World Around Me Kindergarten
World Around Me Kindergarten
World Around Me Kindergarten
TEACHING GUIDE
Complimentary Copy—Not For Sale
1
AAAAA
CONTENTS
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INTRODUCTION....................................................................................................................................... 2–4
• My Learning Train—Pre-Nursery, Nursery, and Kindergarten..................................................... 2
• Multiple Intelligence and Learning................................................................................................... 3
• Ideas for the classroom........................................................................................................................ 4
GET SET GO! ON MY LEARNING TRAIN............................................................................................ 5–7
• Activity-Based Environment—Checklist for Teachers and Coordinators................................... 5
• Class Division/Settings for Activities............................................................................................... 7
• Activity Kit and Resource Centre....................................................................................................... 8
• Frequently Asked Questions............................................................................................................... 9
KNOW THE COURSE DESIGN AND RESOURCES.............................................................................. 10
• Resources of the Student’s Books..................................................................................................... 10
• Parents Activity Guide ...................................................................................................................... 10
ACTIVITY MAP............................................................................................................................................ 11
ACTIVITY SUGGESTIONS FOR STORIES............................................................................................... 15
WEEKLY PLANNING GUIDE.................................................................................................................... 16
STORING AND MANAGING MATERIALS............................................................................................ 19
CREATING CLASSROOM RESOURCES.................................................................................................. 20
• Making ‘My Learning Train’ for the Classroom............................................................................ 20
• Stick Puppets....................................................................................................................................... 20
• Good Habits with Browny Bear....................................................................................................... 21
TEACHING KINDNESS AND MINDFULNESS..................................................................................... 22
ART AND CRAFT ACTIVITIES.................................................................................................................. 23
DEVELOPING A SCIENTIFIC TEMPERAMENT.................................................................................... 25
ACTIVITY BANK.......................................................................................................................................... 27
VOCABULARY BANK................................................................................................................................. 67
ASSESSMENT GUIDE................................................................................................................................. 69
1 1
INTRODUCTION
AAAAA AAAAA
2 1
Multiple Intelligence and Learning
Each individual has a unique combination of intelligences and needs the opportunity to develop it
through different experiences. Children have different styles, needs, and interests. They should be
given the space to perform according to their individual abilities. Development generally follows a
pattern and the stages are the same, though the rate of development varies from one child to another
even within the same age group. To help teachers facilitate the children, a large bank of activities has
been given to choose from. All activities are not mandatory.
Verbal-Lin Logica
guistic Inte l-
is the ability lligence Intellig Mathematic
to use lang e al
and vocabu
lary efficient
uage solve p nce is the a
ro bil
Multiple Intelligence either verb
ally or in w
ly, a num blems and ity to
er de
Early child riting. proble ical in a scie duce
and their unique when child
hood is the
time m
childre logically. G fic
nti
ren n iv
combinations make each language. Th rapidly acquire and re opportunity e the
ey need a w as to thin
range of ex ide recall, on, form me k
periences to visuali
learner unique. from pictur
es, songs, st
learn are no
t imm
m
se obje ories,
cts wh
free expres ories, and so edia ich
sion lve sim tely presen
and board ga , flash cards, ple pro t,
mes. blems
.
ce is
telligen
u a l- S patial In strong visual
lligence Vis ya
esthetic Inte erised b to
Bodily Kin al activity ce is a charact nd the ability ing,
is related to ph ys ic
l bodily Musical Intelligen mem o ry a
sp a ce s. Draw
ty to contro aud itor y int elligence ll y m a p is u a l
and the abili rs with this type of stro ng menta s, and v
ne characterised by a
sense of activitie spatially
motion. Le ar
using the hearing. tracing l fo r
learn faster rhythm, music, and aids are
usefu n learn
intelligence . Th ey need free arners.
Childre
mber
hands-on ap
pr oa ch
motor Children should be smart le n a greater nu
de ve lo p
to express themselv
es and he rough
experiences
to
s involve better w re engaged th
e motor skill unity to sa
skills: Larg cles to given ample opport of sense
e m us sic for s.
movement
of larg or use rhythm and mu activitie
ou t ac tio ns. Fine mot learning.
bring ab
vo lv e m ov ement which
skills in .
all muscles
involve sm
ce
telligen
listic In y towards
Natura it
Interpe an a ff in nimals.
reflects
rsonal In
telligen implies . plants and a h
, i. e su c
the abil
ity to
ce
l Intelligenc
e is nature benefits
understa
Intrapersona tdoors iation of
nd and
by the abili
ty The ou c
other pe perceiv te ris ed . Appre ed
op
feelings, le’s moods,
e char ac
nd the self,
needs, learners ould be includ dren
a to understa itations. It
sh
nature fe by giving ch
il
Interpers nd intentions. s, an d lim li ature
o desire ess of early in n
indicate nal intelligence ren’s awaren and e to exp
lo re
sa reflects child , dislikes, a chanc em.
to intera child’s ability in gs , lik es th
ct with their feel cates their a ro u n d
peers, a ad
nd deve ults and . It also indi
lop hea self-esteem s fe el ings and
relation pr es
ships w
ith othe y
lth ability to ex
rs as well.
rs. react to othe
1 3
Ideas for the Classroom
Children develop skills by social interaction.
Why do
children need
activities for
learning?
Small Group Large Group
Pair Working Working Team Working Working
Stick puppets
s a t i p n
4 1
GET SET GO! ON MY LEARNING TRAIN
My Learning Train is designed as a series for children and as a tool for teachers.
• The books and resources help teachers to create an interactive activity based learning
environment.
• The Activity Guide for Parents included in the supplementary readers/worksheets facilitate the
parents to do the same at home. My Learning Train facilitates teachers in creating a student-centric
classroom.
Get Yourself Ready—Learn, Practise, Prepare, Choose, Plan, and Execute
Tick off the tasks as you complete them.
I am
TEAM HEADS AND TEACHERS GET READY!
ready!
1. Know the books (design and content in detail)
2. Know the tools given in the student’s books: Walk-through to understand how the
book is designed (Table of Contents and flash cards).
3. Know the Teaching Guide (TG): Details of the activities given in the ‘Contents and
Activity Guide’ pages of the student’s books are mentioned here. You can plan
accordingly. Refer to the ‘Weekly Planning Guide’ section in the TG.
4. Read the Table of Contents in detail: Choose the most suitable activities for your
children from the given activity list.
5. Include activity time: Make sure to add introductory and conclusive activities as an
essential part of the lesson planning.
6. Plan and prepare: Activities have to be planned and resources prepared well before.
I am
GET YOUR CLASSROOM READY!
ready!
1. Get your health and safety arrangements ready: Safety of play area, identity cards,
teaching aids, class first aid kit etc.
2. Get your activity kit ready: Have 10 cm x 10 cm card sheets and 10 cm x 20 cm card
sheets cut and ready. Refer to section ‘Activity Kit and Resource Center’ in the TG.
3. Get the Pocket Trains ready and put them at a level where the children can reach
with ease. Refer to section ‘Creating Classroom Resources’ in the TG.
4. Make pocket theme boards and use them with stick puppets to make them dynamic
and activity based.
5. Get a duty chart ready with pockets where you can put the names, and picture
puppets according to the classroom duties assigned to students. (You can follow the
instructions of making a Learning Train to make a similar duty chart.)
6. Introduce a kindness chart in the beginning of the session. Put up names of children
who do acts of kindness. Talk about the importance of being kind.
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7. Make a ‘Good Habits Bear’. Refer to section ‘Creating Classroom Resources’ in the
World Around Us TG.
8. Get the Alphabet Frieze ready. Refer to section ‘Creating Classroom Resources’ in
the World of Letters TG.
9. Pull out and number all the flash card sets from the books: Pull out from perforation
and not the binding. (Number each complete set with a number. For example, set 1:
all the flash cards will have number 1)
10. Plan and practise short simple instructions: Ask children to repeat the instruction with
the speaking fingers where they make a fist and open one finger at a time repeating
the instructions. Refer to the section ‘Class Division/Settings for Activities’ in the TG.
11. Talk about classroom rules with the children. They can be written on a chart and put
up in the class. Refer to them regularly.
I am
GET READY FOR THE PARENTS!
ready!
1. Send a note to the parents saying, ‘Please cover the books with a transparent sheet,
for books to be identifiable by their colours.’
2. Arrange an orientation session for parents where you explain to them why activities
are important. Demonstrate a few activities from the book in front of the parents.
Explain the importance of communication between parents and teachers.
3. Pull out the Activity Guide for Parents from the worksheets/readers booklets: Give
parents the handout at the orientation session and explain how to use them.
4. Discuss health and safety norms with parents: Request them to respond to your
queries and concerns at the earliest.
5. Hold regular Parent-Teacher Meetings (PTM) as per school schedule: A platform to
share information not only about the children but the changes required and happening
in the school system.
6. Invite the parents, with school administration’s permission, to attend a few regular
storytelling and activity lessons as participants.
7. Plan and organise a small presentation by the class for the parents in a few PTMs
during the academic sessions.
8. Burn a CD of the songs/rhymes/storytelling by the children. Give it to the parents
at the end of the year.
9. Develop and maintain students’ profiles. Collect information about their habits, etc.
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Class Division/Settings for Activities
In the classroom, teachers can interact with learners in different ways. Using the most appropriate
interactive activity is a fundamental factor in the success of any lesson. Here are five suggested
interactive strategies for various activities proposed in the book:
Present below are a few suggestions for helping children understand the settings in which the
activities need to be conducted.
• Plan the settings and instructions that you will tell children for
each activity beforehand. Find a
Shake
• Keep the instructions short and precise. partner
hands.
• Plan 2–3 instructions for Pre-Nursery and Nursery, and not more Stand
than 4–5 instructions at a time for Kindergarten. up.
• Talking Hand: Instead of teachers repeating the instructions, ask
the children to listen and repeat the instructions by closing their
left fist self-facing, opening one finger at a time, and repeating the
instructions a few times before the activity.
• The Talking Hand will later be used for blending and segmenting sounds in words and counting
syllables as the children progress.
• Rhymes such as ‘Good Morning’ from the student’s book, World Around Me Kindergarten (page 2) can
be used for a pair activity where the children find a partner and say, ‘Good Morning’.
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Activity Kit and Resource Centre
A simple hands-on Activity Kit can help the teachers conduct a large number of activities. Activities
can mostly be made with 10 cm x 10 cm cards, stationery, and daily tools that are easily accessible to
teachers. The following tools have been suggested after keeping in mind the general availability of
material across regions and schools.
Essential Materials Required for the Activity Kit
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Resource Management
• List out all your resources and update the list regularly.
• Fill in the resource information list detailing all the resources you have created so that other
teachers can share it too. Have a digital space assigned to easily conduct activities with digital
resources to reduce use of attendance registers and paper.
• Always stock supplies in advance.
• Use even the smallest low-cost resource carefully and avoid any kind of wastage.
• Reuse and recycle everything you can.
• Have a place for everything and encourage children to keep everything in its place.
• Encourage proper handling by children of materials right from the beginning.
• Encourage active participation of students in class. Allot tasks to the children and encourage them
to take on responsibility.
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KNOW THE COURSE DESIGN AND RESOURCES
WALK-THROUGH
TABLE OF CONTENTS AND
Walks the teachers and parents ACTIVITY GUIDE
through the features of the book
Teachers can choose and plan
with examples.
from this list according to the
needs of their classes.
ASSESSMENT STICKERS
Can be used on notebooks
STICKERS for the learning outcomes
Sticker activities can be sent and observations.
home for one to one activity
time with the parents.
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ACTIVITY MAP
The following table maps the activities and the teaching guide page numbers to the pages of the
student’s book to help teachers see the activities at a glance and plan. All activities are not mandatory
and teachers can choose from the list.
Chapter name and TG Page Activity name/number as seen Suggested interactive
Student’s Book number in the Table of Contents of the strategy and approximate
page number Student’s Book time
My World p. 27 Activity 1: Introduction Pair activity (10 min)
(p. 1) p. 27 Activity 2a: Photo Frame Individual activity (30 min)
p. 27 Activity 2b: Collage Small group activity (25 min)
Meet Me p. 28 Activity 3: All About Me Individual activity (40 min)
(p. 2) p. 28 Activity 4: Handprint Wall Large group activity (25 min)
More About Me p. 28 Activity 5: I Have Made A… Individual activity (20 min)
(p. 3) p. 29 Activity 6a: I Want To Be… Individual activity (25 min)
p. 29 Activity 6b: About Me Individual activity (30 min)
I Feel p. 30 Activity 7: I Feel Large group activity (20 min)
(p. 4) p. 30 Activity 8: How Do You Feel Today? Large group activity (20 min)
p. 31 Activity 9: Circle Time Large group activity (10 min)
Good Habits p. 31 Activity 10: On Time Individual activity (30 min)
(p. 5) p. 31 Activity 11: Hello! Large group activity (20 min)
My Body Parts p. 32 Activity 12a: My Body Large group activity (30 min)
(p. 6) p. 32 Activity 12b: My Body Parts Large group activity (15 min)
I Can Match! p. 32 Activity 13: Parts of My Body Large group activity (20 min)
(pp. 7–8) p. 33 Activity 14a: Functions of My Body Large group activity (20 min)
Parts
p. 33 Activity 14b: Naming My Body Large group activity (20 min)
Parts
My Family p. 33 Activity 15: Greeting Cards Individual activity (30 min)
(pp. 9–10) p. 34 Activity 16: My Family Large group activity (20 min)
p. 34 Activity 17: Family Tree Individual activity (30 min)
p. 35 Activity 18: Family Members Large group activity (30 min)
The Sun and Its p. 35 Activity 19: Solar System Large group activity (20 min)
Family
(p. 11)
A House p. 35 Activity 20: Making a House Individual activity (30 min)
(pp. 12–14) p. 36 Activity 21: About a House Large group activity (15 min)
p. 36 Activity 22: My Home Large group activity (20 min)
p. 36 Activity 23: Things in a House Large group activity (20 min)
p. 36 Activity 24: Parts of a House Small group activity (40 min)
p. 36 Activity 25: Activities in a House Small group activity (25 min)
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My Classroom p. 37 Activity 26a: My School Individual activity (30 min)
(p. 17) p. 37 Activity 26b: My Classroom Large group activity (25 min)
p. 37 Activity 27: I Can Remember! Large group activity (20 min)
Time to Listen! p. 38 Activity 28: Colour Story Large group activity (30 min)
(A Colour Story) p. 38 Activity 29a: Colourful Balloons Large group activity (20 min)
(p. 19)
p. 38 Activity 29b: Matching Colours Large group activity (15 min)
p. 38 Activity 29c: Coloured Beads Individual activity (15 min)
I Can Match p. 39 Activity 30: Colours Large group activity (15 min)
Colours!
(p. 20)
Magic with p. 39 Activity 31: Mixing Colours Individual activity (30 min)
Colours p. 39 Activity 32: New Colours Small group activity (30 min)
(pp. 21–22)
The Days of the p. 40 Activity 33: Days of the Week Large group activity (15 min)
Week p. 40 Activity 34: Naming the Days Large group activity (20 min)
(p. 23)
The Weather p. 40 Activity 35: The Weather Individual activity (15 min)
(p. 24) p. 41 Activity 36: Effects of the Weather Small group activity (25 min)
Months and p. 41 Activity 37: Seasons Large group activity (30 min)
Seasons p. 41 Activity 38: Months of the Year Large group activity (20 min)
(pp. 25–26)
Summer Season p. 42 Activity 39a: Summer Small group activity (25 min)
(pp. 27–28) p. 42 Activity 39b: The Seasons Small group activity (20 min)
p. 43 Activity 40: Summer Holidays Large group activity (25 min)
Rainy Season p. 43 Activity 41: Monsoon Large group activity (30 min)
(p. 29)
Meet the Rainbow p. 44 Activity 42a: Rainbow Large group activity (30 min)
Fairy p. 44 Activity 42b: Colours of the Pair activity (25 min)
(p. 30) Rainbow
p. 44 Practice Activity: Winter Large group activity (30 min)
p. 45 Activity 42c: Painting a Tree Small group activity (30 min)
Spring Season p. 45 Activity 43: Spring Individual activity (25 min)
(p. 32) p. 46 Activity 44: Spring Flowers Small group activity (20 min)
Let’s Make a p. 46 Practice Activity: Origami Dog Individual activity (20 min)
Talking Dog!
(p. 33)
Clothes We Wear p. 46 Activity 45: Clothes Small group activity (25 min)
(p. 34)
People Who Help p. 47 Activity 46: People Who Help Us Large group activity (25 min)
Us
(pp. 35–38)
Our Natural p. 47 Activity 47: Products from a Tree Large group activity (20 min)
World p. 48 Activity 48: Planting a Tree Small group activity (25 min)
(p. 39)
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Meet Some Fruits p. 48 Activity 49: My Fruits Booklet Individual activity (30 min)
(pp. 40–41) p. 48 Activity 50: Naming Fruits Large group activity (20 min)
p. 49 Activity 51a: Fruits Individual activity (20 min)
p. 49 Activity 51b: Fruit Race Large group activity (30 min)
Meet Some p. 50 Practice Activity: Vegetable Puzzles Pair activity (20 min)
Vegetables p. 50 Activity 52a: Sorting Fruits and Small group activity (30 min)
(pp. 42–43) Vegetables
p. 50 Activity 52b: Guess the Vegetable Large group activity (20 min)
p. 51 Activity 53: Collage Large group activity (30 min)
p. 51 Practice Activity: Fruits and Large group activity (25 min)
Vegetables
Healthy Food p. 52 Activity 54: Healthy Food Individual activity (40 min)
(pp. 44–45)
Wild Animals p. 52 Activity 55: Re-enact Large group activity (40 min)
(p. 48) p. 52 Practice Activity: Guess the Animal Individual activity (40 min)
Homes of Wild p. 53 Activity 56a: Young Ones Individual activity (40 min)
Animals p. 53 Activity 56b: Animal Sounds Large group activity (25 min)
(p. 49)
p. 54 Activity 57a: Animal Habitats Large group activity (20 min)
p. 54 Activity 57b: My Zoo Large group activity (25 min)
Pet Animals p. 55 Activity 58: Pets Puzzles Small group activity (30 min)
(pp. 50–51)
Homes of Farm p. 55 Activity 59a: Rhyme Time Large group activity (30 min)
Animals p. 56 Activity 59b: Farm Animals Small group activity (30 min)
(pp. 52–53)
Insects and Birds p. 56 Activity 60: Birds Small group activity (30 min)
(pp. 54–55) p. 57 Activity 61: Insects Pair activity (30 min)
Water Animals p. 57 Activity 62: Water Animals Individual activity (30 min)
(p. 56)
Meet More p. 58 Activity 63: More Animals Individual activity (30 min)
Animals p. 58 Activity 64: Animals Theme Board Large group activity (15 min)
(p. 57)
Our Animal p. 59 Activity 65: Animal Friends Large group activity (15 min)
Friends
(p. 58)
I Can Listen and p. 59 Activity 66: The Lion Cub Individual activity (30 min)
Cross Out!
(p. 59)
Happy Land p. 59 Activity 67: Windsock Large group activity (20 min)
(p. 60)
Keep Our World p. 60 Activity 68: Recycling Large group activity (15 min)
Clean p. 60 Activity 69: My Earth Small group activity (25 min)
(p. 61)
p. 60 Activity 70: Air Pollution Large group activity (20 min)
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Means of p. 61 Activity 71: Means of Transport Small group activity (30 min)
Transport p. 61 Activity 72: Traffic Lights Large group activity (15 min)
(pp. 62–64)
We Are One! p. 62 Activity 73: Newspapers Pair activity (20 min)
(p. 65) p. 62 Activity 74: News Corner Individual activity (25 min)
My Country p. 63 Activity 75a: Pakistan Large group activity (40 min)
(p. 66) p. 63 Activity 75b: My Country Small group activity (20 min)
Our Festivals p. 63 Activity 76: National Festivals Small group activity (25 min)
(pp. 67–68) p. 64 Activity 77a: Cleanliness Large group activity (20 min)
p. 64 Activity 77b: Pakistan Day Collage Large group activity (15 min)
p. 65 Activity 78: Festivals Large group activity (20 min)
p. 65 Activity 79a: Eid Small group activity (20 min)
p. 65 Activity 79b: Places of Worship Large group activity (15 min)
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ACTIVITY SUGGESTIONS
AAAAA AAAAAFOR STORIES
Please Note: Story time should be fun! Give the children enough opportunity to revisit and practise.
The stories can be modified/shortened/lengthened according to the abilities of the children. The stories
can be repeated in all three levels to both help the children revisit the stories to boost comprehension
and the development of verbal skills. Children must not be forced to memorise or rote learn the stories
without understanding them.
Mentioned below are the activities suggested for all the levels in both the World of Numbers and World
Around Me books. The stories can be repeated, modified, and used in all levels and activities can be
included to make them interesting.
Folk tales and storytelling: Pakistan has a large number of storytelling techniques from different
parts of the country. We have compiled below a few for you to use with different stories.
Nazm Kahani Tell a story using a rhythmic pattern. The voice modulation and rhythm
helps the children to visualise the story and help in creative imagery.
Prop Bag A cloth bag with objects, puppets, and dolls to narrate stories can be
used for some of the stories.
Story Box A cardboard box with different kinds of dupattas, dumroo, dholak,
puppets, caps, etc. can be used to create a magic box for storytelling .
Making Scrolls A scroll of paper with stories drawn on it can be rolled onto a stick
and unrolled while narrating the story.
Making a Make-Shift The staff (3–4 feet long) can have 3–4 feet strips of colourful cloth tied
Curtain on one end. The strips can be knotted together and opened when
required to make a curtain. The staff can be held horizontal and used
as a backdrop or a curtain for the children to enact plays in the class
or outdoors.
Also, this can be used as a backdrop for recitation and individual
storytelling by the children.
Dramatisation Children can be asked to re-enact a given story. Teacher to facilitate
the children.
Under the Tree Storytelling outdoors under trees creates scope for children to be close
to nature, to observe small changes, feel the breeze, and simply just be
outside for a change of environment.
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WEEKLY
AAAAA
PLANNING
AAAAAGUIDE
Please Note: The below Weekly Planning Guide plan is just a guide and a broad outline, and can be
modified to suit the learners pace and the classroom environment.
• The suggested design of the book is for 34–35 weeks of instruction time. Given below is a broad
break-up of the syllabus, which can be modified according to the school’s timetable.
• Hands-on experiences lead the children to understand and learn life skills.
Week Student’s Book Page Numbers Week Student’s Book Page Numbers
1 Page 1: My World 2 Page 3: More About Me
Page 2: Meet Me Introduce sight/high frequency words
Page 18: Good Habits at School such as me, my, I, am, is, boy, girl.
Introduce sight/high frequency words Page 4: I Feel
and encourage the children to use them in Make stick puppets with expressions
context while speaking (for example, ‘my’ and spellings (happy, sad, scared,
and ‘look’). angry).
Make a class rules poster with the help
Encourage children to talk about their
of the children and nominate children for
favourite things.
different duties through out the year.
3 Page 5: Good Habits 4 Page 6: My Body Parts
Make a Good Habits Bear and a kindness Pages 7–8: I Can Match!
wall where acts of kindness are marked Page 23: The Days of the Week
with flowers regularly. (Refer to page 8 of
Introduce the calendar.
the TG.)
Page 24: The Weather
Page 17: My Classroom
Make stick puppets of the days for the
week and put them in the pocket train.
Make a class weather chart. (Refer to
activities relevant to the lesson in the
section ‘Activity Bank’ of the TG.)
5 Page 9: My Family 6 Pages 27–28: Summer Season
Ask parents to put up family photos with Circle Time – Talk about summer fruits,
the relations—mother, father, uncle, sister, holidays, grandparents’ homes, and so
brother, and so on. on.
Page 10: My Family (Photo Frame)
Page 11: The Sun and Its Family
Simply explain that the Sun has a family
and the members (planets) have different
names (e.g. mercury, mars). This can be
built on as a concept as the children grow.
16 1
7 Page 12: A House—Let’s Make a House 8 Page 15: Good Habits at Home
Page 13: A House—A Room with a Maze Page 16: Good Habits in Public Places
Page 14: A House—Rooms in a House During Circle Time, encourage children
Circle Time: Talk about different kinds of to talk about the things they can do to
homes and be sensitive to children whose help their parents, take care of their
homes may not have different rooms for own things, and respect their parents’
different activities. You may choose to tell time and efforts. Encourage the
them that some homes have magic rooms children to thank the helpers at home.
that can be converted to a place to sleep, a
place to eat, and so on.
Ask parents to label things at home and
encourage the children to read the labels.
9 Page 19: Time to Listen (A Colour Story) 10 Page 25: Months and Seasons
Make colour stick puppets and names Page 26: The Seasons’ Wheel
puppets for matching and using on the Ask parents to put up a calendar in
theme boards. the children’s rooms and draw their
Page 20: I Can Match Colours! attention to the month, day of the
Incidental reading of colour names. week, and the date.
This page can be revisited later for
spelling. Parents are to do the same at
home. Ask the children to read the names
of colours and spot objects of the same
colour.
11 Page 29: Rainy Season
Observe the learning outcomes after 10–12 weeks to set pace for the next topics and activities
based on the response of the children. Plan Circle Time and interaction regularly and focus on the
development of the concepts for long term learning and assimilation. Use the given worksheets,
flash cards, and activities to observe the children.
12 Page 21: Magic with Colours 13 Page 30: Meet the Rainbow Fairy
Colour mixing activity (Allow enough Page 33: Let’s Make a Talking Dog!
time for this activity and let children enjoy Fold and Learn – Origami for the
the wonder of discovering new colours.) children
Page 22: I Can Mix and Match Colours
14 Pages 35–37: People Who Help Us 15 Page 39: Our Natural World
Page 38: I Can Match! Circle Time: Talk to the children about
nature and how it helps us.
16 Page 40: Meet Some Fruits 17 Pages 44–45: Healthy Food
Page 41: I Can Draw Fruits! Page 46: Meet Little Mina
Pages 42–43: Meet Some Vegetables Page 47: I Can Make a Collage!
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20 Page 52: Homes of Farm Animals 21 Pages 54–55: Insects and Birds
Page 53: I Can Match! Make stick puppets of birds and put
Revise: Wild and Pet Animals them up in the learning train/theme
board.
Circle Time: Talk about being kind to
animals. Page 56: Water Animals
22 Page 57: Meet More Animals 23 Page 61: Keep Our World Clean
Page 58: Our Animal Friends Page 65: We are One!
Page 59: I Can Listen and Cross Out! Page 66: My Country
24 Page 60: Happy Land 25 Page 69: Time to Listen! (Uncle Ali’s
Pages 62–63: Means of Transport Plants)
Page 64: I Can Draw! Pages 70–73: Let’s Keep Our City
Clean! and I Keep My City Clean
26 Page 74: Wake Up, Little Seed! 27 Page 77: I Can Recall!
Plant a few seeds with the children and Odd one out
encourage them to water them. Page 78: Topsy-Turvy World
Page 75: Let’s Learn from Ants!
Page 76: Spot the Differences
28 Page 34: Clothes We Wear 29 Page 31: Winter Season
Recap seasons and the different types of Page 32: Spring Season
clothes we wear during each season. Recap other seasons – discuss the
different ways the children feel in each
season.
30 Page 79: I Can Recognise! 31 Pages 80–82: I Can Recall!
32 Page 83: Time to Listen! (Baby Bear) 33 Ask the children to revisit the student’s
book page by page and try to read as
many words as they can. Mark the
words they can read with small ticks to
be able to keep track of how much they
have learned.
34 Ask the children to revisit the student’s 35 Pages 67–68 can be done as the festivals
book page by page and try to read as fall in the year.
many words as they can. Mark the words
they can read with small ticks to be able
to keep track of how much they have
learned.
Observe the learning outcomes using the given worksheets, flash cards, and activities to observe
the children.
18 1
STORING AND MANAGING MATERIALS
Colour-Coding: Labels of various colours can be used to differentiate between the materials made
by the teacher for different subjects. For example, an orange label can be pasted on a packet carrying
material for an English activity, a purple label can be used for Maths, and a light blue label for General
Knowledge.
Number-Coding: Each packet can be given its own particular alpha-numeric code to act as a reference.
This way teachers can easily identify the resource later. For example, you can use ‘E’ to represent
English, ‘M’ for Maths, and ‘GK’ for General Knowledge. Refer to the given image below to use as
an example:
E-1 E-2
Sample (English): Picture puppets Picture puppets
A to Z (2 sets) a to z (2 sets)
Recording in a Diary: The teaching resources created and used for activities should be noted down
in the teacher’s diary to create a database which the teacher can use in future.
The following format can be used to make entries in the teacher’s diary. This will enable teachers to
reuse resources easily in future.
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CREATING CLASSROOM RESOURCES
Stick Puppets
Stick puppets are a resource to be used for different activities mentioned in the ‘Activity Bank’ section
of the teaching guide. It can be used for display and also as an interactive resource for activities.
Materials Checklist:
• 10 cm × 10 cm cards and 10 cm × 20 cm cards Stick puppets of star
• Pictures relevant to each activity (fruits, toys, etc.) and heart shapes placed
in the Learning Train
• Transparent packing tape.
• Ice cream sticks
• Adhesive
• Recycled–reusable bags for storing resources.
Instructions:
1. You can write letters, words, numbers, or draw any illustration from the books on cards to make
stick puppets.
2. Paste the cards on sticks and make sets of stick puppets for the children to use. Refer to the given
image.
3. Laminate with tape if required—please note that the children will be holding the material with
the sticks.
4. Store in bags and label neatly.
20 1
5. Add the name of the set and the teacher who made it in the diary/register used for record keeping
so that all the teachers know it is there and can share, exchange, and reuse to optimise each
resource.
Please Note: For word-building exercises, letters can be written on 5 cm x 10 cm cards.
Similarly, picture cards can be made by simply enlarging pictures from the student’s books and pasting
them on 5 cm x 10 cm cards. They can be laminated for long-term use.
1 21
TEACHING KINDNESS AND MINDFULNESS
Children from an early age, should be taught kindness and empathy. The schools are not only
responsible for the completion of the curriculum but also for equipping a child with basic social
survival skills. We think this aspect must be consciously addressed by the schools where the children
spend their formative years. For a child, making new friends, being scolded in public, separation from
parents, a fall and injury, and even a friend being absent can be painful. Empathy and compassion can
help the children to reach out to each other and to the society as a whole. We also want the children
to be mindful and focus on their actions and reactions to different things.
Suggested below are a few activities to help teachers create a mindful and kind environment:
My Breath Seat the children in a circle and encourage them to breathe in and out at an even pace.
and Me The teacher can sing softly—‘Breathe in and then out’, (Refer to page 49, World Around
Me. Nursery student’s book) Slowly breathe in and out (repeat in and out over and
over till they understand the pace of their breath.
Stop and Seat the children in a circle and ask them to throw a ball with a smiley emoji pasted
Throw a on it, to each other. Tell them how even when they do not have the ball they have to
Smile smile at people when they see them in the morning. You can also use a cushion with
a smiley on it for the activity.
Kindness Make a pocket chart with grass and butterflies. Have flower stick puppets with the
Garden children’s names ready. In case you notice a kind act by a child during the day tell the
class about it and place the flower in the kindness garden. Try to add all the names
of the children.
Moods and Make stick puppets showing feelings e.g. happy, sad, angry, and scared, to help the
Feelings children understand emotions and feelings. Teach them how to be at ease while feeling
scared or angry. Give them smilies to place with the emotions as they feel something
and help them to manage those feelings.
We Are Whenever a child is hurt or crying, ask other children to comfort him/her by saying,
Here ‘We are here for you’. This helps people even as they grow older.
Courtesy Using the golden words: please, sorry, excuse me, thank you, it’s alright. These words
are important for children to learn in context of their day to day activities.
Noticing Children must consciously be encouraged to mindfully notice small changes in people
Small and the environment. Teachers can talk about it during Circle Time. Talk to the children
Changes about noticing people and being safe, not going to strangers, parts of the body that
no one must touch, and so on.
Respecting Talk to the children about speaking softly in public, respecting other people’s space,
Public walking on the left side of the staircase/escalators/corridors and allowing people in
Places a hurry to pass, making and respecting queues, respecting public property, using the
public toilets carefully and leaving them clean for others.
22 1
ART AND CRAFT ACTIVITIES
Learning is most effective when children are involved in the classroom. The lesson plans in this book
suggest activities for making the classroom student-centric. Some activities to commence classroom
teaching and learning activities are:
Hand-tracing • Drawing sheets • Give each child a drawing sheet and crayons.
Foot-tracing • Crayons • Tell them to trace their hands and feet on the
paper.
Playdough Ready-made playdough • Mix the ingredients and knead the dough to
or made using: make playdough. Ask the children to make
• 2 cups all-purpose flour different shapes using the dough.
3
• /4 cup salt
• ¼ cup oil
• ½ cup water
• Food colour
Paper folding • Origami sheets/art • Show the children how to fold the paper to make
paper (of different various things such as fans, boats, and birds.
colours).
1 23
Paper crushing • Kite paper/crepe paper • Give children 1 inch pieces of kite paper. Ask
• Adhesive them to crush the paper and roll them into small
• Outlines of pictures balls.
(corn, custard apples, • The crushed paper can be pasted within outlines
pineapples, etc. of the pictures.
24 1
DEVELOPING A SCIENTIFIC TEMPERAMENT
Children need to develop the ability to observe and question. They need to explore, experiment, predict,
and solve problems. Let us take a look at some of the activities that would enable children to develop
their senses.
Materials Checklist:
• Magnifying glass • Egg cartons
• Balancing scales • Cardboard roll from toilet paper
• Transparent beakers • Roll of foil paper
• Funnels • Straws
• Balloons • Old toothbrushes
• Crepe paper • Old beads and jewellery
• Mirrors • Feathers
• Seeds • Sawdust
• Magnets • Pencil shavings from sharpening pencils
• Feathers • Bottles and lids
• Water • Fabric scraps
• Thermometer • Old magazines
• Ice cream tubs • Paper plates and paper glasses
• Buttons • Shoe boxes
• Yarn • Envelopes
• Packing sponge • Old greeting cards
• And so on…
Note: Think twice before throwing away things. They can very well be used as effective resources.
1 25
Recognising A walk in the park Take children for a quiet walk and ask them
Everyday Sounds to listen carefully to all the sounds and tell
you about them after wards.
Recording and Record different sounds Play the sounds one by one and ask the
Listening and play them in the class/ children to guess their origin.
audiovisual room.
Using Things to Bell, wrapper, whistle, Hide and use different things in the
Make Sounds pouring of water, immediate environment to create sounds and
sharpening of a pencil, ask children to guess them.
dragging a chair, etc.
Guessing the Voices of children/teachers/ Have the children take turns to sit with
Voice class helpers their back towards the class. Ask the other
children and teachers to speak/sing and give
them the chance to guess whose voice it is.
Developing the Taste day Ask the children to bring different types of
Sense of Taste food and share with their friends. Also ask
the children to taste and describe, whether it
is sour, sweet, salty, or bitter.
Developing the Smell and guess Place the things in cloth bags/containers
Sense of Smell Collect different things with (one thing at a time) and ask the children to
different fragrances and take turns to smell the things and guess their
smells. names.
26 1
ACTIVITY BANK
Guiding Puppets: Children at this level are beginning to build a new vocabulary and may not know
the names of many of the things that will be needed to conduct the activities. It is suggested that you
make a set of extra stick puppets of different things commonly used in stories, such as house, tree,
village, etc. which will work as guiding puppets. Show these puppets to children as you say their
names.
Activity 1: Introduction
Materials Checklist:
• Stick puppets (Good Morning, Good Afternoon)
• Markers
Instructions:
1. Make stick puppets of the words we use to greet each other, such as ‘Good Morning’ and ‘Good
Afternoon’.
2. Seat children in pairs. Ask them to introduce themselves to each other.
3. Hold up the stick puppets and teach children the various greetings.
4. Have them greet each other using the words they have learnt.
5. Encourage them to make new friends.
Activity 2a: Photo Frame
Materials Checklist:
• Chart paper
• Ice cream sticks (4 for each child)
• Pencils
• Crayons
• Adhesive
Instructions:
1. Cut a 16 cm × 16 cm square from the chart paper for each child.
2. Give each child a paper square, four ice cream sticks, a pencil, crayons, and adhesive.
3. Ask children to paste the four ice cream sticks to border each side of the square in order to
create a photo frame.
4. Ask children to draw their own picture on the squares and write their name. (Children may use
their ID cards to help them spell their name.)
5. Put up the frames in class.
Note: Children may take their photo frames home to show to their parents.
Activity 2b: Collage
Materials Checklist:
• Coloured paper
• Scissors
• Drawing sheets
• Adhesive
• Crayons
• Trays
1 27
Instructions:
1. Cut out flower shapes from the coloured paper.
2. Seat children in groups of four. Give each group a drawing sheet and adhesive.
3. Place the flower shapes in a tray. Let each child pick a few.
4. Help children to make a collage of flowers and pasting them on the drawing sheet.
5. Give them crayons to complete the collage by drawing leaves, grass, etc.
6. Open to page 1 of the student’s book and sing along the rhyme on the page along with the children.
Activity 3: All About Me
Materials Checklist:
• Photographs of your students as infants
• Drawing sheets
• Adhesive
• Crayons
• Child-safe scissors
Instructions:
1. Ask parents to send pictures of their children as infants a few days before you conduct the
activity.
2. Give each child their photograph, crayons, adhesive, child-safe scissors, and a drawing sheet.
3. Help children create a page about themselves, with the details of their name, age, school, etc.
Write what details you want them to mention on the white board.
4. When they have completed the page, ask children who are willing to show their sheets and
speak a few lines about themselves in front of the class.
Activity 4: Handprint Wall
Materials Checklist:
• 2 sheets of chart paper
• Poster colours of different shades
• Marker
• A piece of sponge for each colour (sponges should be equal to the size of a child’s palm)
• A tray
Instructions:
1. Spread the sheets of chart paper on a table.
2. Place the sponges on a tray. Pour some poster colour on each sponge.
3. Call five children at a time. Ask each child to put their right hand on the paint-soaked sponge and
press it down so that their hands are covered with paint. Help children make their handprints
on the chart paper. Write the child’s name under their handprint with a marker.
4. After every child has done so, pin the charts up on the soft board to make a handprint wall.
5. Have children complete the maze independently on page 2 of the student’s book and sing the
given rhymes on the page along with children.
Activity 5: I Have Made A...
Materials Checklist:
• Playdough
• Crepe paper (of different colours)
• Adhesive
• Outlines of different objects on a drawing sheet.
28 1
Instructions:
1. Give children playdough.
2. Demonstrate making a few things using the playdough such as a flower, flower vase, leaves,
butterfly, bear, etc.
3. Tell children to make whatever they like using the playdough.
4. Ask children to describe what they have made by saying, ‘I have made a…’
5. Give children crepe paper to tear and crush into small balls. Give them outlines of different
objects and help them stick the paper balls within the outlines.
Activity 6a: I Want To Be...
Materials Checklist:
• Drawing sheets (one for each child)
• Crayons
• Box
• Candles
Instructions:
1. Place a few birthday candles in a box.
2. Ask children to pick up the correct number of candles to represent their age.
3. Give each child a drawing sheet and a few crayons to draw themselves and the number of
candles they picked up.
4. To reinforce the vocabulary taught in the previous lesson (Meet Me), ask children to write their
name and age on the sheet. Help them to write ‘I am a girl/boy’ on the drawing sheet.
5. Ask children to draw a picture representing what they would like to be in the future. Tell them
to decorate the borders of the sheet to make a frame.
6. Ask each child to show the picture to the other children and describe what they dream of
becoming by saying, ‘I want to be a…’
Activity 6b: About Me
Materials Checklist:
• Sponges
• Bowls
• Poster colours (two)
• Crayons
Instructions:
1. Seat children in groups.
2. Give each group two bowls with a sponge in each of them. Pour a poster colour on each sponge.
3. Help children to make their thumbprint and fingerprint on page 3 of the student’s book.
4. Arrange for a weighing scale and height measurement chart in the class. Help children to record
their weight and height in the student’s book.
5. Pair up children and ask your students to compare their heights with their pair partner’s height.
Have them say, ‘I am taller than…’ or ‘… is taller than me’.
6. Ask children to write their age and draw the corresponding number of candles.
1 29
Activity 7: I Feel
Materials Checklist:
• 10 cm x 10 cm blank cards
• Pictures
• Adhesive
• Stick puppets (depicting various emotions)
• Markers
Instructions:
1. Draw various emotions on stick puppets, as shown on page 4 of the student’s book.
2. Paste or draw pictures of various situations on the cards. You can take examples from page 4 of
the student’s book.
3. Give the emotion stick puppets to children.
4. Hold up one picture card at a time, and ask children to hold up the stick puppet that reflects
their mood in the given situation.
5. Follow this exercise by asking children how they would feel in various situations. You can ask
‘what if…’ questions.
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Activity 9: Circle Time
Materials Checklist:
• Tambourine or bell
Instructions:
1. Use the tambourine or bell to gather children around for Circle Time and sing rhymes such as ‘If you
are happy and you know it...’ (easily available online).
1 31
4. When the music stops, children will have to stop too and stand facing a partner. Both children
should introduce themselves. For example, ‘Hello! My name is...’
32 1
4. Similarly, place things they can smell on a tray and ask them to smell it. Follow the same steps
for things to feel. They will feel the objects and guess what it is. You can also play different
sounds and ask the children to guess what the sounds are.
5. Introduce page 7 of the student’s book. Let children read the sentences and complete the exercise
independently.
1 33
5. Let children take the cards home.
6. Ask parents to help their children to place the card addressed to their grandparents in envelopes
and paste postage stamps on it. Parents can write the grandparents’ address on the envelope
and take their children to the post office to post the cards or give it to them if they are living with
them. Similarly, they can post/give cards to other members of the family.
34 1
Activity 18: Family Members
Materials Checklist:
• Scenario cards (10 cm x 10 cm cards with different scenarios written on them)
Instructions:
1. Write different day-to-day scenarios involving a member of the family on 10 cm x 10 cm cards,
e.g. ‘How does mom wake you up in the morning?’ Scenarios can be repeated.
2. Distribute the scenario cards among the children and give them a moment to think how they
will perform the scenario written on their card.
3. Ask them to act like their family members.
4. Each child can perform their given scenarios in front of the class.
Activity 19: Solar System
Materials Checklist:
• Newspaper sheets
• Ice cream sticks
• Coloured paper (colours should represent the sun and planets)
• Adhesive
• Pictures of the solar system
Instructions:
1. Crush sheets of old newspaper into balls. Cover them with coloured paper to make spheres that
will represent the sun and the planets. Paste an ice cream stick on each sphere.
2. Distribute the stick puppets of the sun and the planets among the children.
3. Ask children to stand in a circle.
4. Ask the child holding the stick puppet of the sun to stand in the middle of the circle.
5. Tell children about the solar system.
6. Sing the rhyme given on page 11 of the student’s book with children.
7. Show them pictures of the solar system and familiarise them with the names of the planets.
1 35
Activity 21: About a House
Instructions:
1. Ask children to look at the picture they have just completed on page 12 of the student’s book.
Ask them to identify the various parts of a house.
2. Aid children in improving their vocabulary by putting down words such as door, window,
balcony, and wall on the board. Help children identify them. Talk to children about how our
homes protect us.
36 1
Instructions:
1. Collect pictures of the activities carried out in the different rooms of a house from magazines or
the internet and paste them on cards.
2. Collect pictures of different rooms as well and paste them on cards. Distribute the pictures
among the children.
3. Distribute toys of objects which belong to different rooms in a house.
4. Let children holding toys related to one room form a group. Ask them to identify pictures of the
activities done with the toys and room pictures that they have.
5. Introduce page 13 of the student’s book and let children complete the exercise independently.
1 37
Activity 28: Colour Story
Materials Checklist:
• Chart paper
• Ice cream sticks
• Scissors
• Adhesive
• Sketch pens
Instructions:
1. Trace a picture of the king and the butterfly given on page 19 of the student’s book on the chart
paper.
2. Cut the pictures out and paste them on ice cream sticks to make stick puppets.
3. Trace and cut out pictures of the Land of Black and Grey and the Land of the Summer Sun from
page 19 of the student’s book.
4. Use the stick puppets and pictures to tell the story given on page 19 of the student’s book.
5. Assist children with reading the story on page 19 of the student’s book.
6. Ask children to learn the lines and enact the story on a make shift stage later.
Activity 29a: Colourful Balloons
Materials Checklist:
• Balloons of different colours
• Audio recording of music
Instructions:
1. Bring balloons of various colours to the classroom. Show children the balloons and introduce the
colours on page 19 of the student’s book.
2. Distribute the balloons. Ask children holding balloons of the same colour to form a group.
3. Ask children to identify the colour of the balloon they are holding, and name any other object of
that colour that they can think of.
4. Play some music and let children dance to it.
Activity 29b: Matching Colours
Materials Checklist:
• 2–4 blank cards of different colours
• Learning Train
Instructions:
1. Distribute the cards.
2. Ask children to find partners who have cards of the same colour.
3. Ask your students to place similar cards in the Learning Train.
Activity 29c: Coloured Beads
Materials Checklist:
• Beads (of 4–5 different colours)
• Strings (matching the beads in colour)
Instructions:
1. Give strings and a few beads to each child.
2. Ask children to thread the beads through the matching strings.
3. Ask children to name the colours of the beads. Write the colours on the board.
38 1
Activity 30: Colours
Materials Checklist:
• 5 cm x 10 cm blank cards
• Sketch pens
• Crayons
Instructions:
1. Write the name of a colour on each card with a sketch pen of that colour.
2. Introduce page 20 of the student’s book.
3. Hold up one card at a time. Ask children to identify the colour. Have them hold up the
corresponding colour from the crayon box.
4. Let children complete the exercise on page 20 of the student’s book independently.
1 39
7. Ask each group to spread out the cards. Have them group the colours that are mixed together
to get a third colour. For example, they should place the red and blue cards together with the
purple card.
8. Introduce page 22 of the student’s book and let children complete it independently.
1 41
• Pictures from page 25 of the student’s book
• Markers and sketch pens
• Name puppets (Stick puppets of students’ names)
Instructions:
1. Photocopy the pictures on page 25 of the student’s book.
2. Paste the pictures on the cards.
3. Write the name of the associated month on the top of the card.
4. Paste the cards on ice cream sticks to make picture puppets for the months of the year.
5. Hold up the picture puppet for January. Write the name of the month on the board to help
reinforce it.
6. Ask the children to describe January. Write the keywords on the board to describe the month
such as first month, New Year, cold, woollen clothes.
7. Place the January picture puppet in the Learning Train.
8. Repeat steps 5 to 7 for all the months of the year.
9. Distribute the name puppets amongst the children. Ask the children to place their name puppets
in the pocket of the month in which their birthday falls.
10. Introduce page 25 of the student’s book and revise the names of the months with children.
1 43
Activity 42a: Rainbow
Materials Checklist:
• Coloured papers (of the colours of the rainbow)
• Chart paper
• Scissors
• Adhesive
• Picture of a rainbow
• Crayons
Instructions:
1. To make crowns for the children, cut out a few stars, pixie hats (in of the colours of the rainbow),
and clouds from the coloured papers.
2. Cut 1 inch × 10 inch long strips of chart paper to fashion each strip into a crown.
3. Paste a star on a strip of chart paper to make a crown denoting a fairy.
4. Paste a pixie hat on the strip of chart paper to make a crown denoting an elf. The cloud cut-outs
will be pasted on the strips of chart paper to denote clouds.
5. In class, introduce page 30 of the student’s book. Show the children the picture of a rainbow.
6. Hold up the picture and sing the given rhyme.
7. Distribute the crowns and let the children enact the rhyme. They can also dance to the rhyme.
44 1
• Buttons
• Cotton
Instructions:
1. Draw a snowman on a coloured chart paper.
2. Cut out pictures of winter clothes from magazines.
3. Also, cut out some pictures of things associated with winter such as skating, sking, snowballs,
hot beverages, and a blanket.
4. Pin up the sketch of the snowman on a soft board.
5. Place some cotton, a few buttons, and pictures of winter clothes on a table.
6. Ask the children to complete the snowman by pasting the cotton (on the head and the body) and
buttons (for eyes).
7. Help them stick the pictures of winter clothes on the snowman to dress him up for the cold
weather.
8. Ask the children to describe winter and show them related pictures. Write down associated
words on the board such as cold, snow, and woollen clothes.
9. Let the children complete the exercise on page 31 of the student’s book independently.
Activity 42c: Painting a Tree
Materials Checklist:
• Chart paper
• Pictures of trees in different seasons
• 5 cm x 10 cm cards (for names of seasons and months of the year)
• Poster colours
• Paintbrushes
Instructions:
1. Divide and cut the chart paper into four parts. On each part, draw the outline of a tree.
2. On blank cards, write the names of the seasons and months of the year.
3. Show children pictures of a tree in different seasons. Pin up each picture on a soft board. Beside
each picture put up a card naming the season and the months that fall in that season.
4. Draw their attention to cards with the names of the seasons.
5. Seat the children in groups.
6. Give each group the chart paper with the outline of the tree.
7. Give them poster colours and paintbrushes.
8. Ask them to paint the tree in each season – spring, summer, autumn, and winter.
9. Give the groups cards with the names of the months written on them.
10. Ask them to paste the correct cards in the correct season.
1 45
Instructions:
1. Talk to children about the spring season. Show them pictures of trees and flowers that are specific
to this season. Talk to them about different occasions when we use flowers
2. Give children crepe paper sheets of different colours.
3. Demonstrate how to make a flower using crepe paper, and ask them to follow the steps.
Instructions can be easily found on the internet.
4. Help children to string the flowers to make garlands.
5. Introduce page 32 of the student’s book and ask the children to read the names of the flowers.
46 1
5. Ask the groups to sort out the pictures of clothes and paste them correctly under the name of the
correct weather.
6. Introduce page 34 of the student’s book and let children complete the exercise independently.
7. Similarly, you can use boxes labeled Summer and Winter. Bring an assortment of summer and
winter clothes. Give a few sets of clothes to groups of children and ask them to sort the clothes
in to the correct boxes.
48 1
Instructions:
1. Paste pictures of fruits on 5 cm × 5 cm cards.
2. Paste the ice cream sticks onto the cards to make picture puppets.
3. On another set of 5 cm × 5 cm cards, write the names of the fruits.
4. Paste the ice cream sticks on the cards to make name puppets.
5. In class, hold up the picture puppets and introduce the names of the fruits.
6. Write them on the blackboard.
7. Distribute the picture puppets and the name puppets.
8. Ask the children to match both kinds of puppets.
9. Have them place the matching picture and name puppets in the Learning Train.
10. Introduce page 40 of the student’s book and let the children trace the names of the fruits on the page.
1 49
Practice Activity: Vegetable Puzzles
Materials Checklist:
• 10 cm × 10 cm cards of different colours
• Pictures of vegetables
• Adhesive
• Markers
• Scissors
• Interlocking bags 5 inches × 4 inches (one for each puzzle)
• A resealable transparent 10 inches × 12 inches bag
• 1 blue card for labelling
• Drawing sheet
Instructions:
1. Paste pictures of vegetables on the cards. Make two cards for each vegetable.
2. Cut one card into four and retain the other card as the guiding picture.
3. Place both in a small resealable transparent bag and place all the bags (which contain cards and
puzzles of other vegetables) in a bigger resealable transparent bag. Label it with the blue card:
Activity 53 4 piece puzzles.
4. Divide the children into pairs.
5. Give each pair a puzzle, a drawing sheet, and adhesive.
6. Demonstrate how they have to use the guiding picture to join the pieces to make the same
picture.
7. Let the children complete the puzzles. Help them to stick the completed vegetable puzzle on a
sheet of paper.
8. Ask the children to identify the vegetable they have completed.
9. Introduce page 42 of the student’s book and let the children trace the names of the vegetables.
50 1
• Adhesive
• Marker
Instructions:
1. Paste pictures of vegetables on 5 cm × 5 cm cards.
2. Paste the ice cream sticks on the picture cards to make picture puppets.
3. Hold up the picture puppets and introduce the names of the vegetables.
4. Write them on the board to familiarise children with the names of the vegetables.
5. Place the cards on the table.
6. Pick up one card and hold it facing away from children.
7. Describe the vegetable to the children and ask them to guess its name.
8. When the vegetable has been named, give a child the picture puppet. Ask them to write the
name of the vegetable on the board.
9. Introduce page 43 of the student’s book to the children and let them complete the exercise.
1 51
Activity 54: Healthy Food
Materials Checklist:
• Coloured paper (of the colours of the rainbow)
• Strips of chart paper (1 inches wide and 10 inches long)
• Scissors
• Stick puppets of fruits on page 44 of the student’s book
• Adhesive
• Crayons
Instructions:
1. To make headgear for children, draw vegetables on coloured paper. Cut them out and paste
them on strips of chart paper.
2. Distribute the headgears among children.
3. Make stick puppets of fruits mentioned on page 44 of the students book.
4. Introduce pages 44–45 of the student’s book, and ask the children to enact the given skit using
props mentioned. You can use a toy mike and ask the children to say their lines in the toy mike.
5. Talk to them about healthy and unhealthy foods. Introduce the exercise on page 45 of the
student’s book and let the children cross out the unhealthy foods from the given table.
52 1
Activity 56a: Young Ones
Materials Checklist:
• Chart paper
• Marker
• Pictures of 10 animals (or more)
• Pictures of the young ones of the above animals
• My Booklet of Animals (made in Practice Activity: Guess the Animal)
• Adhesive
• Crayons
Instructions:
1. Make columns on chart paper with the following headings: animals, males, females, young ones,
collective, sound. Put it up on the blackboard.
2. Write the names of ten or more animals on the chart. Paste a picture of each animal beside its
name. Ask them to try and name the young ones of the listed animals.
3. Collect pictures of the young ones of the animals mentioned on the chart paper.
4. Hold up a picture of a young one and ask the children to name it. You can also paste the pictures
on cards to make picture cards.
5. Paste the pictures of the young ones and fill the rest of the columns by eliciting responses from
children. Discuss the sounds the animals make. You can ask them to mimic the sounds as well.
Tell them that this is how animals communicate with each other
6. Ask the children to paste the pictures in their ‘My Booklet of Animals’ and write the names of
the young ones beside the pictures.
7. Put up the chart on the soft board for children to observe.
Activity 56b: Animal Sounds
Materials Checklist:
• Mobile phone or laptop
• 4 cm × 4 cm cards
• Pictures of homes of animals
• Adhesive
• Marker
Instructions:
1. Make cards of sounds made by animals written on them.
2. Make a chart similar to the one below. Leave the ‘sound’ and ‘home’ columns empty.
3. To familiarise children with animal sounds, play audio clips taken from the internet.
4. After the audio has been heard, distribute the cards.
5. Ask the children to paste the cards in the correct place on the chart containing the animal names
and the names of their young ones.
6. Show the children pictures of homes of different animals. Write the names of the homes on the
chart.
7. Distribute the pictures of the homes of animals among the children. Ask them to paste the
pictures in the correct place on the chart.
8. Introduce page 49 of the student’s book to children. Help them read about the animals and pick
out the correct homes for them.
Note: A chart has been given here for your reference. Over a period of time, you may choose to
introduce the names of the male and female of each animal. You can add more animals to this.
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Animal Male/Female Young One Collective Home Sound
bear boar/sow cub sloth den/cave growl
bird cock/hen chick/ flock cage/nest chirp
fledgling
buffalo bull/cow calf herd pasture/stable bellow
elephant bull/cow calf herd/parade forest trumpet
fox dog/vixen cub skulk lair bark
giraffe bull/cow calf herd savannah bleat
gorilla male/female infant band nest grunt
kangaroo buck/doe joey troop hollow tree grunt
lion lion/lioness cub pride den roar
monkey male/female infant troop tree chatter
tiger tiger/tigress cub ambush/ lair roar
streak
wolf dog/she-wolf pup pack lair howl
zebra stallion/mare colt herd savannah whinny
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Instructions:
1. Ask the children to describe the habitats and feeding habits of diffrent animals.
2. Discuss visits to the zoo. Ask the children to describe the animals they might see there, and how
they may have been kept in the zoo.
3. Seat the children in groups.
4. Give each group half a sheet of chart paper.
5. Ask the children to describe the kind of zoo they would create if they had the chance.
6. Ask them to draw their zoo on the chart paper and name it.
7. Talk about animals that might be neighbours in the zoo, and the needs of each of the animals.
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Activity 59b: Farm Animals
Materials Checklist:
• Chart paper
• Marker
• Pictures of farm animals (as shown on pages 52–53 of the student’s book)
• Pictures of young ones of the above farm animals
• Pictures of homes of the above farm animals
• Crayons
• Drawing sheets
• Coloured paper
• Ice cream sticks
• Child-safe scissors
• Adhesive
Instructions:
1. Create three columns on a sheet of chart paper. In the first column, make a list of farm animals
and paste their pictures. Create two more columns.
2. Collect pictures of the homes of farm animals and their young ones.
3. Introduce page 52 of the student’s book. Draw the children’s attention to the pictures of the farm
animals, their homes, and their young ones.
4. Pin up the chart paper on a soft board.
5. On the chart paper, alongside the corresponding farm animals, write the names of their homes
and their young ones.
6. Ask the children to come forward one by one and paste the corresponding pictures of animal
homes and young ones on the chart paper.
7. Seat the children in groups. Give each group a picture of a farm animal, a picture of its young
one, a drawing sheet, crayons, coloured paper, ice cream sticks, scissors, and adhesive.
8. Ask the children to create a home for the animal and its young one, using the given materials on
the drawing sheet. Help children complete their task.
9. When the task is completed, ask the children to write the name of the animal, its home, and its
young one at the bottom of the page.
10. Ask the children to hold up the picture and tell other children about the home of the animal they
have made.
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• Sponges (two for each group)
• Bowls (two for each group)
• Poster colours
Instructions:
1. Draw a bird on a sheet of chart paper. Label the parts of its body.
2. Pin up the chart in the classroom. Point out and talk about the parts of a bird to the children.
3. Hold up the pictures of various birds and help the children identify them.
4. Paste the pictures on the chart paper.
5. Introduce pages 54–55 of the student’s book and help the children identify the birds.
6. Seat the children in groups.
7. Give each group a drawing sheet with an outline of a bird drawn on it.
8. Place two bowls with a sponge in front of each group.
9. Pour a different poster colour on each sponge.
10. Help them colour the bird outline through finger painting.
11. Give each group a triangle of coloured paper, googly eyes, and coloured paper.
12. Cut out triangles from coloured paper.
13. Paste the triangle to make a beak, and paste a googly eye to complete the head of the bird.
14. Ask the children to tear strips from the coloured paper. Guide them to paste the strips to make
the legs of the birds.
15. The remaining strips of coloured paper can be used to make a nest.
16. Ask the children to write the name of the bird at the bottom of the page.
17. Ask each group to show their bird to the others, and describe it.
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Activity 65: Animal Friends
Materials Checklist:
• Milk
• Eggs
• Wool
• Honey
• Stick puppets of animals
Instructions:
1. Introduce page 58 of the student’s book. Tell the children about the things that animals give us.
2. Bring milk, eggs, wool, and honey to the class. Ask the children to make a circle.
3. Place the milk, eggs, wool, and honey in the centre of the circle.
4. Give the children stick puppets of animals to match with the things the animals provide.
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Instructions:
1. Place the strips of paper and sticks in two separate bowls and ask the children to take ten strips.
2. Demonstrate how to paste a strip of crepe paper on the stick.
3. Ask the children to do the same and leave the sticks to dry.
4. Take the children outside. Have them hold up their sticks and observe the direction of the wind.
5. Talk to the children about air pollution and the steps to curb it.
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Instructions:
1. Talk to the children about air pollution. Ask them about its causes and the ways in which we can
keep the air clean.
2. Hold a sheet of paper a little away from a candle flame and let it blacken. Have the children
observe the process. Tell them that is what happens when the air gets polluted and we breathe
polluted air.
3. Ask the children to name a habit they have inculcated to keep the air clean.
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Instructions:
1. Discuss with the children news related to their school and their classroom.
2. Make a News Corner to display birthdays, events, etc. happening in the school. Discuss the
importance of news and electronic media.
3. Pin up a chart paper in the News corner. Write down details for the given month on it. Ask the
children to decorate it.
4. Seat the children in groups. Give each group a newspaper or magazine, adhesive, and two pairs
of child-safe scissors.
5. Introduce the children to page 65 of the student’s book. Let them cut out pictures from a
newspaper or magazine and paste them on the page to make a collage.
Note: The electronic media is a modern information tool and children can be exposed to it under
adult guidance and supervision.
Activity 75a: Pakistan
Materials Checklist:
• Map of Pakistan
• Age-appropriate atlas
• Province costumes/food (real/pictures)
• Music from different provinces
• Posters of Pakistan tourism
• Internet access
Instructions:
1. Send a note to parents a day prior, that you will be introducing different aspects of Pakistan to
the children. Ask them if they can send food/music/costumes from different regions. This day
will be celebrated as a ‘Know Pakistan’ day.
2. You can organise Food Treat/Fancy Dress/Dances and invite the parents to participate.
3. You can put up posters of tourism in Pakistan to introduce children to different provinces and
regions.
4. You can use the internet to show children clips of dances, festivals, food, architecture, and so on.
Activity 75b: My Country
Materials Checklist:
• Chart paper
• Pictures of the national flag, animal, bird, and flower
• Pictures of animals, birds, and flowers
• Audio recording of the national anthem
Instructions:
1. Pin up a chart paper with the map of Pakistan drawn on it. Paste the national flag, animal, bird,
and flower on it.
2. Cut out pictures of the National animal, bird, and flower from a magazine.
3. Pin up the chart paper on a soft board. Explain the chart to children. Let them hear a recording
of the national anthem.
4. Introduce page 66 of the student’s book. Familiarise children with the national symbols. Have
them paste the stickers.
5. Seat the children in groups.
6. Give each group a few pictures of animals, birds, and flowers. Have them pick out the national
symbols.
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Activity 76: National Festivals
Materials Checklist:
• Pictures of Independence Day celebrations
• Pictures of freedom fighters
• Audio recordings of patriotic songs
• A white T-shirt for each child (to bring from home)
• Bowls (one for each group)
• Sponges (one for each group)
• Green fabric paints
Instructions:
1. Talk to the children about Independence Day and Pakistan Day. Point out Lahore on the map of
Pakistan and tell them how Pakistan Day is celebrated in Lahore at Minar-e-Pakistan.
2. Show them pictures of Pakistan Day celebrations.
3. Discuss the freedom struggle and tell the children about freedom fighters. Show them pictures
of the same. Ask children to make a collage with the pictures. Inform them about the struggles
of Quaid-e-Azam.
4. Play patriotic songs for the children.
5. Seat the children in groups.
6. Give each group a bowl with a sponge in it. Pour green fabric paint on the sponge.
7. Ask the children to put their handprints on their white T-shirts with green fabric paint.
Activity 77a: Cleanliness
Materials Checklist:
• Picture of Quaid-e-Azam
• Pictures of littered streets, historic places, beaches, markets
• Brooms, dust pans, dusters
Instructions:
1. Invite the children to sit in a circle.
2. Ask them if they would like to sit on a dirty mat/floor.
3. Place a broom within their reach and ask for volunteers to sweep if the floor is dirty.
4. Show the photograph of Quaid-e-Azam. Tell the children about him and others who tirelessly
served the nation. Read about his thoughts on clean Pakistan and connect it to the present
cleanliness drive in the country.
5. Show them pictures of littered streets, historic places, beaches, markets, etc. Emphasise the
importance of cleanliness and how dirty these places look.
6. Encourage the children to do their own cleaning and especially check the dustbin area before
they leave the school.
7. Make time for cleaning before children leave every day.
8. Discuss the sanitation and hygiene in the toilets and how children must leave the washroom
clean for the next user.
9. Encourage the children to be aware that even public places are our responsibility. Lead by
example and join the cleaning activities every day.
10. Tell children they should feel proud to do their own work and keep their surroundings clean.
Plan regular days of ‘I am proud to do my own work’. Emphasise the importance of doing their
own work.
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Activity 77b: Pakistan Day Collage
Materials Checklist:
• Pictures of Pakistan Day celebrations
• Drawing sheets
• Adhesive
Instructions:
1. Ask parents to encourage their children to watch the Pakistan Day parade. They can watch a
recording from the internet.
2. Give children pictures of Pakistan Day celebrations.
3. Ask the children to paste the pictures on a drawing sheet and make a collage.
4. Ask each child to show their collage to the others and describe the pictures they like best.
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Activity 79b: Places of Worship
Materials Checklist:
• Pictures of temples, churches, and mosques
• A sheet of chart paper
• Adhesive
Instructions:
1. Show the children pictures of temples, churches, and mosques. Tell them that different people
follow different faiths.
2. Ask the children where they would go to pray. Tell them that they must respect all faiths.
3. Ask the children to bring a picture of a temple, a church, and a mosque the following day.
4. Put up a chart in class and let the children make a collage using the pictures they have brought
to class.
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VOCABULARY BANK
Groups Words
Feelings Happy, sad, scared, angry
Solar System Sun, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus,
Neptune
House Bedroom, bathroom, dining room, kitchen, sink, floor
Classroom Board, duster, pencil, paintbrush, book, crayon, sharpener
Environment World, Sun, Moon, stars, sky, animals, forest, family, friends,
places, beautiful, day, night, weather, sunny, cloudy, rainy, fruits,
vegetables
Days Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday
Seasons Cold, snow, winter, shiver, snowman, skate, ski, spring, rainy,
summer, summer camp, beach, swim, clouds, umbrella
Months January, February, March, April, May, June, July, August,
September, October, November, December
Flowers Daisy, rose, sunflower, jasmine, marigold, violet, lotus
Family Mother, father, grandfather, grandmother, sister, brother,
Colours Red, yellow, blue, green, orange, purple, pink, brown, white, black,
indigo, violet
Fruits Apple, orange, cherries, guava, pineapple, pear, papaya, mango,
grapes, banana, watermelon
Vegetables Potato, cabbage, onion, beans, ladies’ finger, radish, cucumber,
carrot, peas, tomato, spinach, brinjal
Body Parts Hands (hold, colour, write), feet (run, walk), mouth (eat, speak),
ears (listen), eyes (see), nose (smell), feel, head, tongue, chin, neck,
shoulders, stomach, arms, elbow, legs, ankle, hair, skin
Greetings Good morning, good afternoon, good evening, good night, hello,
excuse me, please, thank you, Assalamu Alaikum
Hygiene Toothpaste, toothbrush, comb, bucket, mug, water, cleanliness
School Pencil, paintbrush, book, dustbin, slate, chalk, green board, duster,
swings, bells, doors, windows, gate
Clothes Shirt, skirt, jeans, frock, pant, shorts, jacket, muffler, cap, raincoat,
socks, sweater, T-shirt
Wild Animals Giraffe, elephant, lion, zebra, monkey, tiger, deer, fox,
hippopotamus, snake, camel, porcupine, yak, penguin, kangaroo
Homes of Wild Animals Den, tree, forest, nest, sea, river, desert, jungle
Sounds of Wild Animals Roar, chirp, chatter, trumpet
Farm Animals Rooster, hen, horse, cow, duck, goose, goat, sheep
Homes of Farm Animals Barn, shed, stable, coop
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Young Ones of Farm Kid, lamb, calf, colt, chick, cub, puppy, kitten, duckling
Animals
Pets Fish, birds, turtle, parrot, rabbit, cat, dog
Homes of Pet Animals Aquarium, cage, glass bowl, ring, hutch, basket, kennel
Water Animals Whale, fish, turtle, oyster, octopus, crab, starfish, dolphin
Birds Owl, parrot, crow, peacock, sparrow, mynah, pigeon, woodpecker,
ostrich
Insects Beetle, butterfly, caterpillar, bee, fly, mosquito, ant
Neighbourhood Post office, bank, vegetable market, hospital, police station, park
People Who Help Us Doctor, nurse, teacher, sweeper, driver, barber, postman, banker,
carpenter, shopkeeper, gardener, plumber, cobbler
Vehicles Metro rail, train, cycle rickshaw, taxi, van, bus, bicycle, car, auto
rickshaw, scooter, ship, boat, yacht, aeroplane, helicopter, hot air
balloon, raft, bullock cart
Festivals Independence Day, Pakistan Day, Children’s Day, Teachers’ Day,
Eid
Let’s Keep Our City Clean Broom, dustbin, garbage, sweeper, mop, dustpan, cleanliness,
sorting garbage, wet and dry garbage
Wake Up Litte Seed Plants, seeds, pots, watering, manure, mud, water, air, root, shoot
Please note: Encourage the children to read simple words and grow a large spoken vocabulary. The
writing of the words and the spellings need not be done at this stage. It is important for children to
develop a sound sense of the environment, develop a sense of responsibility towards it, respect the
environment, and just learn the skills of living well in the world around.
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ASSESSMENT GUIDE
Assessment at this level is usually informal and a continuous part of teaching and learning.
Various tools and activities can be used to observe and record the progress of children. No formal
testing is recommended at this level.
Assessment helps:
• to improve or modify learner’s experience according to their needs;
• to change the pace and planning of the lessons/syllabus to suit the learning levels of the
learners;
• to help the teacher and parents understand the needs of the learners.
How to record/gather information for assessment:
• Learning levels can be gauged through observation. An observation checklist can be used to
identify the student’s progress and gap areas in each topic. The feedback gathered can aid in
the designing of remedial/reinforcement activities. A sample observation checklist has been
given on the next page. Teachers can modify it to suit their needs.
• Portfolios of children’s work (worksheets, drawings, and so on) should be maintained to track
their progress. Parents and children can revisit the portfolios as and when required.
• An anecdotal record (record of an incident that has a significant impact on the development of
a child) can be maintained.
The student’s books have the following child-friendly logos to assess the learning levels of
children:
Exceeds learning expectations. Is moving towards the learning
Can work independently all expectations. Can work
the time. independently sometimes.
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Sample Observation Checklist*
Name: ........................................................................... Class: ................................
Suggested Category
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Number Skills
Can match the same objects
Can compare and sort objects according to:
• big and small
• long and short
• tall and short
Can match objects and pictures
Can count on fingers from 1 to 5
Can identify and name different shapes
World Around Me
Can name their school and class
Can express feelings: happy/sad
Recognises the colours: yellow, blue, and so on
Takes care of personal belongings
Can express personal needs and uses the washroom
independently
Comes to school on time
Respects common property and follows class rules
* Note: Indicators and their interpretations can vary and may be planned according to the topics/
areas of development.
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NOTES
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NOTES
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NOTES
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