181420001-Dolphin-NUR-Teacher Companion Book-Integrated-Part1

TeacherBCoookmpanion NUR Part 2 1A 2B 3C



Table of Contents Part  Section  Section Name  Page  Number  Number IMAX Program  Teacher Manual Features and Usage Tips  1 Overview and Book  1  Top Teaching Strategies for the Subject (Referenced in  5  11  level Features  2  the Lesson Plan) 13  Customizable Teaching Aids  19  3  Annual Plan Summary, Detailed Plan & Assessment  22  23  4  Calendar  24  Annual Planning Tool  25 Annual Plan and Exam  5  IMAX Suggested Timetable  27  Patterns  6  96  7  Stories and Rhymes Connect  159  Answer Keys  8  Stories and Rhymes Assessment Rubric  235  Reflection Sheet  9  238  Additional Info  10a  FA and SA Patterns  239  10b  Day‐wise Lesson Plan (English)  240  10c  Day‐wise Lesson Plan (Math)  11  12  Day‐wise Lesson Plan(EVS)  13  Answer Keys for Workbook  14  End of Sem Reflection Sheet  Appendix A: Article on \"How People Learn?\"  Appendix B: Article on \"Future of School Education\" 

01. Teacher Manual Features & Usage Tips (For Lesson Plan Section) Indicates the days allocated to For the teacher to indicate the cover the lesson number of days needed to speed up or slow down the plan, if required.Sections covered on Space for the teacher to List of teaching each day. write notes on lesson resources provided by For the teacher to understand the preparation. ‘why’ behind the lesson. This IMAX. outlines the overall objective of the lesson. For the teacher to understand the associated learning domain or a specific skill developed through the lesson. For the teacher to understand the objective of the lesson in the textbook. For the teacher to understand the specific objective of the activity sheet in order to make activities more fun, age appropriate and engaging. For the teacher to understand the objective of the worksheet in order to provide adequate support to all learners . List of teaching resources that the teacher needs to procure/arrange for before the class. Page 1

Indicates the current day out This icon is used to indicate the progress of the particularof the total days allotted for day/period. More details about this icon (or set of icons)the lesson. are given on a later page. The class level outcomes or enabling objectives for the day are outlined here. Any new words covered in the day are also listed. Teaching tips for teaching the content provided on the given page. Detailed explanation and examples of teaching strategies are provided in the Teaching Strategy space. Quick questions to be asked during the class to check for learners’ understanding as the lesson proceeds.Page from the textbook Details of the suggested CW/HW for the day. Page 2

Examples for Reading and Practising the IMAX Calendar The given lesson plan should be covered in the first half of the allocated teaching period (i.e. the 5th Period of the 5 periods allocated for the lesson). The given lesson plan should be covered in the second half of this same teaching period (referred to as Teaching Day going forward). The given lesson plan takes up the full teaching day, the first one out of the 8 allocated for the lesson Number of teaching days, day progress icons and Annual day slots have been intentionally left blank across all Stories and Rhymes. The time for this has not been accounted for in the annual calendar, however, it has been mapped with the IMAX suggested Time table. Annual Day indicates which day/period you are currently at against the overall days allocated for this semester. Actual Date blank is for you to fill the date of the day you teach this particular page. LIST OF ABBREVIATIONS USED 1. TB: Textbook 2. WB: Work Book 3. AB: Activity Book Page 3

Space for the teacher to share her Progress Passbook for the teacher. Thisthoughts on the teaching methodology helps in tracking and planning theused for the lesson. remaining syllabus. Number of planned days. Actual number of days used by the teacher to complete the lesson. This is for the teacher to enter the number of days by which she/he needs to slow down or speed up for the next lesson. This is to match the annual academic plan. This icon is used to indicate the pages of the book where you can spend more time than suggested when needed.Names of learners who Names of learners who need This icon is used to indicate the pages ofneed handholding for this additional challenges for this the book that you can speed up whenlesson. lesson. needed. Page 4

Page 5 BestPractices ‡ Makesureyouspend10minutesgoingthroughthequestions yougaveasŚŽŵĞǁŽƌŬthepreviousday. ‡ OntheĨŝƌƐƚĚĂLJŽĨƐĐŚŽŽů,encourageparents/guardiansto sendatoyorobjectthatthechildrenareusedtoandare comfortablewith.Thishelpsthemcopewiththeirnew surroundings. ‡ UsetheĞŶĐŽƵƌĂŐĞŵĞŶƚƐƚŝĐŬĞƌƐgivenattheendofthis manualtomotivatekidstolearnandparticipateinclass.You canalsohaveactivitieswhereyouaskthechildtopicka stickerforhimself/herself,orevenhaveaclassmateawarda stickertoanother. ‡ AlwaysencouragechildrentoƐƵƉƉŽƌƚĂŶĚŚĞůƉoneanother duringgamesandquizzes. TeachingStrategies ϭ͘ YĂŶĚ ĞƐĐƌŝƉƚŝŽŶ Questionsthatwillpromptstudentstoshare responsesandopinions ‡ Promptstudentswithhints. ,ŽǁƚŽhƐĞ/ƚ ‡ Answerthequestionyourselftogivean exampleoftheanswer.

Page 6 TeachingStrategies,Contd. Ϯ͘ ZĞĂĚůŽƵĚ;dĞĂĐŚĞƌͿ Theteacherreadsthelessonoutloudforthe ĞƐĐƌŝƉƚŝŽŶ studentswithappropriatevoicemodulationand pace ‡ Teachertoreadcontentaloud,with accuratepronunciation ,ŽǁƚŽhƐĞ/ƚ ‡ Makesuretopauseandaskquestionsin between ‡ Trytoemotethewords ϯ͘ ZĞĂůͲ>ŝĨĞŽŶŶĞĐƚ ĞƐĐƌŝƉƚŝŽŶ Askquestions/shareanexamplewhichrelatesto students’livesandexperiences.Reiterateconcept learntinclasswhiledoingeverydaythings. ,ŽǁƚŽhƐĞ/ƚ ‡ Chooseexamplesfromstudents’lives,which canbeusedtodrivehometheconcept,or aspectsofit ‡ Usewordstaughtinclasseveryday ‡ Askchildrenquestionsthatwillpromptthem tousethewords/conceptstaught

TeachingStrategies,Contd. ϰ͘ 'ĂŵĞͬĐƚŝǀŝƚLJ ĞƐĐƌŝƉƚŝŽŶ Simplegameswhichengagechildreninlearning ‡ Dividetheclassroomintogroupsorpairs ‡ Usetheclassroomandtheobjectsinthe ,ŽǁƚŽhƐĞ/ƚ classroomaspropstocompletetheactivity ‡ Useappropriateteachingaidstomakethe activityinterestingPage 7 ϱ͘ ĞŵŽŶƐƚƌĂƚŝŽŶ ĞƐĐƌŝƉƚŝŽŶ Demonstratehowtoperformanactionoratask ‡ Showchildrentheactionsforarhyme ‡ Showchildrenhowtoholdapenciloracrayon orabook ,ŽǁƚŽhƐĞ/ƚ ‡ Askchildrentopayattentionandtoimitate you

TeachingStrategies,Contd. ϲ͘ WŚŽŶŝĐƐŽŶŶĞĐƚ ĞƐĐƌŝƉƚŝŽŶ Conceptsthatcanbetaughtusingphonicsin PhonicsReader ‡ Usesongs/ pronunciationusedinthe Phonics Readerbookstoteachsounds ,ŽǁƚŽhƐĞ/ƚ andshowlettersoundconnect ‡ Useactivitiesspecifiedinthebooksto reinforcethesoundandthepronunciation ofaletteroraword.Page 8 ϳ͘ &ƵŶdŝŵĞ ĞƐĐƌŝƉƚŝŽŶ Groupactivitiesthatfacilitateinteractioninclass andmotivatechildrentoexpressthemselves creatively ,ŽǁƚŽhƐĞ/ƚ Usethistimetoconnectwithstudents Givethemfreedomtoexpressthemselves Activitiescouldbecircletimeactivities,cartoon timeorstoryͲtellingtime

TeachingStrategies,Contd. ϴ͘ ƵĚŝŽͲsŝƐƵĂůWƌĞƐĞŶƚĂƚŝŽŶ ĞƐĐƌŝƉƚŝŽŶ Useofaudioorvisualaidsinclasstopresent content ‡ Makesuretheaudioisclearandthevolumeis highenoughforthechildrentohear ‡ Pausetheaudioorvideoifyoufeelthe ,ŽǁƚŽhƐĞ/ƚ ‡ childrenaredistracted Ifyou’reunabletoshowavideo,usepictures, printͲoutsordrawingsofthesamePage 9 ‡ Ifyou’reunabletoplaytheaudio,read/sing thecontentgiven. ϵ͘ ZŚLJŵĞƐĂŶĚƐƚŽƌŝĞƐ ĞƐĐƌŝƉƚŝŽŶ Rhymesandstoriesareonlytoteachcontent andhaveaninteractionintheclass;theyare notforrotelearning ,ŽǁƚŽhƐĞ/ƚ ‡ Makesureyoushowappropriateactions for therhymes ‡ Makechildrenstandupandrepeattherhyme aswellastheactions ‡ Concentrateontherhythmofthewords ‡ Donotusethisasanaidtoaskstudentsto rotelearn

TeachingStrategies,Contd. ϭϬ͘ ZĞƐŽƵƌĐĞƐ<ŝƚ ĞƐĐƌŝƉƚŝŽŶ Usetemplatesorimagesgivenintheresourcekit forclassroomactivities ‡ Bestpracticeistomakecopiesofthetemplate giveninthekit.Youmaywanttoreuseitfor ,ŽǁƚŽhƐĞ/ƚ someotheractivity ‡ UsethetemplatestocreatesimpleandfunPage 10 teachingaidsfortheclass ϭϭ͘ /ŶĚŝǀŝĚƵĂůĐƚŝǀŝƚLJ ĞƐĐƌŝƉƚŝŽŶ Individualactivitiesthatensureseach studentinclassparticipatesandlearns somethinguniqueorspecific totheirliking ,ŽǁƚŽhƐĞ/ƚ ‡ Askchildrentocomeandcompletethe activityinanalphabeticalorder ‡ Alloweachchildadequatetimetofinishthe activity ‡ Avoidgivingastandardformatforthisactivity Givefreedomandflexibilitytoeachchildtobe uniqueintheirpresentation

Customizable Teaching Aids tĞŚĂǀĞŐŝǀĞŶĂĨĞǁƚĞĂĐŚŝŶŐĂŝĚƐƚŚĂƚĐĂŶďĞ ĐƵƐƚŽŵŝnjĞĚƚŽƚŚĞŶĞĞĚƐŽĨƚŚĞƚĞĂĐŚĞƌ͘dŚĞƐĞĂŝĚƐĐĂŶ ďĞƵƐĞĚŝŶĚŝĨĨĞƌĞŶƚǁĂLJƐĨŽƌĐŽŶĚƵĐƚŝŶŐĂǀĂƌŝĞƚLJŽĨ ĐůĂƐƐƌŽŽŵĂĐƚŝǀŝƚŝĞƐ͘Page 11 1. Jigsaw Puzzle2 picture and 2 plain 4- • tƌŝƚĞĚŝĨĨĞƌĞŶƚŐƌŽƵƉƐŽĨǁŽƌĚƐŽŶpiece colour jigsawpuzzles with slots to insert ƉĂƉĞƌĂŶĚŝŶƐĞƌƚŝƚŝŶƐůŽƚƐ͘paper with custom • ^ĞƉĂƌĂƚĞƚŚĞƉƵnjnjůĞƉŝĞĐĞƐĂŶĚcontent ŵŝdžĂůůƚŚĞƉŝĞĐĞƐƚŽŐĞƚŚĞƌ͘ • dŚĞƉƵnjnjůĞƉŝĞĐĞƐĂƌĞƚŚĞƐĂŵĞ͕ƐŽ ƚŚĞĐŚŝůĚƌĞŶŶĞĞĚƚŽŬŶŽǁǁŚŝĐŚ ŐƌŽƵƉƚŚĞǁŽƌĚďĞůŽŶŐƐƚŽƉƵƚƚŚĞ ƉƵnjnjůĞƚŽŐĞƚŚĞƌĐŽƌƌĞĐƚůLJ͘ • džĂŵƉůĞ͗tƌŝƚĞŶĂŵĞƐŽĨŚĞĂůƚŚLJ ĨŽŽĚŝŶŽŶĞũŝŐƐĂǁĂŶĚƵŶŚĞĂůƚŚLJ ĨŽŽĚŽŶƚŚĞŽƚŚĞƌ͘

Customizable Teaching AidsPage 12 3 boards with cutouts 2. Shapes Flashboards of big and small differently-coloured • dŚĞƐŚĂƉĞƐƉŽƉŽƵƚŽĨƚŚĞ shapes. Shapes are ďŽĂƌĚƐ͕ĂŶĚĐĂŶďĞƵƐĞĚĂƐ circle, triangle and ƐĞƉĂƌĂƚĞƉŝĞĐĞƐ͘ squĂre • džĂŵƉůĞ͗hƐĞĨŽƌƐŚĂƉĞ ŝĚĞŶƚŝĨŝĐĂƚŝŽŶ͕ĐŽůŽƵƌ ĂŶĚ ƐŚĂƉĞŵĂƚĐŚŝŶŐ͕ƉĂƚƚĞƌŶƐ͕ďŝŐ ĂŶĚƐŵĂůůĂŶĚƚĂŶŐŝďůĞ ĂĚĚŝƚŝŽŶ͘zŽƵĐĂŶĂůƐŽƵƐĞŝƚĂƐ ƉŽŝŶƚƐĂǁĂƌĚĞĚƚŽĂƚĞĂŵďLJ ŐŝǀŝŶŐŽƵƚĂƉŝĞĐĞƚŽĂƚĞĂŵŝĨ ƚŚĞLJŐĞƚƚŚĞĂŶƐǁĞƌƌŝŐŚƚ͘ ϭϯ 3. Spin the Wheel Ϯ • hƐĞĂƚĞŵƉŽƌĂƌLJŵĂƌŬĞƌƚŽ ǁƌŝƚĞĐƵƐƚŽŵĐŽŶƚĞŶƚŝŶƚŚĞ A coloured wheel which ƐƉĂĐĞƐŽŶƚŚĞĐŽůŽƵƌǁŚĞĞů͘ can spin. 3 arrows to denote the position when • /ƚĂůƐŽŚĂƐϰĂĐƚŝŽŶƐƚŚĂƚĐŚŝůĚƌĞŶ the wheel stops. It has ĐĂŶĚŽƚŽŵĂŬĞĂĐƚŝǀŝƚLJĨƵŶ͘ numbers 0 to 9 as well as the primary and • džĂŵƉůĞ͗hƐĞƚŽƚĞĂĐŚĐŽŵƉŽƵŶĚ secondary colours. ŶƵŵďĞƌ͘ϭƐƚ ĂƌƌŽǁǁŝůůďĞϭϬƐ ƉůĂĐĞĂŶĚϮŶĚ ĂƌƌŽǁƚŚĞƵŶŝƚƐ ƉůĂĐĞ͘tƌŝƚĞŶĂŵĞƐŽĨ ĨƌƵŝƚƐͬǀĞŐĞƚĂďůĞƐĂŶĚĂƐŬƐƚƵĚĞŶƚ ƚŽŶĂŵĞƚŚĞĐĂƚĞŐŽƌLJ͘

NURSERY ANNUAL PLAN - ENGLISH (2 Semester Calendar)Annual Plan Summary: Annual Assessment Calendar: Annual Plan Exam Approximate After Cumulative Tentative Dates Teaching Days Teaching Days Teaching Days (To be Filled by Teacher) Teaching Days FA1Sem 1 50 FA2 15 15Sem 2 Total 50 SA1 15 30 100 FA3 20 50 FA4 15 65Annual Teaching Calendar: SA2 15 80 20 100Sem Lesson No. Lesson Name Days Allocated Two Semester FA Coverage Two Semester SA Coverage 3 FA1 SA1 1 Sounds 3 FA1 SA1 2 FA1 SA1 2 Talking with Actions and Eyes 2 FA1 SA1 3 FA1 SA1 3 Expressions on My Face 3 FA1 SA1 3 FA2 SA1 4 Handling a Book 9 FA2 SA1 22 SA1 5 Spotting Differences 6 Picture Talk1 7 Using Hands 8 Strokes 9 Letters of the Alphabet (A to J) Rhymes - 1. Twinkle Twinkle Little Star10 2. Baa Baa Black Sheep Integrated with the Lessons SA1 3. Johny Johny Yes Papa Integrated with the Lessons SA1 5011 Stories - The Ant and the Grasshopper 15 SA2 13 SA2 Total 14 SA2 8 SA2 Letters of the Alphabet ( K to O) FA3 FA4 1 Letters of the Alphabet ( P to T) Letters of the Alphabet ( U to Z) 2 A to Z2 Rhymes - 1. Cock-a-doodle doo Integrated with the Lessons SA2 3 2. I Am a Little Teapot 3. I Am Only a Baby Stories - 1. Who Will Bell the Cat? Integrated with the Lessons SA2 4 Page 5103 2. The Little Red Hen Total

NURSERY ANNUAL PLAN - MATH (2 Semester Calendar)Annual Teaching Calendar:Sem Lesson No. Lesson Name Days Allocated Two Semester FA Coverage Two Semester SA Coverage 1 Comparing Qualities 15 FA1 SA1 1 2 5 SA1 Comparing Quantities FA2 SA1 2 3 Numbers (1 and 2) 20 FA2 SA1 Numbers (3 to 5) SA1 4 Recap Numbers 1 to 5 10 FA3 SA1 5 Shapes FA4 SA1 Rhymes - 1. The Number One Integrated with the Lessons 1 SA2 2 2. Two Little Dicky Birds 50 SA2 3 14 SA2 4 Total 13 SA2 5 Positions 13 Number (6 to 10) 10 SA2 Numbers (Recap 1 to 10) Patterns Integrated with the Lessons Rhymes - 1. Hot Cross Buns 50 2. Baby Turtle Total Page 14

NURSERY ANNUAL PLAN - EVS (2 Semester Calendar)Annual Teaching Calendar:Sem Lesson No. Lesson Name Days Allocated Two Semester FA Coverage Two Semester SA Coverage SA11 Myself 5 FA1 SA1 FA1 SA12 My Family 5 FA1 SA1 FA2 SA13 My Body 7 FA2 SA1 SA14 My School 7 SA11 5 Places Around 6 SA1 7 6 Cleanliness SA2 SA27 Healthy Food 7 SA2 SA28 Water 6 SA2 SA29 Stories - 1. Raju Has a Stomach Ache Integrated with the Lessons SA2 2. The Thirsty Crow SA2 Total 50 SA21 Transportation 7 FA3 FA32 Colours 9 FA4 FA43 Plants 64 Animals 8 5 Professions 8 82 6 Seasons7 Games 4 Rhymes - 1. Hickory Dickory Dock8 2. Ding Dong Bell Integrated with the Lessons 3. Pat-a - cake9 Stories - 1. The Hare and the Tortoise Integrated with the Lessons Total 50 Page 15

NURSERY ANNUAL PLAN ‐ ENGLISH (3 Term Calendar)Annual Plan Summary: Annual Assessment Calendar: Annual Plan Exam Approximate After Cumulative Tentative Dates Teaching Days Teaching Days (To be Filled by Teacher) Term 1 Teaching Days 35 FA1 15 15 30 FA2 10 25 Term 2 Teaching Days 35 SA1 10 35 100 FA3 15 50 Term 3 Teaching Days SA2 15 65 FA4 20 85 Total SA3 15 100Annual Teaching Calendar:Term Lesson No Lesson Name Days Allocated Three Term FA Coverage Three Term SA Coverage 1 1 Sounds 3 FA1 SA1 2 2 Talking with Actions and Eyes 3 FA1 SA1 3 3 Expressions on My Face 2 FA1 SA1 4 Handling a Book 2 FA1 SA1 5 Spotting Differences 3 FA1 SA1 6 Picture Talk 3 FA1 SA1 7 Using Hands 3 FA2 SA1 8 Strokes 9 FA2 SA1 7 SA1 9 Letters of the Alphabet (A to C) 35 Total 15 FA3 SA2 9 Letters of the Alphabet (D to J) Integrated with the Lessons FA3 SA2 Rhymes ‐ 1. Twinkle Twinkle Little Star Integrated with the Lessons FA3 SA2 9 2. Baa Baa Black Sheep 15 SA2 3. Johny Johny Yes Papa 30 13 10 Stories ‐ The Ant and the Grasshopper 14 8 1 Letters of the Alphabet ( K to O) Total Letters of the Alphabet ( P to T) FA4 SA3 1 Letters of the Alphabet ( U to Z) SA3 SA3 2 A to Z Rhymes ‐ 1. Cock‐a‐doodle doo Integrated with the Lessons SA3 3 2. I Am a Little Teapot 3. I Am Only a Baby 4 Stories ‐ 1. Who Will Bell the Cat? Integrated with the Lessons SA3 2. The Little Red Hen 35 Total Page 16

NURSERY ANNUAL PLAN ‐ MATH (3 Term Calendar)Annual Teaching Calendar:Term Lesson No. Lesson Name Days Allocated Three Term FA Coverage Three Term SA Coverage 1 FA1 1 2 Comparing Qualities 15 FA2 SA1 3 Comparing Quantities 5 FA2 SA1 2 Numbers (1 and 2) 7 SA1 3 Numbers (3 to 5) 8 FA3 SA1 3 4 35 FA3 5 Total 5 SA2 10 SA2 1 Recap Numbers 1 to 5 Shapes Integrated with the Lessons SA2 2 Rhymes ‐ 1. The Number One 3 14 FA4 SA2 4 2. Two Little Dicky Birds 29 13 SA3 Positions 13 SA3 Total 10 SA3 SA3 Number (6 to 10) Integrated with the Lessons Numbers (Recap 1 to 10) Patterns 36 Rhymes ‐ 1. Hot Cross Buns 2. Baby Turtle Total Page 17

NURSERY ANNUAL PLAN ‐ EVS (3 Term Calendar)Annual Teaching Calendar:Term Lesson No. Lesson Name Days Allocated Three Term FA Coverage Three Term SA Coverage 1 FA1 SA1 1 2 Myself 5 FA1 SA1 2 3 My Family 5 FA1 SA1 4 My Body 7 FA2 SA1 3 5 My School 7 SA1 6 Places Around 6 FA3 SA1 Cleanliness 7 FA3 7 37 FA3 SA2 8 Total 7 SA2 6 FA4 9 Healthy Food FA4 SA2 Water Integrated with the Lessons FA4 1 SA2 2 Stories ‐ 1. Raju Has a Stomach Ache 7 SA2 2. The Thirsty Crow 9 3 29 SA3 4 Transportation 6 SA3 5 Colours 8 SA3 6 8 SA3 7 Total 8 SA3 4 8 Plants Integrated with the Lessons SA3 9 Animals Integrated with the Lessons SA3 Professions 34 Seasons Games Rhymes ‐ 1. Hickory Dickory Dock 2. Ding Dong Bell 3. Pat‐a ‐ cake Stories ‐ 1. The Hare and the Tortoise Total Page 18

    Annual Planning Tool for Teachers           No. of  No. of ‘Teaching            Teaching  Periods’ based on          Other Non‐  Days in  the Subject Time‐        Teaching  School  Table (referred to as  IMAX    Events   (if  ‘Teaching  Days’  Teaching  No. of  Assessments  any)  Lesson/Concept  Days Total Buffer  (if any)  List to be  Days  Month  Working Days  Covered  in School  going forward)  Sample      Opening PTM Month  (1 day)  20  None  19  23  1, 2, 3  16  7    Apr‐18                  May‐18                               Jun‐18    Jul‐18                  Aug‐18                               Sep‐18    Oct‐18                  Nov‐18                               Dec‐18    Jan‐19                  Feb‐19                  Mar‐19                Page 19

    Annual Planning Tool for Teachers           No. of  No. of ‘Teaching            Teaching  Periods’ based on          Other Non‐  Days in  the Subject Time‐        Teaching  School  Table (referred to as  IMAX    Events   (if  ‘Teaching  Days’  Teaching  No. of  Assessments  any)  Lesson/Concept  Days Total Buffer  (if any)  List to be  Days  Month  Working Days  Covered  in School  going forward)  Sample      Opening PTM Month  (1 day)  20  None  19  23  1, 2, 3  16  7    Apr‐18                  May‐18                               Jun‐18    Jul‐18                  Aug‐18                               Sep‐18    Oct‐18                  Nov‐18                               Dec‐18    Jan‐19                  Feb‐19                  Mar‐19                Page 20

    Annual Planning Tool for Teachers           No. of  No. of ‘Teaching            Teaching  Periods’ based on          Other Non‐  Days in  the Subject Time‐        Teaching  School  Table (referred to as  IMAX    Events   (if  ‘Teaching  Days’  Teaching  No. of  Assessments  any)  Lesson/Concept  Days Total Buffer  (if any)  List to be  Days  Month  Working Days  Covered  in School  going forward)  Sample      Opening PTM Month  (1 day)  20  None  19  23  1, 2, 3  16  7    Apr‐18                  May‐18                               Jun‐18    Jul‐18                  Aug‐18                               Sep‐18    Oct‐18                  Nov‐18                               Dec‐18    Jan‐19                  Feb‐19                  Mar‐19                Page 21

IMAX Suggested dŝŵĞƚĂďůĞ9-9:30 Period 1 Assembly, Warm- Assembly, Warm- Assembly, Warm- Assembly, Warm- Assembly, Warm- Up excercises/PT Up excercises/PT Up excercises/PT Up excercises/PT Up excercises/PT9:30- Period 2 English -TB/WB EVS -TB/WB English -TB/WB Maths -TB/WB EVS -TB/WB10:0510:05- Period 3 English -TB/WB EVS -TB/WB English -TB/WB Maths -TB/WB EVS -TB/WB10:4010:40- Period 4 Break11:0011:00- Period 5 ĐƟǀŝƚLJͬWŚŽŶŝĐƐ Maths -TB/WB ĐƟǀŝƚLJͬKƵƚĚŽŽƌ ĐƟǀŝƚLJͬKƵƚĚŽŽƌ ĐƟǀŝƚLJͬKƵƚĚŽŽƌ11:35 Reader/ AV / AV / AV / AV11:35- Period 6 ĐƟǀŝƚLJŬͲ Maths -TB/WB ĐƟǀŝƚLJŬͲ ĐƟǀŝƚLJŬͲ ĐƟǀŝƚLJͬWŚŽŶŝĐƐ12:10 EVS Maths English Reader /AV12:10- Period 7 Break12:3012:30- Period 8 ^ƚŽƌLJͬZŚLJŵĞƐ ĐƟǀŝƚLJͬKƵƚĚŽŽƌ sĞƌŶĂĐƵůĂƌ ^ƚŽƌLJͬZŚLJŵĞƐ sĞƌŶĂĐƵůĂƌ 1:00 / AV1:00- Period 9 (op- Maths - PN English - PL Maths - PN English - PL &ƌĞĞWĞƌŝŽĚ1:30 ƟŽŶĂůͬŚǁͿ Page 22

Stories and Rhymes Connect With Textbook Lessons  Lesson Names  Stories and Rhymes connected to the lesson Nursery English Part 2 L1. Letters of the Alphabet  L3. Rhymes‐ 1. Cock -a- doodle DooL1. Letters of the Alphabet  L3. I am a Little Tea PotL1. Letters of the Alphabet  L3. I am Only a BabyL1. Letters of the Alphabet  L4. Who Will Bell the Cat? L1. Letters of the Alphabet  L4. The Little Red Hen  Nursery Maths Part 2 L2. Numbers  L5. Hot Cross Buns L2. Numbers  L5. Baby Turtle L4. Animals  Nursery EVS Part 2L4. Animals  L8. Hickory Dickory Dock L5. Profession  L8. Ding Dong bell L4. Animals  L8. Pat‐a‐Cake  L9. The Hare and The Tortoise  Page 23

Stories and Rhymes – Assessment Rubric Focus Area Beginner Developing WƌŽĮĐŝĞnt Advanced (Marks : 0-2) (Marks : 3-5) (Marks : 6-8) (Marks : 9-10)Comprehension The learner: x has not comprehended The learner: The learner: The learner: Sequencing any part of the story orŽŶĮĚĞŶĐĞĂŶĚ rhyme x ,ĂƐƉĂƌƟĂůůLJ x has mostly x has completely comprehended the story comprehended the comprehended the story Fluency x unable to sequence at all or rhyme story or rhyme or rhyme x mixes up eventsBody Language x unable to recall the story x ŝƐĂďůĞƚŽƌĞĐĂůůƐĞƫŶŐͬ x is able to recall most x ŝƐĂďůĞƚŽƌĞĐĂůůƚŚĞĞŶƟƌĞ plot or characters of the events, plot, ƌĂŶŐĞŽĨĞǀĞŶƚƐĂůŽŶŐ or rhyme or characters with plot, characters and x ƉĂƌƟĂůůLJĂďůĞŶĂƌƌĂƚĞƚŚĞ ƚŚĞŵĞƐƐĂŐĞƚŚĞƐƚŽƌLJͬ x is mostly incoherent ƐƚŽƌLJͬƌŚLJŵĞ x mostly able to rhyme has to convey x disconnected and ŶĂƌƌĂƚĞƐƚŽƌLJͬƌŚLJŵĞ x completely able to unrelated words used to ŶĂƌƌĂƚĞƐƚŽƌLJͬƌŚLJŵĞ ĂŶƐǁĞƌĂƋƵĞƐƟŽŶ x ŵĂĚĞůŝƩůĞŽƌŶŽĞLJĞ x can put one to two events x can put more than x can put all the parts of contact ƚŚĞƐƚŽƌLJͬƌŚLJŵĞŝŶĂ x ƐŚƵŋĞĚĂŶĚƐĞĞŵĞĚ ŽĨĂƐƚŽƌLJͬƌŚLJŵĞŝŶ two events in a sequence very uncomfortable x refused to answerw sequence ƐƚŽƌLJͬƌŚLJŵĞŝŶ sequence x ŝƐƉĂƌƟĂůůLJĐŽŚĞƌĞŶƚďƵƚ x is mostly coherent x is completely coherent spoke feebly x ƐƉŽŬĞĐŽŶĮĚĞŶƚůLJ x ƐƉŽŬĞĐŽŶĮĚĞŶƚůLJĂŶĚ x answered clearly with few and answered clearly answered clearly and but related words and accurately accurately x ŵĂĚĞůŝƩůĞĞLJĞĐŽŶƚĂĐƚ x made eye contact x ŚĂĚĂĐŽŶĮĚĞŶƚƉŽƐƚƵƌĞ x seemed uncomfortable x answered reluctantly with the listeners x made eye contact with ŵŽƐƚŽĨƚŚĞƟŵĞ listeners x seemed comfortable x answered without any x answered properly ƐŝŐŶŽĨĚŝƐĐŽŵĨŽƌƚ but appeared uncomfortable at ƟŵĞƐ Page 24

EXAM PATTERN FOR FORMATIVE AND SUMMATIVE ASSESSMENTSFormative Assessment (FA)Source of Question Marks per Total Marks Question 5MConceptual Understanding 5Mx1 6M 4MConceptual Understanding 3Mx2 5M 20MConceptual Understanding 2Mx2Activity Sheet 5Mx1Sum TotalSummative Assessment (SA)Source of Question Marks per Total Marks Question 12MConceptual Understanding 6Mx2 10M 8MConceptual Understanding 5Mx2 3M 2MConceptual Understanding 4Mx2 10M 5MConceptual Understanding 3Mx1 50MConceptual Understanding 1Mx2Suggested Oral Activity 5Mx2Activity 5Mx1Sum Total Page 25

LESSON PLAN ENGLISHDay-Wise Lesson Plan with Page-Wise Teaching Tips and Strategies Page 26

Lesson 1: Letters of the Alphabet Allocated Teaching Days 42 Speed up/Slow down PlanDay No. Planned  Summary of Day’s Plan Why are we teaching this lesson: Date  To know that the letters of the alphabet has names and sounds  To be able to recognise and sequence letters of the alphabet  To trace letters of the alphabetDay 1‐15 Letters of the Alphabet (K‐O). DDeessiirreedd  LLeeaarrnniinngg  OOuutcommeess ffoorr  tthhee  LLeessssoonnDay 16‐28 Letters of the alphabet (P‐T). Skill/Domain TBDay 29‐42 Letters of the Alphabet (U‐Z). • Reading/Phonetics/ • Recall sequence of letters  Literacy learnt • Fine Motor Skills • Articulate names and  sounds of the letters WB AB • Recall letters  • Identify the correct picture  • Trace letters by colouring it • Identify and circle the  correct letterLesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook 1) 3D objects of the letters 2) IMAX Workbook 3) Alphabet Mini Cards 2) Sand tray, Sand Paper  letters Page 27 3) Clay, Seeds, Buttons  4) Bottle lids‐different sizes,  paint

Day 1 / 42 Day  Annual Day:     1  /  5  0 Actual Date: Progress Class Outcome(s)  Recall letter names and sounds of letters A to J  Trace letters A to J New Words: apple, ball Teaching Tip(s) Teaching Strategy:  Activity/Phonics Connect Revise the ABC song focusing on sounds of all the letters of the  alphabets. For e.g. A is for apple.. ‘/a/ /a/ apple’ Teachers can  find the rhyme on YouTube. SHOW: Show letter cards for learners to recall and recognise. TELL: Ask learners to name letters and then sing the phonics  rhyme. Discuss TB page 17 for letter B. Sing song from TB. Sing  rhyme ‘I am only a Baby’ TB page 17, emphasising on letter ‘B’ for  baby. DO: Learners will read TB page 4 along with the teacher. They  will place their finger first on the letter, then picture followed  by the word. Class Pulse Check                                    What is the first sound in the word ‘dog’?  What is the first sound in the word ‘egg’? 1) TB page 4 CW HW 2) TB page 17 Page 28

Day 2 / 42 Day  Annual Day:     2  /  5  0 Actual Date: Progress Class Outcome(s)  Revise letter A‐J New Words: goat, egg Teaching Tip(s) Teaching Strategy:  Activity/Phonics connect SHOW: Show picture cards and ask learners to identify the  first letter for the picture. TELL: Learners will read TB page 4 again. Sing rhyme ‘Cock a  Doodle do’ on TB page 15. DO: Place letter and picture cards from A to J and ask learners  to come forward and pick up the letter card, recognise it and  pick its corresponding picture card. WB page 4 will be  explained wherein the teacher will help learners recall the  beginning sound for each word corresponding to the picture.  The teacher will help the learners complete the activity  independently.  Class Pulse Check                                    What is the beginning sound in the word ‘horse’? 1) TB page 4 CW HW 2) TB page 15 3) WB page 4 Page 29

Day 3 / 42 Day  Annual Day:     3  /  5  0 Actual Date: Progress Class Outcome(s)  Recognise letter name K and it’s sound; trace the letter  with the correct formation New Words: key, kick Teaching Tip(s) Teaching Strategy:  Activity/Phonics Connect SHOW: Show 3D objects of letter K like kite, key, toy kangaroo  etc. TELL: Give the name of each object and tell learners that these  objects begin with the letter ‘K’. Ask learners to repeat the  sound of the letter along with the name of the object. DO: Ask learners to open TB page 5 and place a finger on the  letter K and run their finger along its formation. Along with the  teacher the learners will read the letter, its sound  and sing the  rhyme given in the TB. Class Pulse Check                                    What is the first sound in the word ‘Kit’? 1) TB page 5 Letter K CW HW Page 30

Day 4 / 42 Day  Annual Day:     4  /  5  0 Actual Date: Progress Class Outcome(s)  Revise letter K New Words: key, kick (Repeated for reinforcement) Teaching Tip(s) Teaching Strategy:  Activity/Phonics Connect SHOW: Take Flash card of letter K to revise the letter  recognition and sound.  TELL: Read TB page 5 with the learners. Focus on the sounds of  the letters. DO: Ask learners to pick out the letter K from flash cards placed  on the table. The formation of the letter K will be explained.  Learners will write the letter on the table or in the air. They will  complete writing letter K in WB page 5. Suggested Activity: Trace the letter on sand paper letters or the sand tray. Pick out  the letter K from other letter cards. Class Pulse Check                                    Pick out a picture card with a picture of letter K. 1) TB page 5 Letter K CW 1) PL page 23 HW 2) WB page 5 Page 31

Day 5 / 42 Day  Annual Day:     5  /  5  0 Actual Date: Progress Class Outcome(s)  Recognise letter name L and it’s sound; trace the letter  with the correct formation New Words: leaf, lollipop, lamb Teaching Tip(s) Teaching Strategy: Activity/Phonics Connect SHOW: Display 3D objects of letter L like lollipop, leaf.  TELL: Say the name of each object and tell learners that these  objects begin with the with the sound /L/. Ask learners to  repeat the sound of the letter along with the name of the  object. DO: Ask learners to open TB page 5 and place a finger on the  letter L and run their finger along its formation. Along with the  teacher the learners will read the letter, its sound and sing the  rhyme given in the TB. Class Pulse Check                                    What is the first sound in the word ‘lemon’? 1) TB page 5 Letter L CW HW Page 32

Day 6 / 42 Day  Annual Day:     6  /  5  0 Actual Date: Progress Class Outcome(s)  Revise the letter L New Words: leaf, lollipop, lamb (Repeated for reinforcement) Teaching Tip(s) Teaching Strategy:  Activity/Phonics Connect SHOW: Teacher can show flash card of letter L to revise letter  recognition and sound. Sing and enact rhyme on TB page 16 ‘I am a Little Teapot’ emphasising on the word little saying  ‘little’ starts with letter ‘L’. TELL: Read TB page 5 with learners. DO: Ask learners to identify letter ‘L’ by picking it out from flash  cards of K and L. Learners will write the letter on the table, in  the air. They will complete writing letter L in WB page 6. Suggested Activity: Trace the letter on sand paper letters or the sand tray. Pick out  the letter L from other letter cards. Class Pulse Check                                    Name a part of your body which starts with letter L. 1) TB page 5 Letter L CW 1) PL page 24 HW 2) WB page 6 2) Read TB page 5 Page 33

Day 7 / 42 Day  Annual Day:     7  /  5  0 Actual Date: Progress Class Outcome(s)  Recognise letter name M and its sound; trace the letter  with the correct formation New Words: music, mug  Teaching Tip(s) Teaching Strategy:  Activity/Phonics Connect Revise letter K, L with letter name, sound and pictures. SHOW: Teacher will show 3D objects starting with letter M  like mango, toy monkey. TELL: Say the name of each object and tell learners that these  objects begin with the sound /M/. Ask learners to repeat the  sound of the letter along with the name of the object. DO: Ask learners to open TB page 6 and place a finger on the  letter M and run their finger along its formation. Along with  the teacher the learners will read the letter, its sound and sing  the rhyme given in the TB. Class Pulse Check                                    What is the first sound in the word ‘monkey’? 1) TB page 6 Letter M CW HW Page 34

Day 8 / 42 Day  Annual Day:     8  /  5  0 Actual Date: Progress Class Outcome(s)  Revise letter M New Words: music, mug (Repeated for reinforcement)  Teaching Tip(s) Teaching Strategy:  Activity/Phonics Connect SHOW: Teacher will show flash card of letter M to revise the   recognition sound of M. TELL: Read TB page 6 with learners. With TB page 18, 19, 20, 21  the teacher will narrate the story ‘Who will bell the cat?’ emphasising on B for bell, C for cat and introduce M for mouse.  DO: Ask learners to identify letter M and circle them on the  board. The formation of the letter M will be explained. Learners  will write the letter on the table, or in the air. They will  complete tracing letter M in WB page 7. Suggested Activity: Pick out the letter M from other letter cards. Form letter M with  clay/plasticine. Class Pulse Check                                    What is the first sound in the word ‘mouth’? 1) TB page 6 Letter M CW 1) PL page 25 HW 2) TB page 18 ‐ 21 3) WB page 7 Page 35

Day 9 / 42 Day  Annual Day:     9  /  5  0 Actual Date: Progress Class Outcome(s)  Recognise letter name N and its sound; trace the letter  with the correct formation New Words: nut, net Teaching Tip(s) Teaching Strategy:  Activity/Phonics Connect Revise letter M with letter name, sound and pictures. SHOW: Teacher will show 3D objects or pictures of letter N like  a nail, nut. TELL: Teacher will tell the name of each object and tell learners  these objects begin with the sound of/N/. Ask learners to  repeat the letter along with the name of the object. Ask  learners if they know of any words that start with letter N.  DO: Ask learners to open TB page 6 and place a finger on the  letter N and run their finger along its formation. Along with the  teacher the learners will read the letter and sing the rhyme  given in the TB. The formation of the letter N will be explained.  Class Pulse Check                                    Name another part of your face which starts with letter N.  (nose) 1) TB page 6 Letter N CW HW Page 36

Day 10 / 42 Day  Annual Day:     1  0  /  50 Actual Date: Progress Class Outcome(s)  Revise letter N New Words: nurse, nail, no (Repeated for reinforcement) Teaching Tip(s) Teaching Strategy:  Activity/Phonics Connect Trace letter N to revise the letter recognition. SHOW:  Teacher will Read TB page 6 with learners. TELL: Place cards of letter N around the classroom. Ask  learners to search for the cards and say out the name and  sound once they find the letter N. The formation of the letter  N will be explained. Learners will trace the letter on the table,  in the air. They will complete tracing letter N in WB page 8. DO: Trace the letter on sand paper letters or the sand tray.  Pick out the letter N from M and N letter cards. Form letter N  with clay/plasticine. Class Pulse Check                                    Name another part of your body with letter N. (neck) 1) TB page 6 Letter N CW 1) PL page 26 HW 2) WB page 8 2) Read TB page 5, 6 Page 37

Day 11 / 42 Day  Annual Day:     1  1  /  50 Actual Date: Progress Class Outcome(s)  Recognise letter name O and its sound; trace the letter  with the correct formation New Words: onion, owl, orange Teaching Tip(s) Teaching Strategy: Activity/Phonics Connect Revise letter M, N with letter name, sound and pictures. SHOW: Teacher will show 3D objects or pictures of letter O like  an onion, orange, etc.  TELL: Teacher will tell the name of each object and tell learners  these objects begin with the letter O. Teacher can ask learners  to repeat the letter along with the name of the object. Ask  learners if they know of any words that start with the sound  /O/.  DO: Ask learners to open TB page 7 and place fingers on the  letter O and run their finger along its formation. Along with the  teacher the learners will read the letter and sing the rhyme  given in the TB. The formation of the letter O will be explained.  Class Pulse Check                                    Which fruit starts with the sound /O/? 1) TB page 7 Letter O CW HW Page 38

Day 12 / 42 Day  Annual Day:     1  2  /  50 Actual Date: Progress Class Outcome(s)  Revise letter O New Words: onion, owl, orange (Repeated for reinforcement) Teaching Tip(s) Teaching Strategy: Activity/Phonics Connect SHOW: TB page 7 letter O to revise the letter and sound  recognition. TELL: Read TB page 7 with learners. DO: Print the different sized bottle lids with paint on chart  paper with learners saying ‘Letter O’. The formation of the  letter O will be explained. Learners will write the letter on the  table, in the air. They will complete writing letter O in WB page  9. Suggested Activity: Trace the letter on sand paper letters or the sand tray. Form  letter with buttons, pebbles. Class Pulse Check                                    Name a farm animal that starts with letter O. (Ox)  1) TB page 7 Letter O CW 1) PL page 27 HW 2) WB page 9 2) Read TB page 7 Page 39

Day 13 / 42 Day  Annual Day:     1  3  /  50 Actual Date: Progress Class Outcome(s)  Recall letter sounds and names K ‐ O New Words: octopus, ox Teaching Tip(s) Teaching Strategy:  Activity/Phonics Connect SHOW: Teacher will show any 3D objects/picture of letter K to  O and ask learners to identify the beginning sound for the  object.  TELL: Teacher will revise letters K to O with letter name, sound  and pictures. Read TB pages 5 to 7. Revise the rhymes given in  the TB for each letter. DO: Ask a few learners to hold up letter cards K to O and other  learners will pick the picture cards, recognise the picture and  match it with the corresponding letter.  Class Pulse Check                                    Name the colour that starts with letter O. 1) TB page 5, 6, 7 till  CW HW letter O Page 40

Day 14 / 42 Day  Annual Day:     1  4  /  50 Actual Date: Progress Class Outcome(s)  Revise letters K ‐ O New Words: octopus, ox (Repeated for reinforcement) Teaching Tip(s) Teaching Strategy:  Activity/Phonics Connect SHOW: Any 3D objects or pictures of letter K to O and ask  learners to identify the starting letter for the object. TELL: Revise letters K to O with letter name, sounds and  corresponding pictures. Read TB pages 5 to 7. Sing the rhymes  given in the TB for each letter. DO: Ask a few learners hold up picture cards K to O and other  learners will pick the letter cards, recognise the letter, say it out  loud and stand near the corresponding picture. All learners of  the class can do this activity. Class Pulse Check                                    Do the word mango and nest start with the same  sound? 1) TB page 5, 6, 7 till  CW 1) Read TB page 5 to 7 HW letter O Page 41

Day 15 / 42 Day  Annual Day:     1  5  /  50 Actual Date: Progress Class Outcome(s)  Revise letters K‐O New Words: octopus, ox (Repeated for reinforcement) Teaching Tip(s) Teaching Strategy: Activity/Phonics Connect SHOW: Teacher will show 3D objects or pictures of letters K to  O and ask learners to identify the beginning letter and sound for  the object.  TELL: Revise letters K to O with letter names, sounds and  pictures. Read TB pages 5 to 7. Sing the rhymes given in the TB  for each letter. DO: Write a word for each letter and ask learners to identify the  letter asked and circle it. This can be done with all the learners.  WB page 10 will be explained and learners will orally recall the  beginning letter for the words the teacher writes on the board.  Help learners complete the exercise given. Class Pulse Check                                    Do lemon and lion start with the same letter? What is  that letter? 1) TB page 5, 6, 7 till  CW HW letter O 2) WB page 10  Page 42

Day 16 / 42 Day  Annual Day:     1  6  /  50 Actual Date: Progress Class Outcome(s)  Recognise letter name P and its sound; trace the letter  with the correct formation New Words: pan, pen, pot Teaching Tip(s) Teaching Strategy: Activity/Phonics Connect Revise the letters K to O with letter name, sound and pictures. SHOW: Teacher can show 3D objects or pictures starting with  the letter P like a toy parrot, pencil, pen, paper etc.  TELL: Give the name of each object and tell learners these  objects begin with the sound of /P/. Ask learners to repeat the  sound of the letter along with the name of the object. Ask  learners if they know of any words that start with sound of /P/.  Draw those pictures on the board.  DO: Ask learners to open TB page 7 and place fingers on the  letter P and run their finger along its formation. Along with the  teacher the learners will read the letter and sing the rhyme  given in the TB. Class Pulse Check                                    What is the beginning sound for ‘pea and pizza’?   1) TB page 7 Letter P CW HW Page 43

Day 17 / 42 Day  Annual Day:     1  7  /  50 Actual Date: Progress Class Outcome(s)  Revise letter P New Words: parrot, pencil, pen (Repeated for reinforcement) Teaching Tip(s) Teaching Strategy: Activity/Phonics Connect SHOW: TB page 7 letter P to recapitulate the letter recognition. TELL: Read TB page 7 with learners. The formation of the letter  P will be re explained. Learners will write the letter on the  table, in the air. DO: Have learners finger paint letter P on a chart paper.  Emphasise on P for paint, P for paper. All learners can come in  groups of five and do it together. Place this in the classroom.  They will complete writing letter P in WB page 12. Suggested Activity: Trace the letter on sand paper letters or the sand tray. Form  letter using buttons, pebbles. Class Pulse Check                                    Give another word that starts with the sound of /P/. 1) TB page 7 Letter P CW 1) PL page 28 HW 2) WB page 12 Page 44

Day 18 / 42 Day  Annual Day:     1  8  /  50 Actual Date: Progress Class Outcome(s)  Recognise letter name Q and its sound; trace the letter  with the correct formation New Words: queen, quack (sound a duck makes) Teaching Tip(s) Teaching Strategy: Activity/Phonics Connect SHOW: Teacher will show pictures and objects for letter Q.   TB page 18 to 21 learners will look at the pictures of the story  “Who will bell the cat?” TELL: Narrate the story from TB page 18 to 21 emphasizing on  the word QUIET and explain the meaning of the word, and say  it starts with the sound of /Q/.  DO: Ask learners to open TB page 8 and place a finger on the  letter Q and run their finger along its formation. Along with  the teacher the learners will read the letter and sing the  rhyme given in the TB. Class Pulse Check                                    What is the first sound in the word ‘quiet’? 1) TB page 8 Letter Q CW HW 2) TB page 18 ‐ 21 Page 45

Day 19 / 42 Day  Annual Day:     1  9  /  50 Actual Date: Progress Class Outcome(s)  Revise letter Q New Words: queen, quack (Repeated for reinforcement) Teaching Tip(s) Teaching Strategy:  Activity/Phonics Connect SHOW: Teacher will show TB page 8 letter Q to revise letter  recognition. TELL: Read TB page 8 with learners. The formation of the letter  Q will be re explained. Learners will trace the letter on the  table, in the air. DO: Learners will pick out the Q squares and stick on paper to  make a quilt. All the learners can come in groups of five and do  it individually. Place this in the learner’s file. They will complete  writing letter Q in WB page 13. Suggested Activity: Trace the letter on sand paper letters or the sand tray. Form  letter with clay. Class Pulse Check                                    Can you make the sound of a duck? 1) TB page 8 Letter Q CW 1) PL page 29 HW 2) WB page 13 2) Read TB page 8 Page 46

Day 20 / 42 Day  Annual Day:     2  0  /  50 Actual Date: Progress Class Outcome(s)  Recognise letter name R and its sound; trace the letter  with the correct formation New Words: rat, rose, ring Teaching Tip(s) Teaching Strategy: Activity/Phonics Connect SHOW: Teacher will show pictures and objects for letter R. Ask  learners to repeat the sound of the letter along with the name  of the object  Learners will look at the pictures of the story “The  Red Hen” TB page 22 to 24.  TELL: Teacher will narrate the story from TB page 22 to 24  emphasizing on the word RED, R for red. Also touch upon H for  hen, C for cat, D for dog and G for goat.  DO: Ask learners to open TB page 8 and place fingers on the  letter R and run their finger along its formation. Along with the  teacher the learners will read the letter and sing the rhyme  given in the TB. Class Pulse Check                                    Give another word that starts with the sound  /R/. 1) TB page 8 Letter R CW 1) PL page 30 HW 2) TB page 22 to 24 2) Read TB page 8 Page 47