1420005-Dolphin-UKG-Teacher Companion Book-Integrated-Part1

5�Æ 3 / 7 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 14/50 £�����D� £��YQ[N Revise the letters that are vowels as on page 9. [SHOW]- Write the letters A to Z and separate the vowels and consonants with different coloured chalk. [SAY]- Teacher explains there are 21 consonants. [DO]- FM page 10 will be read by the teacher and children will follow the same. £�����D� {U��U��ÆN Read Aloud /C�QQ t[CQ� /���AN Lion starts with a vowel or consonant? /† I† Read FM page 9 and 10 Page 48

5�Æ 4 / 7 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 15/50 £�����D� £��YQ[N Revise the five vowels with a few words beginning with the vowels. Revise the consonants too. [SHOW]- Teacher asks children to open FM page 11 and follow the teacher as she explains each consonant. [DO]- Children follow each word and read the consonant and its corresponding words. £�����D� {U��U��ÆN Read Aloud /C�QQ t[CQ� /���AN Give words starting with letters r, w and z. /† I† Read FM pages 9 to 11 Page 49

5�Æ 5 / 7 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 16/50 £�����D� £��YQ[N Revise the vowels and consonants with a few words beginning with them. [SHOW]- Teacher asks children to open FM page 9 and read pages from 9 to 11. [DO]- Children will pick up letter cards and identify if a vowel or consonant and give a new word for that letter. Complete the exercise on LM page 12 of the workbook. £�����D� {U��U��ÆN Read Aloud /C�QQ t[CQ� /���AN Give words starting with letters e, u and o. /† I† LM page 12 Read FM pages 9 to 11 Page 50

5�Æ 6 / 7 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 17/50 £�����D� £��YQ[N Revise the vowels and consonants with a few words beginning with them. [DO]- Teacher asks children to open FM page 9 and read pages from 9 to 11. Complete the exercise on LM page 13 of the workbook. {[���QU�� !�U�*�UÆ$ Children will pick up letter cards and identify if a vowel or consonant and give a new word for that letter. £�����D� {U��U��ÆN Read Aloud /C�QQ t[CQ� /���AN Give words starting with letters n, s and y. /† I† LM page 13 Read FM pages 9 to 11 Page 51

5�Æ 7 / 7 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 18/50 £�����D� £��YQ[N Revise the vowels and consonants with a few words beginning with them. [DO]- Teacher asks children to open FM page 9 and read pages from 9 to 11. Complete the exercise on PM page 11 of the workbook. {[���QU�� !�U�*�UÆ$ Children will pick up letter cards and identify if a vowel or consonant and give a new word for that letter. £�����D� {U��U��ÆN Read Aloud /C�QQ t[CQ� /���AN Give words starting with the first letter of your name. /† I† PM page 11 Read FM pages 9 to 11 Page 52

t�����QQ t�QQ���A aÆ w��C��U��DQ Carryover from previous lesson What went well while teaching this lesson? (Previous Lesson’s Last row) Planned Days for this lesson 7 Actual Days taken for this lesson Delay in the current lesson What will I do differently for the next lesson? Net Delay till this lesson C�� U�� b��U [�QQ�D  Speed up by ___ Days Yhw[ Name of students that need personalised attention: Handhold these kids: Challenge these kids: Slow down by ___ Days  !������� /�����D�U��ˆQ {��D�U[�� 5�U�$5��*�D t��Q�D�C�Q�� [���D�D� {�C[U��DQ Page 53

[�QQ�D ˜N w�Æ��D� †���Q †�Æ ��� �� U�����D� U��Q C�QQ�DL Word families are an effective way to increase a student's ability to spell and read. identify rhyming words in text. tC�DD�� 5�Æ b� 5�ƈQ h����U�*� 5�U� †��� %�N Day 1 Read and write words of the ‘a’ family. What is a family? Explain rhyming. Day 2 Read and write words of the ‘a’ family. List words that sound like ‘bat’. Day 3 Read and write words of the ‘a’ family. Day 4 [�QQ�D t������U��D b�U�QN to Day 5 Read and write words of the ‘a’ family. Day 6 to Read and write words of the ‘e’ family. Day 10 Day11 to Read and write words of the ‘i’ family. Day 15 Day 16 to Read and write words of the ‘o’ family. Day20 Day 21 to Read and write words of the ‘u’ family. Day 25 La!․ w�Q�[���QN hU��� w�Q�[���QN Page 54

5�Æ 1 / 25 19/50 !DD[�C 5�Æ: !�U[�C 5�U�N __________ £�����D� £��YQ[N Teacher will explain what family words are. They are the same as rhyming words that end in the same sounds. [SHOW]- Write rhyming words for ‘at’ on the board and explain the rhyming in each word. [SAY]-Explain the meaning of each word with a sentence usage and picture shown. [DO]- The teacher will ask children to open FM page 12. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask children to repeat. For example ‘c’ + ‘at’ makes ‘cat. {[���QU�� !�U�*�UÆ$ Phonic sounds of words can be done to blend sounds to make the ‘at’ words. Learnmax Plus- Read the ‘at’ words £�����D� {U��U��ÆN Demonstration Phonics Connect /C�QQ t[CQ� /���AN Individual reading of ‘at’ words. Name some rhyming words of ‘at’ /† I† Read ‘at’ words of page 12 Page 55

5�Æ 2 / 25 20/50 !DD[�C 5�Æ: !�U[�C 5�U�N __________ £�����D� £��YQ[N Read the ‘at’ words as a recap [SHOW]- Write rhyming words for ‘ap’ on the board and explain the rhyming in each word. [SAY]-Explain the meaning of each word with a sentence usage and picture shown. [DO]- The teacher will ask children to open FM page 12. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask children to repeat. {[���QU�� !�U�*�UÆ$ Phonic sounds of words can be done to blend sounds to make the ‘ap’ words. Learn Max Plus-Read the ‘ap’ words £�����D� {U��U��ÆN Demonstration Phonics Connect /C�QQ t[CQ� /���AN Individual reading of ‘ap’ words Name some rhyming words of ‘ap’ /† I† Read ‘at’ and ‘ap’ words of page 12 Page 56

5�Æ 3 / 25 21/50 !DD[�C 5�Æ: !�U[�C 5�U�N __________ £�����D� £��YQ[N Read the ‘at’ and ‘ap’ words as a recap. [SHOW]- Write rhyming words for ‘an’ on the board and explain the rhyming in each word. [SAY]-Explain the meaning of each word with a sentence usage and picture shown. [DO]- The teacher will ask children to open FM page 12. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask children to repeat. For example ‘c’ + ‘at’ makes ‘cat. {[���QU�� !�U�*�UÆ$ Phonic sounds of words can be done to blend sounds to make the ‘an’ words. Learn Max Plus Read the ‘an’ words £�����D� {U��U��ÆN Demonstration Phonics Connect /C�QQ t[CQ� /���AN Individual reading of ‘an’ words. Name some rhyming words of ‘an’ /† I† Read ‘at’, ‘ap’ and ‘an’ words of page 12 Page 57

5�Æ 4 / 25 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 22/50 £�����D� £��YQ[N Read the ‘at’ ‘an’ ‘ap’ words as a recap [SHOW]- Write rhyming words for ‘ag’ on the board and explain the rhyming in each word. [SAY]-Explain the meaning of each word with a sentence usage and picture shown. [DO]- The teacher will ask children to open FM page 12. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask children to repeat. Discuss the page and complete the exercise on LM page 14. {[���QU�� !�U�*�UÆ$ Phonic sounds of words can be done to blend sounds to make the ‘ag’ words. Learn Max Plus - Read the ‘ag’ words £�����D� {U��U��ÆN Demonstration Phonics Connect /C�QQ t[CQ� /���AN Individual reading of ‘ag’ words. Name some rhyming words of ‘ag’ /† I† LM page 14 Read ‘at’, ‘ap’ and ‘an’ words of page 12 Page 58

5�Æ 5 / 25 23/50 !DD[�C 5�Æ: !�U[�C 5�U�N __________ £�����D� £��YQ[N Read page 12 completely as a recap. [DO]- The children will do a matching activity of the ‘a’ family word cards and their corresponding picture cards. Read words and complete the exercise on PL page 6. {[���QU�� !�U�*�UÆ$ Phonic sounds of words can be done to blend sounds to make the ‘a’ family words £�����D� {U��U��ÆN Activity /C�QQ t[CQ� /���AN Give another rhyming word for sat, map, ran and lag. /† Read ‘at’, ‘ap’ and I† PL page 6 ‘an’ w ords of page 12 PL page 7 Page 59

5�Æ 6 / 25 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 24/50 £�����D� £��YQ[N Teacher will explain the family words for ‘e’ sound and explain the rhyming. [SHOW]- Write rhyming words for ‘et’ on the board and explain the rhyming in each word. [SAY]- Explain the meaning of each word with a sentence usage and picture shown. [DO]- The teacher will ask children to open FM page 13. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask children to repeat. Suggested Activity- Phonic sounds of words can be done to blend sounds to make the ‘et’ words Refer to Learnmax Plus for more words. £�����D� {U��U��ÆN Demonstration Phonics Connect /C�QQ t[CQ� /���AN Give another rhyming word for set /† I† Read ‘et’ words of page 13 Page 60

5�Æ 7 / 25 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 25/50 £�����D� £��YQ[N Read the ‘et’ words as a recap. [SHOW]- Write rhyming words for ‘ed’ on the board and explain the rhyming in each word. [SAY]- Explain the meaning of each word with a sentence usage and picture shown. [DO]- The teacher will ask children to open FM page 13. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask children to repeat. For example ‘c’ + ‘at’ makes ‘cat. Suggested Activity- Phonic sounds of words can be done to blend sounds to make the ‘ed’ words. Refer to Learnmax Plus for more words. £�����D� {U��U��ÆN Demonstration Phonics Connect /C�QQ t[CQ� /���AN Give another rhyming word for fed. /† I† Read ‘et’ and ‘ed’ words of page 13 Page 61

5�Æ 8 / 25 26/50 !DD[�C 5�Æ: !�U[�C 5�U�N __________ £�����D� £��YQ[N Read the ‘et’, ‘ed’ words as a recap. [SHOW]- Write rhyming words for ‘en’ on the board and explain the rhyming in each word. [SAY]- Explain the meaning of each word with a sentence usage and picture shown. [DO]- The teacher will ask children to open FM page 13. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask children to repeat. Suggested Activity- Phonic sounds of words can be done to blend sounds to make the ‘en’ words. £�����D� {U��U��ÆN Demonstration Phonics Connect /C�QQ t[CQ� /���AN Give another rhyming word for ten. /† I† LM page 19 Read ‘et’ ‘ed’ and’en’ words of page 13 Page 62

5�Æ 9 / 25 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 27/50 £�����D� £��YQ[N Read the ‘et’, ‘ed’, ‘en’ words as a recap [SHOW]- Write rhyming words for ‘eg’ on the board and explain the rhyming in each word. [SAY]- Explain the meaning of each word with a sentence usage and picture shown. [DO]- The teacher will ask children to open FM page 13. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask children to repeat. For example ‘c’ + ‘at’ makes ‘cat. Suggested Activity- Phonic sounds of words can be done to blend sounds to make the ‘eg’ words. Refer to Learnmax Plus for more words. £�����D� {U��U��ÆN Demonstration Phonics Connect /C�QQ t[CQ� /���AN Give another rhyming word for peg. /† I† PL page 8 Read ‘et’ ‘ed’ ’en’ and eg’ words of page 13 Page 63

5�Æ 10 / 25 28/50 !DD[�C 5�Æ: !�U[�C 5�U�N __________ £�����D� £��YQ[N Read the ‘et’,‘ed’, ‘en’, ‘eg’ words as a recap. [SHOW]- Write rhyming words for ‘em’ on the board and explain the rhyming in each word. [SAY]- Explain the meaning of each word with a sentence usage and picture shown. [DO]- The teacher will ask children to open FM page 13. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask children to repeat. Suggested Activity- Phonic sounds of words can be done to blend sounds to make the ‘em’ words. Refer to Learnmax Plus for more words. £�����D� {U��U��ÆN Demonstration Phonics Connect /C�QQ t[CQ� /���AN Give another rhyming word for hem. /† I† LM page 15 Read e family words of page 13 Page 64

5�Æ 11 / 25 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 29/50 £�����D� £��YQ[N Teacher will explain the family words for ‘i’ sound and explain the rhyming. [SHOW]- Write rhyming words for ‘it’ on the board and explain the rhyming in each word. [SAY]-Explain the meaning of each word with a sentence usage and picture shown. [DO]- The teacher will ask children to open FM page 14. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask children to repeat. For example ‘c’ + ‘at’ makes ‘cat. Suggested Activity- Phonic sounds of words can be done to blend sounds to make the ‘it’ words. Refer to Learnmax Plus for more words. £�����D� {U��U��ÆN Demonstration Phonics Connect /C�QQ t[CQ� /���AN Read ‘it’ words /† I† Read ‘it’, words of page 14 Page 65

5�Æ 12 / 25 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 30/50 £�����D� £��YQ[N Read the ‘it’ words as a recap [SHOW]- Write rhyming words for ‘in’ on the board and explain the rhyming in each word. [SAY]- Explain the meaning of each word with a sentence usage and picture shown. [DO]- The teacher will ask children to open FM page 14. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask children to repeat. For example ‘c’ + ‘at’ makes ‘cat. Suggested Activity- Phonic sounds of words can be done to blend sounds to make the ‘in’ words. Refer to Learnmax Plus for more words. £�����D� {U��U��ÆN Demonstration Phonics Connect /C�QQ t[CQ� /���AN Read ‘in’ words /† I† Read ‘it’, ‘in’ words of page 14 Page 66

5�Æ 13 / 25 31/50 !DD[�C 5�Æ: !�U[�C 5�U�N __________ £�����D� £��YQ[N Read the ‘it’, ‘in’ words as a recap. [SHOW]- Write rhyming words for ‘ig’ on the board and explain the rhyming in each word. [SAY]- Explain the meaning of each word with a sentence usage and picture shown. [DO]- The teacher will ask children to open FM page 14. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask children to repeat. For example ‘c’ + ‘at’ makes ‘cat. Suggested Activity- Phonic sounds of words can be done to blend sounds to make the ‘ig’ words. Refer to Learnmax Plus for more words. £�����D� {U��U��ÆN Demonstration Phonics Connect /C�QQ t[CQ� /���AN Read ‘ig’ words /† I† Read ‘it’, ‘in’,‘ig’ words of page 14 Page 67

5�Æ 14 / 25 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 32/50 £�����D� £��YQ[N Read the ‘it’ ‘in’ ‘ig’ words as a recap. [SHOW]- Write rhyming words for ‘ip’ on the board and explain the rhyming in each word. [SAY]- Explain the meaning of each word with a sentence usage and picture shown. [DO]- The teacher will ask children to open FM page 14. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask children to repeat. For example ‘l’ + ‘ip’ makes ‘lip’. Suggested Activity- Phonic sounds of words can be done to blend sounds to make the ‘ip’ words. Refer LearnMax Plus for more words. £�����D� {U��U��ÆN Demonstration Phonics Connect /C�QQ t[CQ� /���AN Read ‘ip’ words /† I† PL page 9 Re ad words of page 14 PL Page 10 Page 68

5�Æ 15 / 25 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 33/50 £�����D� £��YQ[N Read the words of FM page 14 as a recap. [DO]- The children will do a matching activity of the a family word cards and their corresponding picture cards. Read words and complete the exercise on LM page 16. Suggested Activity- Phonic sounds of words can be done to blend sounds to make the ‘i’ family words. £�����D� {U��U��ÆN Activity /C�QQ t[CQ� /���AN Show picture cards ask for the word that rhymes with that card. /† I† LM page 16 Read words of FM page 14 Page 69

5�Æ 16 / 25 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 34/50 £�����D� £��YQ[N Teacher will explain the family words for ‘o’ sound and explain the rhyming. [SHOW]- Write rhyming words for ‘op’ on the board and explain the rhyming in each word. [SAY]-Explain the meaning of each word with a sentence usage and picture shown. [DO]- The teacher will ask children to open FM page 15. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask children to repeat. Suggested Activity- Phonic sounds of words can be done to blend sounds to make the ‘op’ words. £�����D� {U��U��ÆN Demonstration Phonics Connect /C�QQ t[CQ� /���AN Give another word which rhymes with ‘op’. /† I† Read words and write Read ‘op’ words FM PL page 11 page 15 Page 70

5�Æ 17 / 25 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 35/50 £�����D� £��YQ[N Read the ‘op’ words as a recap. [SHOW]- Write rhyming words for ‘ot’ on the board and explain the rhyming in each word. [SAY]- Explain the meaning of each word with a sentence usage and picture shown. [DO]- The teacher will ask children to open FM page 15. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask children to repeat. For example ‘c’ + ‘at’ makes ‘cat. LM page 20 to be explained and ox words to be explained. Suggested Activity- Phonic sounds of words can be done to blend sounds to make the ‘ot’ words £�����D� {U��U��ÆN Demonstration Phonics Connect /C�QQ t[CQ� /���AN Give another word which rhymes with ‘ot’. /† I† LM page 20 Read ‘op’, ‘ot’ words FM page 15 Page 71

5�Æ 18 / 25 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 36/50 £�����D� £��YQ[N Read the ‘op’, ‘ot’ words as a recap. [SHOW]- Write rhyming words for ‘og’ on the board and explain the rhyming in each word. [SAY]- Explain the meaning of each word with a sentence usage and picture shown. [DO]- The teacher will ask children to open FM page 15. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask children to repeat. For example ‘c’ + ‘at’ makes ‘cat. Suggested Activity- Phonic sounds of words can be done to blend sounds to make the ‘og’ words. £�����D� {U��U��ÆN Demonstration Phonics Connect /C�QQ t[CQ� /���AN Give another word which rhymes with ‘og’. /† I† Read ‘op’, ‘ot’, ‘og’ words FM page 15 Page 72

5�Æ 19 / 25 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 37/50 £�����D� £��YQ[N Read the ‘op’, ‘ot’ ‘og’ words as a recap. [SHOW]- Write rhyming words for ‘oy’ on the board and explain the rhyming in each word. [SAY]- Explain the meaning of each word with a sentence usage and picture shown. [DO]- The teacher will ask children to open FM page 15. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask children to repeat. For example ‘c’ + ‘at’ makes ‘cat. Suggested Activity- Phonic sounds of words can be done to blend sounds to make the ‘oy’ words. £�����D� {U��U��ÆN Demonstration Phonics Connect /C�QQ t[CQ� /���AN Give another word which rhymes with ‘oy’. /† I† Read and write words Read FM page 15 PL page 12 Page 73

5�Æ 20 / 25 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 38/50 £�����D� £��YQ[N Read the words page 15. [DO]-The children will do a matching activity of the a family word cards and their corresponding picture cards. Read words and complete the exercise on LM page 17. Suggested Activity- Phonic sounds of words can be done to blend sounds to make the ‘o’ words. £�����D� {U��U��ÆN Activity /C�QQ t[CQ� /���AN Give another word which rhymes with ‘ox’. /† I† Read and write words Read FM page 15 LM page 17 Page 74

5�Æ 21 / 25 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 39/50 £�����D� £��YQ[N Teacher will explain the family words for ‘u’ sound and explain the rhyming. [SHOW]- Write rhyming words for ‘un’ on the board and explain the rhyming in each word. [SAY]-Explain the meaning of each word with a sentence usage and picture shown. [DO]- The teacher will ask children to open FM page 16. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask children to repeat. For example ‘b’ + ‘un’ makes ‘bun’. Suggested Activity- Phonic sounds of words can be done to blend sounds to make the ‘un’ words. Refer to LearnMax Plus for more words. £�����D� {U��U��ÆN Demonstration Phonics Connect /C�QQ t[CQ� /���AN Give a rhyming word for bun. /† I† Read ‘un’ words from FM page 16 Page 75

5�Æ 22 / 25 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 40/50 £�����D� £��YQ[N Read the ‘un’ words as a recap. [SHOW]- Write rhyming words for ‘ug’ on the board and explain the rhyming in each word. [SAY]- Explain the meaning of each word with a sentence usage and picture shown. [DO]- The teacher will ask children to open FM page 16. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask children to repeat. Suggested Activity- Phonic sounds of words can be done to blend sounds to make the ‘ug’ words. £�����D� {U��U��ÆN Demonstration Phonics Connect /C�QQ t[CQ� /���AN Give a rhyming word for bug. /† I† Read and write PL Read ‘un’ ‘ug’ words page 13 from FM page 16 Page 76

5�Æ 23 / 25 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 41/50 £�����D� £��YQ[N Read the ‘un’, ‘ug’ words as a recap. [SHOW]- Write rhyming words for ‘ut’ on the board and explain the rhyming in each word. [SAY]- Explain the meaning of each word with a sentence usage and picture shown. [DO]- The teacher will ask children to open FM page 16. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask children to repeat. Suggested Activity- Phonic sounds of words can be done to blend sounds to make the ‘ut’ words. £�����D� {U��U��ÆN Demonstration Phonics Connect /C�QQ t[CQ� /���AN Give a rhyming word for rut. /† I† Read and write LM page Read ‘un’ ‘ug’, ‘ut’ 21 words from FM page 16 Page 77

5�Æ 24 / 25 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 42/50 £�����D� £��YQ[N Read the ‘un’, ‘ug’, ‘ut’ words as a recap. [SHOW]- Write rhyming words for ‘um’ on the board and explain the rhyming in each word. [SAY]- Explain the meaning of each word with a sentence usage and picture shown. [DO]- The teacher will ask children to open FM page 16. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask children to repeat. For example ‘c’ + ‘at’ makes ‘cat. Suggested Activity- Phonic sounds of words can be done to blend sounds to make the ‘um’ words. £�����D� {U��U��ÆN Demonstration Phonics Connect /C�QQ t[CQ� /���AN Give a rhyming word for hum. /† I† PL page 14 Read FM page 16 Page 78

5�Æ 25 / 25 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 43/50 £�����D� £��YQ[N Read the words page 16 as a recap. [DO]-Read pages FM 13 to 16. [DO]-The children will do a matching activity of the a family word cards and their corresponding picture cards. Read words complete the exercise on LM page 18. Suggested Activity- Phonic sounds of words can be done to blend sounds to make the ‘u’ family words. £�����D� {U��U��ÆN Activity /C�QQ t[CQ� /���AN Give a rhyming word for um. /† I† Read and write LM 18 Read FM page 16 PM page 13 Page 79

t�����QQ t�QQ���A aÆ w��C��U��DQ Carryover from previous lesson What went well while teaching this lesson? (Previous Lesson’s Last row) Planned Days for this lesson 25 Actual Days taken for this lesson Delay in the current lesson What will I do differently for the next lesson? Net Delay till this lesson C�� U�� b��U [�QQ�D  Speed up by ___ Days Yhw[ Name of students that need personalised attention: Handhold these kids: Challenge these kids: Slow down by ___ Days  !������� /�����D�U��ˆQ {��D�U[�� 5�U�$5��*�D t��Q�D�C�Q�� [���D�D� {�C[U��DQ Page 80

†�Æ ��� �� U�����D� U��Q C�QQ�DL [�QQ�D ¥ N t��U[�� {U��Æ To improve observation skills and interaction with teacher. To try speaking in correct full sentences. tC�DD�� 5�Æ b� 5�ƈQ h����U�*� 5�U� †��� %�N To be able to frame correct sentences to Day 1 describe the pictures. Fun exercises to settle class. [�QQ�D t������U��D b�U�QN La!․ w�Q�[���QN hU��� w�Q�[���QN Small cards of pictures of LM page 22 Page 81

5�Æ 1 / 1 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 44/50 £�����D� £��YQ[N [SHOW]- FM page 17 [SAY]- Try to elicit answers form the children by giving clues. [DO]- LM Page 22 will be looked at and children will describe each picture and create a story based on the pictures. Complete the exercise in LM page 22. {[���QU�� !�U�*�UÆ$ Place cards and ask children to sequence them in order. £�����D� {U��U��ÆN Q and A /C�QQ t[CQ� /���AN What should you wear to prevent you from getting wet in the rain? /† I† LM page 22 PM page 15 Page 82

t�����QQ t�QQ���A aÆ w��C��U��DQ Carryover from previous lesson What went well while teaching this lesson? (Previous Lesson’s Last row) Planned Days for this lesson 1 Actual Days taken for this lesson Delay in the current lesson What will I do differently for the next lesson? Net Delay till this lesson C�� U�� b��U [�QQ�D  Speed up by ___ Days Yhw[ Name of students that need personalised attention: Handhold these kids: Challenge these kids: Slow down by ___ Days  !������� /�����D�U��ˆQ {��D�U[�� 5�U�$5��*�D t��Q�D�C�Q�� [���D�D� {�C[U��DQ Page 83

†�Æ ��� �� U�����D� U��Q C�QQ�DL [�QQ�D 9 N w�Æ��Q To improve skill to recite a rhyme with actions and expression. tC�DD�� 5�Æ b� 5�ƈQ h����U�*� 5�U� †��� %�N To listen and repeat after the teacher, with Day 1 actions and expression. Which is your favourite rhyme you learnt last year? To listen and repeat after the teacher, with Day 2 actions and expression. [�QQ�D t������U��D b�U�QN La!․ w�Q�[���QN hU��� w�Q�[���QN Page 84

5�Æ 1 / 2 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 45/50 £�����D� £��YQ[N Sing the rhyme ‘Good Morning Song’ with actions every morning and ‘Good Bye Song’ every afternoon before dispersal. Rhyme on page 19 will be recited with actions in continuation. £�����D� {U��U��ÆN Fun time /C�QQ t[CQ� /���AN What do you do when you go home after school? /† I† Page 85

5�Æ 1 / 2 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 45/50 £�����D� £��YQ[N Explain rhyme Sing rhyme with actions, expressions and fun. £�����D� {U��U��ÆN Fun Time /C�QQ t[CQ� /���AN Why could the soldiers not put Humpty Dumpty together again? /† I† Page 86

5�Æ 2 / 2 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 46/50 £�����D� £��YQ[N Sing rhyme with actions and expression. £�����D� {U��U��ÆN Fun time /C�QQ t[CQ� /���AN Who is sleeping? /† I† Page 87

t�����QQ t�QQ���A aÆ w��C��U��DQ Carryover from previous lesson What went well while teaching this lesson? (Previous Lesson’s Last row) Planned Days for this lesson 2 Actual Days taken for this lesson Delay in the current lesson What will I do differently for the next lesson? Net Delay till this lesson C�� U�� b��U [�QQ�D  Speed up by ___ Days Yhw[ Name of students that need personalised attention: Handhold these kids: Challenge these kids: Slow down by ___ Days  !������� /�����D�U��ˆQ {��D�U[�� 5�U�$5��*�D t��Q�D�C�Q�� [���D�D� {�C[U��DQ Page 88

†�Æ ��� �� U�����D� U��Q C�QQ�DL [�QQ�D 5 N {U����Q To improve listening skills and enable creative thinking. tC�DD�� 5�Æ b� 5�ƈQ h����U�*� 5�U� †��� %�N Day 1 To look at the pictures and guess the story. Which is your favourite story you have heard so far? To listen to the story and re tell the story in Day 2 your own words. To look at the pictures and read the Day 3 sentences describing the story. Day 4 To look at the pictures and read the [�QQ�D t������U��D b�U�QN sentences describing the story. La!․ w�Q�[���QN hU��� w�Q�[���QN Small cards of pictures A 4 paper of story fox and the grapes. crayons Page 89

5�Æ 1 / 4 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 47/50 £�����D� £��YQ[N Ask children to look at the pictures and guess the story. Some can come forward and narrate the story in their own words. Suggested activity- cards can be placed for sequencing in order. £�����D� {U��U��ÆN Observation /C�QQ t[CQ� /���AN What did the fox see in the vineyard? /† I† Page 90

5�Æ 2 / 4 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 48/50 £�����D� £��YQ[N Read the story out loud with expression, for children to enjoy. Ask questions about the story. Children can retell story in their own words. Bring in another ending to the story. Ask the children what that could be? [DO]- Picture representation of a different ending for the story. £�����D� {U��U��ÆN Q and A /C�QQ t[CQ� /���AN What could the fox have done to reach the grapes? /† I† Page 91

5�Æ 3 / 4 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 49/50 £�����D� £��YQ[N [SHOW]- Page 23 and 24 of textbook. [SAY]- Discuss the pages with the children [DO]- Along with the teacher the children will read the sentences slowly and understand the text. £�����D� {U��U��ÆN Reading /C�QQ t[CQ� /���AN Where did the dog and bug sit? Give a rhyming word for dog , sit and bug. /† I† Page 92

5�Æ 4 / 4 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 50/50 £�����D� £��YQ[N [SHOW]- Page 23 and 24 of textbook. [SAY]- Discuss the pages with the children [DO]- Along with the teacher the children will read the sentences slowly and understand the text. Individual reading can also be done to check learning. £�����D� {U��U��ÆN Individual Reading /C�QQ t[CQ� /���AN Give another title for this story. Give a rhyming word for wet and sad. /† I† Page 93

t�����QQ t�QQ���A aÆ w��C��U��DQ Carryover from previous lesson What went well while teaching this lesson? (Previous Lesson’s Last row) Planned Days for this lesson 4 Actual Days taken for this lesson Delay in the current lesson What will I do differently for the next lesson? Net Delay till this lesson C�� U�� b��U [�QQ�D  Speed up by ___ Days Yhw[ Name of students that need personalised attention: Handhold these kids: Challenge these kids: Slow down by ___ Days  !������� /�����D�U��ˆQ {��D�U[�� 5�U�$5��*�D t��Q�D�C�Q�� [���D�D� {�C[U��DQ Page 94

[9{{hb t[!b a!£I 5�Æ$†�Q� [�QQ�D tC�D ��U� t���$��Q� £�����D� £��Q �D� {U��U����Q Page 95

†�Æ ��� �� U�����D� U��Q C�QQ�DL [�QQ�D pN /������D� v[�C�U��Q To help children compare objects on different parameters. This helps develop visual discrimination. tC�DD�� 5�Æ b� 5�ƈQ h����U�*� 5�U� †��� %�N Day 1 Understand the concept of big and small. Sing your favourite rhyme. Day 2 Understand the concept of big and small. Day 3 Understand the concept of thick and thin. [�QQ�D t������U��D b�U�QN Day 4 Understand the concept of thick and thin. Day 5 Understand the concept of tall and short. Day 6 Understand the concept of tall and short. Day 7 Understand the concept of long and short. Day 8 Understand the concept of long and short. Day 9 Understand the concept of heavy and light. La!․ w�Q�[���QN hU��� w�Q�[���QN Day 10 Understand the concept of heavy and light. Class room objects, balls in three sizes, vegetables and bread Page 96

5�Æ 1 / 10 !DD[�C 5�Æ: 1/50 !�U[�C 5�U�N __________ £�����D� £��YQ[N [SHOW] Show FM page 26. Encourage the children to compare the three pictures shown in the page. [DO] Take three stuffed toys in big, medium, and small sizes. Then, ask the children to point out the biggest stuffed toy and the smallest stuffed toy. Repeat the activity with various objects for better understanding. £�����D� {U��U��ÆN Demonstration and Activity /C�QQ t[CQ� /���AN Observe the children while doing the activity. /† I† Page 97