DAWN
Level C Teacher Manual
Name:
Class:
School:
WEEK 1
Domain Topic of the Day
Circle Time
Action Rhyme: Hop a Little
General AwarenessMyself: Name, Age and Class
Foundational Literacy My Qualities
Foundational NumeracyBig 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
DAY 1
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.
Error Alert!
Do not use the terms smaller or smallest while explaining big, bigger, and biggest. Make sure to stick to the keywords.
DIY
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
Circle Time
Topic of the Day
The Class Routine
General AwarenessThings I Can Do
Book & Page
Foundational Literacy Picture Discussion: Let’s Talk! Mira’s Sunday Literacy Skillbook, pages 2–3
Foundational NumeracySmall, Smaller, Smallest Numeracy Skillbook, page 3
DIY A Cauliflower
CIRCLE TIME
LO: Children will be able to identify and discuss the new class routine.
Art and Craft, page 2
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 numeracy 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!
DIY
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 AwarenessI 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 NumeracyBig and Small
Numeracy Workook, pages 1–2
DIY Rhyme: Wee Willie Winkie Rhymes and Songs, page 1
CIRCLE TIME
LO: Children will discuss the good habits.
Resources: Chart of Good Habits (a part of UOLO’s Teacher Kit)
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 audio 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
CATCH UP CARNIVAL
Domain 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
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.
Domain 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.
