181420006-Dolphin-UKG-Teacher Companion Book-Integrated-Part2

TeacherBCoookmpanion UKG Part 2 1A 2B 3C



Table of Contents Part  Section  Section Name  Page  Number  Number 1  IMAX Program  Teacher Manual Features and Usage Tips  5 Overview and Book  1  Top Teaching Strategies for the Subject (Referenced in  11  13  level Features  2  the Lesson Plan) 21  Customizable Teaching Aids  24  3  Annual Plan Summary, Detailed Plan & Assessment  25  26  4  Calendar  27  Annual Planning Tool  29 Annual Plan and Exam  5  IMAX Suggested Timetable  Patterns  6  108  7  Stories and Rhymes Connect  178  Answer Keys  8  Stories and Rhymes Assessment Rubric  258  Reflection Sheet  9  267  Additional Info  10a  FA and SA Patterns  268  10b  Day‐wise Lesson Plan (English)  269  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

UKG 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 FA1 Sem 1 50 FA2 15 15 Sem 2 Total 50 SA1 15 30 100 FA3 20 50 FA4 15 65 SA2 15 80 20 100Annual Teaching Calendar:Term Lesson No. Lesson Name Days Allocated Two Semester FA Coverage Two Semester SA Coverage FA1 SA1 1 1 Letters of the Alphabet 7 FA1 SA1 4 FA1 SA1 2 Gestures and Greetings 3 FA2 SA1 9 SA1 3 Expressions on My Face 12 FA2 (a and e) SA1 12 SA1 4 Vowels and Consonants 3 Rhyming Words ( a, e and i) 5 Rhyming Words (o and u) 6 Picture Story Rhymes - 1. Good Morning Song 7 2. Good Bye Song Integrated with the Lessons SA1 3. Humpty Dumpty 4. Are you Sleeping? 8 Stories - 1. The Fox and the Grapes Integrated with the Lessons SA1 2. A Dog and a Bug 50 Total Page 13

Term Lesson No. Lesson Name Days Allocated Two Semester FA Coverage Two Semester SA Coverage 2 1 Words with Consonant Blends 16 FA3 SA2 2 Word Building 5 FA4 SA2 3 Naming Words 4 FA4 SA2 4 Action Words 5 FA4 SA2 5 Describing Words 4 SA2 6 Singular and Plural 3 SA2 7 Sentence Making 5 SA2 8 Comprehension 4 SA2 9 Sentences 4 SA2 Rhymes - 1. Morning Song 10 2. Wind the Bobbin Up Integrated with the Lessons SA2 3. If You are Happy and You Know it 4. Opposites Song 11 Stories - 1. Jim and Jill Integrated with the Lessons SA2 50 Total Page 14

UKG ANNUAL PLAN - MATH (2 Semester Calendar)Annual Teaching Calendar:Term Lesson No. Lesson Name Days Allocated Two Semester FA Coverage Two Semester SA Coverage 1 Comparing Qualities 9 SA1 1 2 FA1 SA1 3 Numbers (101-150) 10 FA1 (up to 120) SA1 2 4 FA2 (101 to 150) SA1 5 Comparing Quantities 9 SA1 6 Number Names (1 to 50) 7 FA2 SA1 7 Shapes 7 SA1 Sorting and Grouping 5 8 Pairing of Objects 3 SA1 Rhymes- 1. One, Two, Three, Four, 1 Five Integrated with the Lessons SA2 2 Rhymes- 2. One For the Sun That SA2 3 Shone in the Sky 50 FA3 SA2 4 5 FA3 SA2 5 Total 9 FA4 SA2 6 Comparing Positions 5 FA4 SA2 7 Numbers (151-200) 7 SA2 8 Patterns 8 SA2 9 Number Names (50 to 100) 4 SA2 Addition 6 Counting in Tens and Ones 6 Skip Counting Integrated with the Lessons Subtraction Rhymes- 1. Fruit Salad 50 Total Page 15

UKG ANNUAL PLAN - EVS (2 Semester Calendar)Annual Teaching Calendar:Term Lesson No. Lesson Name Days Allocated Two Semester FA Coverage Two Semester SA Coverage FA1 SA1 1 1 Myself 4 FA1 SA1 2 My Family 4 FA1 SA1 2 3 My Body 6 FA2 SA1 4 My School 4 FA2 SA1 5 Neighbourhood 4 FA2 SA1 6 My Country 4 FA2 SA1 7 Festivals 3 SA1 8 Cleanliness 3 FA3 SA1 9 Healthy Food 4 FA3 SA1 10 Well Being 3 FA3 SA1 11 Day and Night 4 FA4 SA1 12 Calendar 4 FA4 SA1 13 Water 3 FA4 SA1 14 Stories - 1. Honest Woodcutter Integrated with the Lessons SA2 SA2 Total 50 SA2 1 Transportation SA2 2 Colours Around Us 5 SA2 3 Plants 6 SA2 4 Animals 7 SA2 5 Birds 5 SA2 6 Reptiles and Insects 4 SA2 7 Professions 4 8 Good Manners 7 SA2 9 Save Our Earth 6 6 10 Stories - 1. Ramu and the Wolf 2. The Lion and the Mouse Integrated with the Lessons Total 50 Page 16

UKG ANNUAL PLAN - ENGLISH (3 Term 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 FA1 Term 1 Teaching Days 35 FA2 15 15 Term 2 30 SA1 10 25 Term 3 Total 35 FA3 10 35 100 SA2 15 50 FA4 15 65 SA3 20 85 15 100Annual Teaching Calendar:Term Lesson No. Lesson Name Days Allocated Three Term FA Coverage Three Term SA Coverage FA1 SA1 1 1 Letters of the Alphabet 7 FA1 SA1 4 FA1 SA1 2 2 Gestures and Greetings 3 FA2 SA1 9 SA1 3 Expressions on My Face 12 FA3 35 FA3 SA2 4 Vowels and Consonants 12 SA2 3 5 Rhyming Words (a, e and i) SA2 Total 5 Rhyming Words (o and u) 6 Picture Story Rhymes - 1. Good Morning Song 7 2. Good Bye Song Integrated with the Lessons FA3 3. Humpty Dumpty 4. Are you Sleeping? 8 Stories - 1. The Fox and the Grapes Integrated with the Lessons FA3 SA2 2. A Dog and a Bug SA2 16 1 Words with Consonant Blends 31 Total Page 17

Term Lesson No. Lesson Name Days Allocated Three Term FA Coverage Three Term SA Coverage 5 3 2 Word Building 4 FA4 SA3 3 Naming Words 5 FA4 SA3 4 Action Words 4 FA4 SA3 5 Describing Words 3 FA4 SA3 6 Singular and Plural 5 FA4 SA3 7 Sentence Making 4 SA3 8 Comprehension 4 SA3 9 Sentences SA3 34 Rhymes - 1. Morning Song 10 2. Wind the Bobbin Up Integrated with the Lessons SA3 3. If You are Happy and You Know it 4. Opposites Song 11 Stories - 1. Jim and Jill Integrated with the Lessons SA3 Total Page 18

UKG 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 Comparing Qualities 9 FA1 SA1 1 2 SA1 2 3 Numbers (101-150) 10 FA1 (101 to 140) SA1 4 FA2 (141 to 150) SA1 3 8 Comparing Quantities 9 SA1 7 FA2 5 Number Names (1 to 50) SA2 6 Rhymes- 1. One, Two, Three, Four, Integrated with the Lessons FA3 SA2 7 Five FA3 SA2 8 35 FA3 SA2 1 Total 7 SA2 2 Shapes 5 FA4 SA2 3 FA4 3 Sorting and Grouping Integrated with the Lessons FA4 SA3 4 SA3 5 Pairing of Objects 5 SA3 6 Rhymes- 2. One for the Sun That 9 SA3 7 Shone in the Sky 29 SA3 8 Comparing Positions 5 SA3 9 7 SA3 Numbers (151-200) 8 4 Total 6 6 Patterns Integrated with the Lessons 36 Number Names (50 to 100) Addition Counting in Tens and Ones Skip Counting Subtraction Rhymes- 1. Fruit Salad Total Page 19

UKG ANNUAL PLAN - EVS (3 Term Calendar)Annual Teaching Calendar:Term Lesson No. Lesson Name Days Allocated Three Term FA Coverage Three Term SA Coverage FA1 1 1 Myself 4 FA1 SA1 2 My Family 4 FA1 SA1 2 3 My Body 6 FA2 SA1 3 4 My School 4 FA2 SA1 5 Neighbourhood 4 FA2 SA1 6 My Country 4 FA2 SA1 7 Festivals 3 SA1 8 Cleanliness 3 FA3 SA1 9 Healthy Food 4 FA3 SA1 14 Stories - 1. Honest Woodcutter Integrated with the Lessons FA3 SA2 36 FA3 10 Total 3 SA2 11 Well Being 4 FA4 SA2 12 Day and Night 4 FA4 SA2 13 Calendar 3 FA4 SA2 1 Water 5 FA4 SA2 2 Transportation 6 SA2 3 Colours Around Us 7 SA2 10 Plants Integrated with the Lessons SA2 Stories- 1. Ramu and the Wolf 4 32 SA3 5 Total SA3 6 5 SA3 7 Animals 4 SA3 8 Birds 4 SA3 9 Reptiles and Insects 7 SA3 10 Professions 6 SA3 Good Manners 6 Save Our Earth Integrated with the Lessons Stories - 2. The Lion and the Mouse 32 Total Page 20

    Annual Planning Tool for Teachers            No. of ‘Teaching            Periods’ based on          Other Non‐  No. of  the Subject Time‐        Teaching  Teaching  Table (referred to as  IMAX    Events   (if  Days in  ‘Teaching  Days’  Teaching  Buffer  No. of  Assessments  any)  School  Lesson/Concept  Days Total (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

    Annual Planning Tool for Teachers            No. of ‘Teaching            Periods’ based on          Other Non‐  No. of  the Subject Time‐        Teaching  Teaching  Table (referred to as  IMAX    Events   (if  Days in  ‘Teaching  Days’  Teaching  Buffer  No. of  Assessments  any)  School  Lesson/Concept  Days Total (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 22

    Annual Planning Tool for Teachers            No. of ‘Teaching            Periods’ based on          Other Non‐  No. of  the Subject Time‐        Teaching  Teaching  Table (referred to as  IMAX    Events   (if  Days in  ‘Teaching  Days’  Teaching  Buffer  No. of  Assessments  any)  School  Lesson/Concept  Days Total (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 23

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 24

Stories and Rhymes Connect With Textbook Lessons   Lesson Names  Stories and Rhymes connected to the lessonL3. Naming Words L3. Naming Words  UKG English Part 2L3. Naming Words  L10. Morning Song L3. Naming Words L5. Describing Words  L10. Wind the Bobbin Up  L10. If You are Happy and You Know it  L10. Opposites Song  L11. Jim and Jill L8. Subtraction  UKG Maths Part 2 L5. Fruit Salad L8. Good Manners  UKG EVS Part 2L8. Good Manners  L10. Ramu and the Wolf  L10. Lion and the Mouse  Page 25

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 26

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 27

LESSON PLAN ENGLISHDay-Wise Lesson Plan with Page-Wise Teaching Tips and Strategies Page 28

Lesson 1: Words with Consonant Blends Allocated Teaching Days 16 Speed Up/Slow Down PlanDay No. Planned  Summary of Day’s Plan Why are we teaching this lesson: DateDay 1‐2  Help the learners to say the consonant blend correctly  Help the learners to identify words that have the consonant  blend Identify the blend ‘sh’, ‘ch’ and read related  Desired Learning Outcomes for the Lesson vocabulary.Day 3‐4 Identify the blend ‘sl’, ‘st’ and read related  Skill/Domain TB vocabulary. • Vocabulary/Language • Identify, the individual  sounds in the blendsDay 5‐7 Identify the blend ‘br’, ‘cr’, ‘fr’ and read  related vocabulary. • Identify the sound of the  blendDay 8‐9 Identify the blend ‘sm’, ‘sk’ and read related  vocabulary.  • Read vocabulary related to  the blendsDay 10‐12 Identify the blend ‘tr’, ‘gr’, ‘pr’ and read  WB AB related vocabulary.  • Complete the words using  • Make new words using  the blends flashcards using the word  family for that dayDay 13‐16 Identify the blend ‘cl’, ‘fl’, ‘pl’, ‘gl’ and read  related vocabulary. Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook 1) Cards of consonant  2) IMAX Workbook blends and letters 3) IMAX Activity Book 4) Mini chart ‐ Letters Page 29

Day 1 / 16 Day  Annual Day:  1/50 Actual Date: Progress Class Outcome(s)  Identify the blend ‘sh’ and read related vocabulary  New Words: shoe, ship, shop, dish, shapes, shell, fish, brush Teaching Tip(s) Teaching Strategy:  Demonstration, Activity SHOW: TB page 4. Point at each picture for ‘sh’ and read the  words aloud.  TELL: Revise the individual sounds of the blend. Refer to the  letter mini chart. Introduce the sound of the blend and explain  that there are many words which can be made with this blend.  Read and explain the vocabulary related to the blend. The  learners will repeat the words. Ask for the meaning of the  words and also ask the learners to read.  DO: The learners will read the words from TB page 4. Practise  separating and blending the words with the learners for better  understanding. Class Pulse Check   Make new ‘sh’ words using the consonant blends and  the letter flashcards. 1) TB page 4 CW HW Page 30

Day 2 / 16 Day  Annual Day:  2/50 Actual Date: Progress Class Outcome(s)  Identify the blend ‘ch’ and read related vocabulary  New Words: chips, chart, torch, watch, chain, chair, catch,  bench Teaching Tip(s) Teaching Strategy: Demonstration SHOW: TB page 4. Point at each picture for ‘ch’ and read the  words aloud.  TELL: Revise the individual sounds of the blend. Refer to the  letter mini chart. Later, introduce the sound of the blend and  explain that there are many words which can be made with this  blend. Read and explain the vocabulary related to the blend.  The learners will repeat the words. Ask for the meaning of the  words and also ask the learners to read.  DO: Let the learners revise the individual sounds of the blends.  For e.g. ‘c’ and ‘h’. Ask them to pronounce the consonant blend,  i.e., ‘ch’. Later, let the learners read the words from TB page 4.  Practise separating and blending the words with the learners for  better understanding. Class Pulse Check   Make new ‘ch’ words using flashcards of the ‘ch’ word  family. 1) TB page 4 CW HW Page 31

Day 3 / 16 Day  Annual Day:  3/50 Actual Date: Progress Class Outcome(s)  Identify the blend ‘sl’ and read related vocabulary  New Words: slate, sleep, slide, slow, slice Teaching Tip(s) Teaching Strategy:  Demonstration SHOW: TB page 5. Point at each picture for ‘sl’ and read the  words aloud.  TELL: Revise the individual sounds of the blend. Refer to the  letter mini chart. Later, introduce the sound of the blend and  explain that there are many words which can be made with this  blend. Read and explain the vocabulary related to the blend.  The learners will repeat the words. Ask for the meaning of the  words and also ask the learners to read.  DO: Let the learners revise on the individual sounds of the  blends. For e.g. ‘s’ and ‘l’. Ask them to pronounce the consonant  blend, i.e., ‘sl’. Later, let the learners read the words from TB  page 5. Practise separating and blending the words with the  learners for better understanding. Class Pulse Check   Make new ‘sl’ words using flashcards of the ‘sl’ word  family. 1) TB page 5 CW HW Page 32

Day 4 / 16 Day  Annual Day:  4/50 Actual Date: Progress Class Outcome(s)  Identify the blend ‘st’ and read related vocabulary  New Words: stop, stone, study, fist, star, steps, post, pest Teaching Tip(s) Teaching Strategy: Demonstration, Activity SHOW: TB page 5. Point at each picture for ‘st’ and read the  words aloud.  TELL: Revise the individual sounds of the blend. Refer to the  letter mini chart. Later, introduce the sound of the blend and  explain that there are many words which can be made with this  blend. Read and explain the vocabulary related to the blend.  The learners will repeat the words. Ask for the meaning of the  words and also ask The learners to read.  DO: Let the learners revise on the individual sounds of blends.  For e.g. ‘s’ and ‘t’. Ask them to pronounce the consonant blend,  i.e., ‘st’. Assist the learners to complete WB page 4. Ask them to  look at the pictures and write the correct consonant blend to  complete the word.  Class Pulse Check   Make new ‘st’ words using flashcards of the ‘st’ word  family. 1) TB page 5 CW HW 2) WB page 4 Page 33

Day 5 / 16 Day  Annual Day:  5/50 Actual Date: Progress Class Outcome(s)  Identify the blend ‘br’ and read related vocabulary New Words: bread, brinjal, branch, brush  Teaching Tip(s) Teaching Strategy: Demonstration SHOW: TB page 6. Point at each picture for ‘br’ and read the  words aloud.  TELL: Revise the individual sounds of the blend. Refer to the  letter mini chart. Later, introduce the sound of the blend and  explain that there are many words which can be made with this  blend. Read and explain the vocabulary related to the blend.  The learners will repeat the words. Ask for the meaning of the  words and also ask the learners to read.  DO: Let the learners revise the individual sounds of blends. For  e.g. ‘b’ and ‘r’. Ask them to pronounce the consonant blend, i.e.,  ‘br’. Later, let the learners read the words from TB page 6.  Practise separating and blending the words with the learners for  better understanding. Class Pulse Check   Make new ‘br’ words using flashcards of the ‘br’ word  family. 1) TB page 6 CW HW Page 34

Day 6 / 16 Day  Annual Day:  6/50 Actual Date: Progress Class Outcome(s)  Identify the blend ‘cr’ and read related vocabulary  New Words: crow, crib, crown, crayons Teaching Tip(s) Teaching Strategy:  Demonstration  SHOW: TB page 6. Point at each picture for ‘cr’ and read the  words aloud.  TELL: Revise the individual sounds of the blend. Refer to the  letter mini chart. Later, introduce the sound of the blend and  explain that there are many words which can be made with this  blend. Read and explain the vocabulary related to the blend.  The learners will repeat the words. Ask meaning of the words  and also ask the learners to read.  DO: Let the learners revise on the individual sounds of blends.  For e.g. ‘c’ and ‘r’. Ask them to pronounce the consonant blend,  i.e., ‘cr’. Later, let the learners read the words from TB page 6.  Practise separating and blending the words with the learners for  better understanding. Class Pulse Check   Make new ‘cr’ words using flashcards of the ‘cr’ word  family. 1) TB page 6 CW HW Page 35

Day 7 / 16 Day  Annual Day:  7/50 Actual Date: Progress Class Outcome(s)  Identify the blend ‘fr’ and read related vocabulary  New Words: frock, frame, fruit, frog Teaching Tip(s) Teaching Strategy:  Demonstration SHOW: TB page 6. Point at each picture for ‘fr’ and read the  words aloud.  TELL: Revise the individual sounds of the blend. Refer to the  letter mini chart. Later, introduce the sound of the blend and  explain that there are many words which can be made with this  blend. Read and explain the vocabulary related to the blend.  The learners will repeat the words. Ask for the meaning of the  words and also ask the learners to read.  DO: Let the learners revise on the individual sounds of blends.  For e.g. ‘f’ and ‘r’. Ask them to pronounce the consonant blend,  i.e., ‘fr’. Assist the learners to complete WB page 5. Ask them to  look at the pictures and write the correct consonant blend to  complete the word.  Class Pulse Check   Make new ‘fr’ words using flashcards of the ‘fr’ word  family. 1) TB page 6 CW HW 2) WB page 5 Page 36

Day 8 / 16 Day  Annual Day:  8/50 Actual Date: Progress Class Outcome(s)  Identify the blend ‘sm’ and read related vocabulary  New Words: small, smell, smoke, smile Teaching Tip(s) Teaching Strategy:  Demonstration SHOW: TB page 7. Point at each picture for ‘sm’ and read the  words aloud.  TELL: Revise the individual sounds of the blend. Refer to the  letter mini chart. Later, introduce the sound of the blend and  explain that there are many words which can be made with this  blend. Read and explain the vocabulary related to the blend.  The learners will repeat the words. Ask for the meaning of the  words and also ask the learners to read.  DO: Let the learners revise the individual sounds of blends. For  e.g. ‘s’ and ‘m’. Ask them to pronounce the consonant blend,  i.e., ‘sm’. Later, let the learners read the words from TB page 7.  Practise separating and blending the words with the learners for  better understanding. Class Pulse Check   Make new ‘sm’ words using flashcards of the ‘sm’ word  family. 1) TB page 7 CW HW Page 37

Day 9 / 16 Day  Annual Day:  9/50 Actual Date: Progress Class Outcome(s)  Identify the blend ‘sk’ and read related vocabulary  New Words: skirt, skip, skate, mask, flask, desk Teaching Tip(s) Teaching Strategy:  Demonstration SHOW: TB page 7. Point at each picture for ‘sk’ and read the  words aloud.  TELL: Revise the individual sounds of the blend. Refer to the  letter mini chart. Later, introduce the sound of the blend and  explain that there are many words which can be made with this  blend. Read and explain the vocabulary related to the blend.  The learners will repeat the words. Ask for the meaning of the  words and also ask the learners to read.  DO: Let the learners revise on the individual sounds of blends.  For e.g. ‘s’ and ‘k’. Ask them to pronounce the consonant blend,  i.e., ‘sk’. Assist the learners to complete WB page 6. Ask them to  look at the pictures and write the correct consonant blend to  complete the word.  Class Pulse Check   Make new ‘sk’ words using flashcards of the ‘sk’ word  family. 1) TB page 7 CW HW 2) WB page 6 Page 38

Day 10 / 16 Day  Annual Day:  10/50 Actual Date: Progress Class Outcome(s)  Identify the blend ‘tr’ and read related vocabulary  New Words: truck, trunk, train, tree Teaching Tip(s) Teaching Strategy:  Demonstration SHOW: TB page 8. Point at each picture for ‘tr’ and read the  words aloud.  TELL: Revise the individual sounds of the blend. Refer to the  letter mini chart. Later, introduce the sound of the blend and  explain that there are many words which can be made with this  blend. Read and explain the vocabulary related to the blend.  The learners will repeat the words. Ask for the meaning of the  words and also ask the learners to read.  DO: Let the learners revise the individual sounds of blends. For  e.g. ‘t’ and ‘r’. Ask them to pronounce the consonant blend, i.e.,  ‘tr’. Later, let the learners read the words from TB page 8.  Practise separating and blending the words with the learners for  better understanding. Class Pulse Check   Make new ‘tr’ words using flashcards of the ‘tr’ word  family. 1) TB page 8 CW 1) AB page 7 HW Page 39

Day 11 / 16 Day  Annual Day:  11/50 Actual Date: Progress Class Outcome(s)  Identify the blend ‘gr’ and read related vocabulary  New Words: greet, grass, grapes, grains Teaching Tip(s) Teaching Strategy:  Demonstration SHOW: TB page 8. Point at each picture for ‘gr’ and read the  words aloud.  TELL: Revise the individual sounds of the blend. Refer to the  letter mini chart. Later, introduce the sound of the blend and  explain that there are many words which can be made with this  blend. Read and explain the vocabulary related to the blend.  The learners will repeat the words. Ask for the meaning of the  words and also ask the learners to read.  DO: Let the learners revise the individual sounds of blends. For  e.g. ‘g’ and ‘r’. Ask them to pronounce the consonant blend, i.e.,  ‘gr’. Later, let the learners read the words from TB page 8.  Practise separating and blending the words with the learners for  better understanding. Class Pulse Check   Make new ‘gr’ words using flashcards of the ‘gr’ word  family. 1) TB page 8 CW 1) AB page 3 HW Page 40

Day 12 / 16 Day  Annual Day:  12/50 Actual Date: Progress Class Outcome(s)  Identify the blend ‘pr’ and read related vocabulary  New Words: prize, pram, prince, present Teaching Tip(s) Teaching Strategy:  Demonstration  SHOW: TB page 8. Point at each picture for ‘pr’ and read the  words aloud.  TELL: Revise the individual sounds of the blend. Refer to the  letter mini chart. Later, introduce the sound of the blend and  explain that there are many words which can be made with this  blend. Read and explain the vocabulary related to the blend.  The learners will repeat the words. Ask for the meaning of the  words and also ask the learners to read.  DO: Let the learners revise the individual sounds of blends. For  e.g. ‘p’ and ‘r’. Ask them to pronounce the consonant blend, i.e.,  ‘pr’. Assist the learners to complete WB page 7. Ask them to  look at the pictures and write the correct consonant blend to  complete the word.  Class Pulse Check   Make new ‘pr’ words using flashcards of the ‘pr’ word  family. 1) TB page 8 CW HW 2) WB page 7 Page 41

Day 13 / 16 Day  Annual Day:  13/50 Actual Date: Progress Class Outcome(s)  Identify the blend ‘cl’ and read related vocabulary  New Words: clown, clock, cloud, clap Teaching Tip(s) Teaching Strategy:  Demonstration  SHOW: TB page 9. Point at each picture for ‘cl’ and read the  words aloud.  TELL: Revise the individual sounds of the blend. Refer to the  letter mini chart. Later, introduce the sound of the blend and  explain that there are many words which can be made with  this blend. Read and explain the vocabulary related to the  blend. The learners will repeat the words. Ask for the meaning  of the words and also ask the learners to read.  DO: Let the learners revise on the individual sounds of blends.  For e.g. ‘c’ and ‘l’. Ask them to pronounce the consonant  blend, i.e., ‘cl’. Later, let the learners read the words from TB  page 9. Practise separating and blending the words with the  learners for better understanding. Class Pulse Check   Make new ‘cl’ words using flashcards of the ‘cl’ word  family. 1) TB page 9 CW HW Page 42

Day 14 / 16 Day  Annual Day:  14/50 Actual Date: Progress Class Outcome(s)  Identify the blend ‘fl’ and read related vocabulary  New Words: flask, fly, flute, flower  Teaching Tip(s) Teaching Strategy:  Demonstration  SHOW: TB page 9. Point at each picture for ‘fl’ and read the  words aloud.  TELL: Revise the individual sounds of the blend. Refer to the  letter mini chart. Later, introduce the sound of the blend and  explain that there are many words which can be made with this  blend. Read and explain the vocabulary related to the blend.  The learners will repeat the words. Ask for the meaning of the  words and also ask the learners to read.  DO: Let the learners revise the individual sounds of blends. For  e.g. ‘f’ and ‘l’. Ask them to pronounce the consonant blend, i.e.,  ‘fl’. Later, let the learners read the words from TB page 9.  Practise separating and blending with the learners for better  understanding. Class Pulse Check   Make new ‘fl’ words using flashcards of the ‘fl’ word  family. 1) TB page 9 CW HW Page 43

Day 15 / 16 Day  Annual Day:  15/50 Actual Date: Progress Class Outcome(s)  Identify the blend ‘pl’ and read related vocabulary  New Words: plate, plug, plum, play  Teaching Tip(s) Teaching Strategy:  Demonstration SHOW: TB page 9. Point at each picture for ‘pl’ and read the  words aloud.  TELL: Revise the individual sounds of the blend. Refer to the  letter mini chart. Later, introduce the sound of the blend and  explain that there are many words which can be made with this  blend. Read and explain the vocabulary related to the blend.  The learners will repeat the words. Ask for the meaning of the  words and also ask the learners to read.  DO: Let the learners revise on the individual sounds of blends.  For e.g. ‘p’ and ‘l’. Ask them to pronounce the consonant blend,  i.e., ‘pl’. Later, let the learners read the words from TB page 9.  Practise separating and blending the words with the learners for  better understanding. Class Pulse Check   Make new ‘pl’ words using flashcards of the ‘pl’ word  family. 1) TB page 9 CW 1) AB page 5 HW Page 44

Day 16 / 16 Day  Annual Day:  16/50 Actual Date: Progress Class Outcome(s)  Identify the blend ‘gl’ and read related vocabulary  New Words: glue, glove, globe, glass  Teaching Tip(s) Teaching Strategy:  Demonstration SHOW: TB page 9. Point at each picture for ‘gl’ and read the  words aloud.  TELL: Revise the individual sounds of the blend. Refer to the  letter mini chart. Later, introduce the sound of the blend and  explain that there are many words which can be made with this  blend. Read and explain the vocabulary related to the blend.  The learners will repeat the words. Ask for the meaning of the  words and also ask the learners to read.  DO: Let the learners revise on the individual sounds of blends.  For e.g. ‘g’ and ‘l’. Ask them to pronounce the consonant blend,  i.e., ‘gl’. Assist the learners to complete WB page 8. Ask them to  look at the pictures and write the correct consonant blend to  complete the word.  Class Pulse Check   Make new ‘gl’ words using flashcards of the ‘gl’ word  family. 1) TB page 9 CW 1) WB page 9 HW 2) WB page 8 Page 45

My Reflections Progress Passbook 16What went well while teaching this lesson? Extra days taken till previous lesson (if any) (Previous lesson’s last row)What will I do differently for the next lesson? Planned days for this lesson Actual days taken for this lesson Extra days taken for the current lesson (if any) Total extra days taken till this lesson (if any)Names of learners who need individual attention: For the Next LessonHandhold these learners: Challenge these learners:  Speed up by ___ days (OR) Slow down by ___ days  Academic Coordinator’s Signature: Page 46

Allocated Teaching Days 5 Speed Up/Slow Down Plan Lesson 2: Word Building Why are we teaching this lesson:  To Enable the learners to read and make new words efficientlyDay No. Planned  Summary of Day’s Plan Date Day 1 Identify the word families ‘an’, ‘at’, ‘ouse’  Day 2 and ‘ap’ and change a letter to make new  Desired Learning Outcomes for the Lesson Day 3 words. Day 4  Skill/Domain TB Day 5 Identify the word families ‘ice’ and ‘ink’ and  add a letter to make new words. • Literacy/Language • Identify the different word  families  Revise making words by adding a letter. • Know that replacing,  Identify the word families ‘ox’ and ‘op’ and  adding or taking away a  take a letter away to make new words. letter can make new words Revise making new words by taking away the  • Make new words using the  letters. word family WB AB • Choose the correct letter  • Take a letter away to make  to make a new word a new word and colour the  pictures • Change the first letter of  the word to make a new  word • Take a letter away to make  a new wordLesson Preparation Notes IMAX Resources Other Resources 1) IMAX Textbook 1) Letter cards 2) IMAX Workbook 3) IMAX Activity Book Page 47