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
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