosha Framework: A holistic approach to early childhood development.

• DIY & Hands-on Learning: STEM, Art & Craft, storytelling, and interactive activities.

• Dynamic Circle Time: Engaging discussions, mindfulness, and movement-based activities.

• Multisensory & Play-Based Approach: Enhancing retention through interactive learning.

• Error Alerts & Pro-Tips: Practical guidance for smooth and effective teaching.

About Uolo

Uolo partners with K-12 schools to provide technology-enabled learning programs. We believe that pedagogy and technology must come together to deliver scalable learning experiences that generate measurable outcomes. Uolo is trusted by over 15,000+ schools across India, Southeast Asia and the Middle East.

ISBN 978-81-985727-9-0