MODULE III

Resource Pack on
Foundational Literacy and Numeracy (FLN)

E
ngaging in
nriching
xperiences
for FLN

Research Development and Consultancy Division (RDCD)

Council for the Indian School Certificate Examinations
New Delhi
www.cisce.org
November 2022

Published by:
Research Development and Consultancy Division (RDCD)
Council for the Indian School Certificate Examinations (CISCE)

Pragati House, 3rd Floor, 47-48,

Nehru Place, New Delhi-110019

Tel: (011) 26413820

E-mail: [email protected]
________________________________________________________________________
© Copyright, Council for the Indian School Certificate Examinations

All rights reserved. The copyright to this publication and any part
thereof solely vests in the Council for the Indian School Certificate
Examinations. This publication and no part thereof may be reproduced,
transmitted, distributed or stored in any manner whatsoever, without
the prior written approval of the Council for the Indian School
Certificate Examinations.
Council for the Indian School Certificate Examinations (CISCE)

MISSION STATEMENT

The Council for the Indian School Certificate

Examinations is committed to serving the nation's
children, through high quality educational
endeavours, empowering them to contribute towards
a humane, just and pluralistic society, promoting
introspective living, by creating exciting learning
opportunities, with a commitment to excellence.

ETHOS OF CISCE

Trust and fair play.

Minimum monitoring.
Allowing schools to evolve their own niche.
Catering to the needs of the children.
Giving freedom to experiment with new ideas
and practices.
Diversity and plurality - the basic strength for
evolution of ideas.
Schools to motivate pupils towards the
cultivation of:
Excellence - The Indian and Global
experience.
Values - Spiritual and cultural - to be the bedrock
of the educational experience.
Schools to have an 'Indian Ethos', strong roots in
the national psyche and be sensitive to national
aspirations.
 FOREWORD
The National Education Policy (NEP) 2020 aims at addressing many growing
developmental concerns of our country. It proposes radical shifts in
different aspects of school education including its structure, pedagogy,
assessment and governance, to create a new system so as to attain the
Sustainable Developmental Goals (SDGs) and uphold the traditions and
value system of our country.

One of the goals of NEP 2020 has been the attainment of Foundational
Literacy and Numeracy (FLN) by all children and that it must become an
immediate national initiative. To achieve this, the Department of School
Education and Literacy, Ministry of Education, Government of India has
launched a National Mission called the NIPUN Bharat Mission (National
Initiative for Proficiency in Reading with Understanding and Numeracy) in the
year 2021, for ensuring attainment of Foundational Literacy and Numeracy
(FLN) by all children, by the end of Class III. The guidelines of NIPUN Bharat
take into account various aspects of FLN across three years of ECCE
(Preschool I, II and III) and Classes I, II and III, the focus being on children in
the age group of 3 to 9 years.

In order to develop an understanding on various components related to

Foundational Literacy and Numeracy (FLN) amongst all stakeholders,
including its schools and teachers, the Council for the Indian School
Certificate Examination (CISCE), has developed a Resource Pack on
Foundational Literacy and Numeracy (FLN). The contents of the Resource
Pack are in keeping with the NIPUN Bharat guidelines.

I take this opportunity to acknowledge all the resource persons for their
valuable inputs and expertise that has helped shape this Resource Pack. The
Research Development and Consultancy Division (RDCD) team of the CISCE
deserves special mention for conceptualising and developing this Resource
Pack.

We sincerely hope that this Resource Pack will be found useful by all
stakeholders. We invite comments from CISCE affiliated schools on its utility
and quality.

Gerry Arathoon
November 2022
Chief Executive & Secretary (CE&S)

(i)
Experts involved in the development of this
Resource Pack

1. Dr. Romila Soni, Associate Professor, Department of Elementary Education (DEE),

NCERT, New Delhi
2. Prof. Manju Jain, Former Head,Department of Elementary Education (DEE),
NCERT, New Delhi
3. Dr. Sandhya Sangai, Professor,Department of Elementary Education (DEE),
NCERT, New Delhi
4. Dr. Varada M. Nikalje, Professor,Department of Elementary Education (DEE),
NCERT, New Delhi
5. Ms. Sushmita Malik, Educational Consultant, New Delhi
6. Ms. Moushumi Bose, former Headmistress of Salwan Public School, New Delhi
7. Ms. Kumud Aneja, Headmistress of Salwan Public School, New Delhi

CISCE Team

1. Mrs. Shilpi Gupta, Head, Research Development and Consultancy Division (RDCD)
2. Dr. Manika Sharma, Education Officer, Research Development and Consultancy
Division (RDCD)
3. Ms. Mansi Guleria, Junior Assistant, Research Development and Consultancy
Division (RDCD)
4. Ms. Roshni George, Junior Assistant
 CONTENTS

Module III

Engaging in Enriching Experiences

for FLN
Page nos.

Foreword i
Acronyms ii
Key Terms iii
Introduction vii

1. Suggested play activities and ideas 1

2. Worksheets 97

3. Rhymes and songs 165

4. Suggested assessment ideas: sample rubrics,

206
checklists and observation schedule
 ACRONYMS

AaL : Assessment as Learning

AfL: Assessment for Learning
AoL: Assessment of Learning
CBE: Competency-Based Education
CCE:Continuous and Comprehensive Evaluation
DG:Developmental Goals
DIY :Do it Yourself
ECCE :Early Childhood Care and Education
EVS : Environmental Studies
FLN: Foundational Literacy and Numeracy
GDP:Gross Domestic Product
GOI: Goverment of India
HPC: Holistic Progress Report Card
LO: Learning Outcome
MOE: Ministry of Education
NCERT: National Council of Educational Research and Training
NEP: National Education Policy
NIPUN Bharat: National Initiative for Proficiency in Reading with
Understanding and Numeracy
PTMs: Parent Teacher Meetings
PWD :Persons with Disability
SDGs: Sustainable Development Goals
TBP:Toy-based Pedagogy
TLMs:Teaching-learning Materials
UNICEF: United Nations Children's Fund

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 KEY TERMS
Anecdotal Record: A detailed descriptive narrative recorded after a specific behaviour or
interaction occurs. It informs teachers as they plan learning experiences, provides information to
families and gives insights into identifying possible developmental delays.

Assessment for Learning: This is an approach to teaching and learning that creates feedback
which is then used to improve students' performance.

Alliteration: The repetition of the initial sound of each word in connected text.

Balanced Approach: Where teachers follow what is appropriate for their classroom and where every
child learns in a joyful and stress-free manner, by taking the best of multiple approaches.

Blending: The task of combining sounds rapidly, to accurately represent the word.

Competency: Statements that specify what children will know or be able to do, or be able
demonstrate when they have completed or participated in a course or programme.

Classification: It involves putting together things that have some characteristics in common.

Data Handling: Data refers to information in a raw form that is collected from various sources. Data
handling includes collecting, representing, analysing and interpreting data.

Decoding: The ability to translate a word from print to speech, usually by employing knowledge of
sound-symbol correspondences.

Early literacy: It is what children know about reading and writing before they read or write.

First Generation Learners: It refers to the students who are the first in their entire generation to go
to school and receive an education or whose parents have attended the formal education system
up till the primary level of schooling.

Formative Assessment: Formative assessment refers to a wide variety of methods that teachers
use in the classroom to conduct in-process evaluations of student comprehension, learning needs
and academic progress during a lesson, unit, or course.

Foundational Numeracy: The ability to read and write and perform basic operations with numbers.

Fine Motor Skill: It is the coordination of small muscles in movements usually involving
coordination of hands and fingers with eyes.

Fluency: Ability to read a text quickly, accurately, and with proper expression.

Keyword Approach: In this approach, students learn words by connecting a visualisation in their
minds to the sound and meaning of the word. In this way, they are able to recall new words and
their meanings by simply bringing back the memory of the visualisation that they have associated
with it.

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 KEY TERMS
Gross Motor Skills: The abilities required to control the large muscles of the body for walking,
running, sitting, crawling and other activities.

Holistic Development: Development of intellectual, mental, physical, emotional and social abilities.

Learning Outcomes: Statements that describe the knowledge, skills and attitudes that students
should acquire by the end of a particular assignment, class, course, or programme, and help them
understand why that knowledge and those skills will be useful to them.

Life Skills: A set of abilities, attitudes and socio-emotional competencies that enable individuals to
learn, make informed decisions and exercise rights to lead a healthy and productive life and
subsequently become agents of change.

Literacy: The ability to identify, understand, interpret, create, communicate and compute, using
printed and written materials associated with varying contexts. Literacy involves a continuum of
learning to enable individuals to achieve their goals, to develop their knowledge and potential and to
participate fully in their community and wider society (UNESCO, 2004; 2017).

Measurement: Involves dealing with quantities by using numbers.

Modelling: The teacher overtly demonstrates a strategy, skill or concept that the children will be
learning.

Multilingual Class: This is a class where the learners speak a variety of first language.

Numeracy: The ability to use mathematical understanding and skills to solve problems and develop a
critical viewpoint with appropriate reasoning.

One-to-one Correspondence: It involves matching or pairing of objects.

Oral Language: Spoken language.

Phonics Instruction: It focusses on the relationship of the sounds in spoken words and their
associated letters or groups of letters as they appear in print.

Phonological Awareness: It is the ability to recognise and work with sounds in a spoken language.

Picture Reading/Talk: Children can be shown sceneries of a particular event, place, story like a
fair/mela, zoo, circus, etc. Children can then be engaged in conversations involving observations
(What is happening in the picture?), reasoning (Why do you think so?), prediction (where do you think
the girl is going?). Children can also put the events shown in the picture in a sequence and narrate
them.

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 KEY TERMS
Print Awareness: It refers to a child’s understanding of the nature and uses of print and the way it is
organised.

Problem Solving: It is the act of defining a problem; determining the cause of the problem;
identifying, prioritising, selecting an appropriate solution from amongst the alternatives and
implementing the solution.

Read Aloud: It is a practice where teachers, parents, and caregivers pick up an engaging text and
read it aloud to children. Variations in pitch, tone, pace, volume, pauses, eye contact, questions and
comments make for a fluent and enjoyable delivery. Reading aloud engages the creativity and
imagination of children along with increasing their attention span and ability to focus.

Reading Area: A special place organised for children where they work/read in small groups. A well
equipped area with books and provides meaningful and purposeful activities for foundational
literacy. This area requires careful planning.

Pre-Number Concepts: Before children start counting objects or develop an understanding of

numbers, they need to be able to match, classify, order and set up one-to-one correspondences to
some extent. Since these skills are preliminary to the understanding of numbers, they are called pre-
number concepts.

Patterns: It is an arrangement, order or sequence in repetition.

Phonics approach: Children are taught by introducing letters or aksharas first and gradually building
a correlation with their sound.

Rubrics: It is an assessment tool that clearly indicates achievement criteria across all the
components of any kind of student work, from oral to written to visual. It can be used for marking
assignments, class participation, personal-social qualities or giving overall grades.

Shared Reading: In shared reading, the teacher holds one big book up and the whole class reads
from the same book. The book has large font, illustrations and simple text so that all the children can
participate in the reading. The teacher reads the text while the children join in when they recognise a
word from illustrations, sight words or memory. Children start developing the concept of print.

Seriation: It involves ordering a set of objects according to some rule.

Spatial Understanding: It is the area of Mathematics that involves shape, size, space, position,
direction and movement.

Sensory and Perceptual Development: Development of the five senses through visual, auditory and
kinaesthetic experiences.

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 KEY TERMS

Syllable: A part of a word that contains a single vowel sound and that is pronounced as a unit. For
example, ‘book’ has one syllable and ‘reading’ has two syllables.

Sight Words: Commonly used words that young children are encouraged to memorise as a whole by
sight in order to help them in recognising these words in print without the use of any specific
strategy.
Vocabulary: Developing knowledge of a wide range of words and their meanings.

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 INTRODUCTION

The foundational years are the most critical period of human life, as the rate of
development in these years is more rapid than at any other stage of development.
Focussed and relevant interventions in these foundational years can have a lasting
impact on children’s long-term development, learning and later life outcomes.

Early literacy and numeracy, which are two important skill areas that develop during
the foundational years, can be correlated not only with better quality of life,
personal well-being, national stability and prosperity but are also critical for
achieving educational outcomes in the later years. Age-approprite literacy and
numeracy helps children to learn, experiment, reason and create, to be active and
informed citizens and to contribute socially, culturally and economically.

On the other hand, lack of learning opportunities, during the early stages of
acquiring literacy and numeracy impede children’s academic progress and
motivation, resulting in further lack of achievement. Studies have shown that
inevitably, once children fall behind on foundational literacy and numeracy, they are
unable to catch up in the learning process. For many children, this becomes the
reason for not attending school or dropping out of school altogether.

The NEP 2020 reiterates that in order to avert this learning crisis, there needs to be
an increased focus on foundational literacy and numeracy, with a robust system of
continuous formative and adaptive assessment to track the progress and thereby
individualise and ensure each child’s learning.

The idea behind the focus on foundational literacy and numeracy is that if certain
skills are not mastered by the children at the foundational stage, it creates learning
gaps and they remain unprepared for the complexities of the curriculum beyond
Class III. Thus, foundational learning is the basis of all future and new learning for the
children.

The guidelines of NIPUN Bharat address all pertinent areas along with the issues and
concerns related to foundational literacy and numeracy, covering both, the
academic as well as the administrative aspects. The guidelines focus on how to use
competency-based learning, create an enabling environment for the pedagogical
processes, use various assessment practices along with the role of the teachers. The
guidelines take into account various aspects of FLN across three years of ECCE
(Preschool I, II and III) and Classes I, II and III, the focus being on children in the age-
group of 3 to 9 years. Three developmental goals have been specified for FLN and
for each developmental goal, key competencies and class-wise learning outcomes
(LOs) have been specified.

(vii)
CISCE’s Resource Pack on Foundational Literacy and Numeracy is based on the
NIPUN Bharat guidelines. The Resource Pack consists of three Modules as follows:

Module I: Exploring FLN

Module
Module II:I:Creating
Exploring
anFLN
Enabling Environment for FLN

Module III: Engaging in Enriching Experiences for FLN

Module I aims at developing a broad understanding on various components of FLN

among all stakeholders. Module II focusses on the teaching-learning processes from
Preschool I to Class III, in keeping with the Goal-wise Competencies and Learning
Outcomes specified in the NIPUN Bharat document. Module III includes FLN
resources that may be used by teachers for enriching learning experiences.

CISCE’s Resource Pack on Foundational Literacy and Numeracy (FLN) is meant for all
stakeholders in general and practitioners working primarily across the foundational
stage (preschool to class III), including teachers and teacher educators.

In preparing this Resource Pack, all efforts have been made to ensure that the
matter is presented in a simple, user-friendly manner. We hope that this resource
pack will not only help in developing a better understanding on Foundational
Literacy and Numeracy but also provide teachers with useful ideas and resources to
enrich their classroom transactions for FLN.

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 ABOUT THE RESOURCE PACK

The Resource Pack on Foundational Literacy and Numeracy (FLN) aims to develop
an understanding on various components related to Foundational Literacy and
Numeracy (as per the NIPUN Bharat guidelines, 2021) amongst all stakeholders.
Further, it aims to help all those working in the area of foundational literacy and
numeracy by providing them resources and tools to design and implement activities
and experiences that will facilitate achievement of the desired learning outcomes
and competencies.

The Resource Pack consists of three Modules:

Module I

Exploring
FLN

Module III Module II

Engaging in Creating an
Enriching Enabling
Experiences Environment
for FLN for FLN

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MODULE I: EXPLORING FLN

Module I highlights the various academic aspects of Foundational Literacy and

Numeracy and aims to provide a broad understanding to all stakeholders.

Starting with a discussion on the three developmental goals of FLN, the module goes
on to explain the relationship between the Developmental Goals, Key Competencies
and the Learning Outcomes. Each Learning Outcome for FLN has a unique
number/code for easy identification and referencing. This codification of the
Learning Outcomes has been explained in the module with relevant examples.
Understanding of the codification will help practitioners identify and relate each
Goal-wise Learning Outcome to the Class to which it belongs.

The module goes on to discuss the key components of Foundational Language and
Literacy wherein the pedagogical processes for promoting language and literacy
development at the foundational stage are also dealt with, along with the role of the
teacher. Similarly, the module discusses the key components of early mathematics
learning along with the pedagogical processes to develop foundational numeracy
and mathematical skills. The role of the teacher in promoting foundational numeracy
is also highlighted.

How to set up an effective environment for Foundational Literacy and Numeracy is

another area that this module focusses on, where, useful tips on organising the
classroom to selection, placement and display of materials and planning the daily
schedule, are provided. A planned, systematic and need based assessment is an
integral part of the curriculum and pedagogy. The last section of this module
provides guidance on learning assessment at the foundational stage, how it may be
carried out, along with the tools and techniques of assessment.

This module includes five sections as follows:

1. Understanding Foundational Literacy and Numeracy

2. Foundational Language and Literacy
3. Foundational Numeracy and Mathematical Processes
4. Setting up an Environment for Foundational Literacy and Numeracy
5. Learning Assessment at the Foundational Stage

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MODULE II: CREATING AN ENABLING
ENVIRONMENT FOR FLN

Module II focuses on creating an enabling environment to facilitate learning in the

early years.

An enabling environment in the classroom plays a key role in supporting children’s

learning and development. Children learn and develop best in an environment that
is caring and supportive, that supports their individual needs, while allowing them to
play, explore and discover. The module suggests a range of teaching-learning
processes that may be adopted/adapted by the teacher, both inside as well as
outside the classroom, to optimise learning.

The teaching-learning processes suggested in this module have been provided with
reference to the Goal-wise Competencies and Learning Outcomes specified in the
NIPUN Bharat document.

Module II has been presented class-wise as follows:

Preschool (PS) - I
Preschool (PS) - II
Preschool (PS) - III
Class - I
Class - II
Class - III

A three-column format has been used in this module.

For each class, the competency-wise Learning Outcomes of the three

Developmental Goals of FLN, have been presented in Column I. Column II includes
suggested Learning Materials and Resources which may be used by teachers to
unfold/develop these Learning Outcomes. The suggested Pedagogical Processes
which may be used by the teachers for achieving the specified learning outcome
have been given in Column III. This column also includes some guiding questions
which may be used by teachers to assess children.

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MODULE III: ENGAGING IN ENRICHING
EXPERIENCES FOR FLN

Module III provides a range of FLN resources that may be used by the teacher to
engage children in developmentally appropriate and stimulating FLN activities. The
resources include:

1. Suggested play activities and ideas

2. Worksheets
3. Rhymes and songs
4. Suggested assessment ideas: sample rubrics, checklists and observation
schedule

Suggested play activities and ideas have been given for each of the three
developmental goals. Each activity includes the objectives, materials required (if
any), as well as instructions/steps for organizing the activity. Variations/ suggestions
for adapting the activity have also been provided, wherever relevant. Simple and
easy to use worksheets, across the three developmental goals have also been
included in this module.

Rhymes and songs are an effective way to reinforce learnt concepts in a fun manner.
A number of age-appropriate rhymes and songs also form a part of this module. In
addition, the module also includes a few sample rubrics, checklists and observation
schedules .

(xii)
 USING THE RESOURCE PACK

CISCE’s Resource Pack on Foundational Literacy and Numeracy (FLN) is meant for
all stakeholders in general including practitioners (teachers and teacher educators),
working across the foundational stage (preschool to class III). The Resource Pack
may also be used by parents and families of young children to support their learning
by engaging them in enriching activities and experiences at home.

Before transacting the learning materials in the classroom for achieving the learning
outcomes (which have been presented in module II), module I which is generic in
nature and gives a broad understanding on FLN, needs to be read by the all teachers
at the foundational stage.

The learning materials and resources as well as the pedagogical processes given in
module II to attain the learning outcomes (given in a tabular form) are purely
suggestive in nature. Teachers may develop/create their own material, keeping in
view the age and difficulty level. In module III, the play activities and ideas,
worksheets, rhymes and songs, assessment ideas, have been suggested as
exemplars. Teachers can develop many more as per the requirements and share
them with fellow teachers as well, for better learning.

This Resource Pack will be useful for the practitioners particularly in classroom
planning, while transacting concepts, skills and activities related to Foundational
Literacy and Numeracy. Teachers need to plan keeping the Learning Outcomes as a
checkpoint. Apart from this, the Resource Pack will also be useful for developing
assessment items with reference to the Learning Outcomes for each stage of
learning. Module III will also serve as a learning resource for teachers, providing
them with ideas for developing/devising new activities, hands-on-materials, DIY
games/toys, etc.

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Research Development and Consultancy Division (RDCD)
Council for the Indian School Certificate Examinations
New Delhi
www.cisce.org
Suggested Play
Activities and
Ideas for the
Three
Developmental
Goals
DEVELOPMENTAL
GOAL 1

CHILDREN
MAINTAIN GOOD
HEALTH AND
WELL-BEING
 ACTIVITY 1
Name of the Activity: Relay Race

Objectives:
To enhance gross motor skills
To develop team spirit

Material Required: Two balls

How to Organise and Play?

Divide the children into two groups.
Make the children stand in two rows with legs apart.
Give one ball to the first child of each row.
Ask the children to roll the ball between their legs from the
first child to the child standing last in the row.
The last child picks up the ball, runs and stands first in the
row. The game proceeds in the same manner.
The row finishing first is the winner.
Note: Running may include free running, running like animals, running
to a target, or in pairs.

1
 ACTIVITY 2
Name of the Activity: Flowers and the Wind

Objectives:
To enhance gross motor skills
To help children know about different flowers

How to Organise and Play ?

Divide the children into two groups. Make each group stand in a line.
Each group has a home at the opposite ends of the playing area.
One group represents flowers (The children can decide among
themselves whether they want to represent a lily, a rose, a marigold,
etc.) while the other represents wind.
The flowers walk across the natural area near the home of the
opposite group.
The players in the opposite group (i.e. the wind.), stand behind their
home line ready to guess the name of the flower chosen by their
opponent group. When the right flower is named, the winds chase the
flowers to their home.
Any flower caught by the wind becomes a prisoner and remains in the
home of the winds until all the flowers have been captured.
In the next round, the players change sides, i.e. the wind becomes
flowers and the flowers become wind.

2
 ACTIVITY 3
Name of the Activity: Mimicry in Movement

Objectives:
To enhance gross motor skills
To help children know about the movement of
different animals
To develop imagination, team spirit and creativity

How to Organise and Play ?

Ask children to form a circle without joining hands.
One child steps out as a ringmaster and stands in the centre.
She/he calls out the name of some animal and the other children
imitate the movements of the animal named. The movements may
include:- elephants walking, birds flying, horses galloping, peacock
dancing, etc. In between, the ringmaster may say, “Everybody join
the circus parade.”
All the children then move around the circle, imitating the animal
they wish to characterise.

3
 ACTIVITY 4
Name of the Activity: The Cat and the Mice

Objectives:
To develop gross motor skills
To develop and enhance speaking skills
To develop attention span and alertness

How to Organise and Play?

After arranging the children for the activity, give clear
instructions.
One child in the group acts as the 'cat' and the others as mice.
One child can be the mother mouse.
When the mother mouse says, “Little mice come to me”, the mice
say, “We cannot come, the cat will eat us up”. The mother mouse
says, “Don’t go to her, come to me”. The ‘mice’ run and the ‘cat’
tries to catch them.
Whoever is caught becomes the ‘cat’ next.

4
 ACTIVITY 5
Name of the Activity: Sorting Objects

Objectives:
To develop classification skills
To help children identify and name various
objects
To develop fine motor skills

Material Required: Leaves (green,

dry, yellow), flowers, twigs,
pebbles, etc.

How to Organise and Play?

Mix all the materials and keep them on a tray/ newspaper.
Divide the children into small groups and give some of the
mixed material to each group. Let each group sit in a circle.
Ask each group to sort the objects into different categories.
Let each group explain how they have sorted the materials.

5
 ACTIVITY 6
Name of the Activity: Art Printing

Objectives:
To help children to extend their power of imagination
To develop fine motor skills
To enable children to identify and name different
colours and objects

Material Required: Large buttons,

wooden forks, bottle caps and other
objects, paints of different colours,
steel plates, a variety of papers,
paper bag

How to Organise and Play?

Empty each colour paint in shallow plastic plates.
Ask the children to pick any of the given objects and dip them
in the paint.
Ask her/him to print the same on a chart paper/ paper bag.
Ask the children to identify and name the different colours
and objects.

6
 ACTIVITY 7
Name of the Activity: Be Quick Tell Your Name

Objectives:
To help children know about their family
members
To develop fine motor skills

How to Organise and Play?

Make the children sit in a semi-circle.
The teacher can start the game by saying/singing her/his name.
Let the children clap their hands and click their fingers twice.
Each child has to tell her/his name by turn on the clicking of
fingers.
The same activity can be repeated with the father’s, mother’s
name.

Variation: The activity may be extended to include names of

siblings, grandparents, etc.

7
 ACTIVITY 8
Name of the Activity: My Family (Finger Rhyme)

Objectives:
To help the children know about their family
members
To develop fine motor skills

How to Organise and Play?

Make the children stand/sit in a semi-circle.
The teacher Sings the following song along with the children
and does the actions accordingly:
This is the father well and kind,
This is the mother with a gentle mind.
This is the brother picking a bat.
This is the sister playing with the cat.
This is the baby still to grow.
Here’s the whole family standing in a row.
The children follow the actions.
This can be followed with a discussion where children talk
about their family members.

Variations:
Create or plan dramatisation using puppets and let the
children use these as they sing the song.
Create relevant DIY (Do-it-yourself) material.

8
 ACTIVITY 9
Name of the Activity: Washing Day

Objectives:
To enhance and develop gross motor skills
To develop speaking skills
To develop fine motor skills
To help the children to extend their power of
imagination

Materials Required:
Brush, Clothes

How to Organise and Play?

Make the children sit in a semi-circle.
The teacher Sings the following song along with the children
and does the actions accordingly:
Washing day, washing day,
We rub the clothes this way.
Rub - a dub, rub - a - dub,
up and down inside the tub.

Variations (if any):

Let the children bring dolls or baby clothes and do the role
play as they sing the song.
Ask the children, "Who does the washing at home?" and other
similar questions.

9
 ACTIVITY 10
Name of the Activity: Mango Tree

Objectives:
To develop and enhance gross motor skills
To develop good hygiene habits
To help the children develop and extend their power
of imagination

How to Organise and Play?

Make the children stand in a circle.
The teacher sings along with the children and they do actions
accordingly:
Here we go round a mango tree,
A mango tree, a mango tree,
Here we go round a mango tree,
So early in the morning,
This is the way we brush our teeth,
Brush our teeth, brush our teeth,
This is the way we brush our teeth,
So early in the morning.
This is the way we wash our face ...
This is the way we comb our hair ...
This is the way we dress for school ...
This is the way we go to school ...

Variation: Change the verse and do the same for learning of

other concepts.

10
 ACTIVITY 11
Name of the Activity: Musical Beats

Objectives:
To develop and enhance gross motor skills
To help the children develop and extend their power of
imagination
To help children know and identify patterns in musical
beats

Material Required: Audio-visual

aids

How to Organise and Play ?

Play music of various moods and rhythm and ask the children to
move according to the music.
Ask the children whether the music makes them feel scared,
relaxed, happy, sad or excited.
Encourage children to do movements as you play the music and
ask them to identify the pattern in that musical beat.

11
 ACTIVITY 12
Name of the Activity: Friendship Tree

Objectives:
To know about friends and the importance of
friendship
To help children respect each other's culture
To develop matching skills
To help develop and extend their power of
imagination

Material Required: Paper, glue,

sketch pens, pictures, thread

How to Organise and Play?

Make a ‘Friendship Tree’ by hanging objects /pictures of objects
from different cultures on the branches of a tree.
Encourage the children to identify each object and match it to
the children from that culture in the classroom.

Variations:
Create friendship bracelets
Sing a song on friendship
Celebrate "Friendship Day"

12
 ACTIVITY 13
Name of the Activity: I can do

Objectives:
To develop fine motor skills
To build confidence and self-esteem

Material Required:
Flash cards with pictures or drawings
of tasks, e.g., running, sitting, flying,
etc.

How to Organise and Play?

Make ‘I can do’ cards with pictures or drawings of tasks that
majority of the children can do.
As the teacher holds the cards up, the children do the act or
pretend to do it.

Variations:
Create more such cards depending on the children’s needs
and abilities.
Involve children in making such cards.

13
 ACTIVITY 14
Name of the Activity: Name a Food

Objectives:
To enhance gross motor skills
To develop categorisation skills
To help children relate foods and food category

Material Required:
Ball, (create a D-I-Y paper ball)

How to Organise and Play?

Toss a ball to a child.
Name a food category such as, fruits, snacks, junk foods,
vegetables, etc.
The child who catches the ball has to give an example for
that particular food category.
The child tosses the ball back to the teacher and the game
continues.

14
 ACTIVITY 15
Name of the Activity: Feeling Fit

Objectives:
To develop gross motor skills
To enhance speaking skills
To develop new vocabulary

Material Required:
Command cards for different
activities

How to Organise and Play?

Make the children stand in a circle and perform the actions as
they recite the poem.
You can’t feel fit,
If you just sit.
Skip and jump and run!
Play some ball,
And stretch up tall.
Exercise is fun.
What do we need to grow on? And
What do we need to go on?
Exercise from head to feet,
Dance to every musical beat
Is what we need,
To grow and go on.

Variations:
Let the children do stretching exercises and child yoga.

15
 ACTIVITY 16
Name of the Activity: Call your Friend

Objectives:
To develop gross motor skills
To help children in identifying and naming friends
To enhance attention span

How to Organise and Play?

Make all the children sit in a circle.
Ask one child to start the game by pointing to a vacant place
next to her/him and saying, “There is a place next to me, I am
calling Reena. Please come here”. The child called Reena comes
and sits next to her/him.
The child next to whom Reena was previously sitting would
continue the game in the same manner pointing to the
place/seat vacated by Reena.

16
 ACTIVITY 17
Name of the Activity: Greeting each Other (Namaste ji)

Objectives:
To develop social skills
To help children learn good manners and learn
to greet each other
To sharpen observation power

How to Organise and Play?

Make all the children sit in a circle.
When the teacher claps, two children get up and start running
around the circle in opposite directions.
When they meet, they fold their hands and greet each other
by saying, “Namasteji,* how are you?” Then they run back to
their places. The child who reaches her/his place first wins.
Then two other children sitting next to the previous pair
start running and thus the game continues till all the children
have had their turn in pairs.

*Note: 'Namaste ji' can be substituted by the local greeting

"Good Morning".

17
 ACTIVITY 18
Name of the Activity: Getting to Know Each Other

Objectives:
To develop social skills
To help children know each other by name
To develop team spirit

How to Organise and Play?

Ask the children to choose partners and form pairs.
Ask each pair to find out their partner’s name, the names by
which they are known at home, the names by which they would
like to be known as in the class and anything else of interest.
Ask each pair to introduce their partner to the whole class.

18
 ACTIVITY 19
Name of the Activity: Who has the ‘Ring’?

Objectives:
To develop gross motor skills
To enhance concentration and alertness
To develop thinking skills

Material Required: A ring, dhapli

(tambourine)

How to Organise and Play?

Make the children stand in a line.
Ask one child to step out and stand with her/his back to the
group.
The children standing in the line start passing around a ring as
the teacher plays the ‘tambourine’ or claps.
When the teacher stops playing the tambourine or clapping,
the children stop passing the ring and put their hands behind
their backs, including the child with the ring.
The child with his back to the group is asked to turn around
and guess who has the ring.
She/he is allowed three guesses. If the child is not able to
guess, the teacher can give clues to help the child guess the
name.

19
 ACTIVITY 20
Name of the Activity: Keeping the Beat

Objectives:
To develop spatial sense
To develop gross motor skills
To help the children extend their power of imagination
To sharpen listening skills

Material Required:
A steel bowl, a plastic bottle
filled with rice

How to Organise and Play?

Make one child act as a musician; the others are dancers.
The musician plays a homemade instrument e.g. a steel mixing
bowl as a drum, or a closed plastic bottle filled with rice like
a maraca.
The others dance to whatever beat the musician establishes,
changing the pace as the music slows down or speeds up.
The children can change places so that everyone gets a chance
to be the musician.

20
 ACTIVITY 21
Name of the Activity: Traditional Singing Games

Objectives:
To develop gross motor skills
To enhance speaking skills
To develop a sense of rhythm
To help children learn about parts of the body

How to Organise and Play?

Sing the following song and let the children join in.
As they sing, let the children touch the part of their body
mentioned in the lyrics-
Head, shoulders, knees, and toes,
Knees and toes,
Head, shoulders, knees, and toes,
Knees and toes and –
Eyes and ears,
And mouth and nose,
Head, shoulders, knees, and toes,
Knees and toes.

Variations:
A new verse can be created by including other body parts, for
example, changing knees and toes to heels and nose, or head and
shoulders to neck and waist.
To make the children enjoy more, speed up the song.

21
 ACTIVITY 22
Name of the Activity: "Simon Says"

Objectives:
To develop gross and fine motor skills
To help children learn about numbers and letters
To enable children to follow instructions
To enhance attention span

Material Required: A coloured

chalk

How to Organise and Play?

Draw large shapes, letters of the alphabet, numbers etc. on
the floor using a coloured chalk.
Give instructions such as, “Simon says, stand on the yellow
square,” or “Simon says, sit on number 5", and let the children
follow the instructions.
For more advanced children, try multi-step instructions like,
“Simon says run to number 5, then hop over number 6.
This is a fun way to work on matching and identification of
numbers, letters, etc. Instead of always saying Simon, replace it
with a child’s name.

Variations: Cutouts of letters/numbers may also be used.

22
 ACTIVITY 23
Name of the Activity: Touch Game

Objectives:
To develop and enhance the sense of touch
To develop gross motor skills
To sharpen listening skills
To enhance children's attention span
To help children follow instructions

How to Organise and Play?

Give directions, saying: “Touch a tree,” “Touch something blue,”
“Touch something high,” etc.
The children run to find and touch the object mentioned.

Variations:
Place cutouts of numbers on the floor/ draw shapes on the
floor/ display upper and lower case letters and give instructions
accordingly.

23
 SOME MORE ACTIVITIES AND IDEAS

Make the children tear old newspapers into strips and then crumple these to form
balls of different sizes. They can play with these balls.

Encourage the children to water indoor and outdoor plants, using a plant sprayer.

The children can be asked to use an eye dropper to add water for colour mixing or to
make artistic designs on paper.

Let the children make pictures from fabric pieces to form a Fabric Picture Collage.
Encourage them to use and paste bits of yarn, ribbon, wool, fabric strips to create
their own pictures.

Ask the children to make shapes with sticks (use toothpicks and ice-cream sticks). The
children can also trace along the sticks.

Organise activities that involve picking up objects using large tweezers/tongs, as this
will help develop their motor skills.

Lacing and sewing activities enhance fine motor skills. Encourage children to try
different ways to lace around the edges.

Make the children roll small balls out of tissue paper and then glue these balls onto a
chart paper / scrapbook to form pictures or designs.

24
 SOME MORE ACTIVITIES AND IDEAS

Children can create DIY hand/stick/finger puppets and manipulate these. They can play
with them or use them to tell stories.

Organise for the children to do ‘Connect the dots’ worksheets. Make sure the child
connects the dots from left to right and from top to bottom.

Draw half of a simple picture and let the child draw the other half. Half-to-Whole-
drawings develop creative and observation skills in the child. Use pictures with which
the child is familiar.

Children can create their own pattern or repeat patterns stringing different colour
beads. You can also cut straws or use natural materials like leaves for stringing.

Let the children create shapes and patterns with rubber bands on geo-boards.

Provide for imaginative play such as role-play, drawing/painting, dance, constructions,

language games, etc.

Read storybooks to the children and discuss about their feelings. Alternatively, play a
game asking children to label emotions in the pictures. Ensure that every child gets a
chance to talk and express her/his thoughts.

Help children to make friends. Ask the children to create rules for the playground
while you write them down. At the same time, encourage the children to negotiate
differences in opinions and resolve conflicts amicably.

25
 SOME MORE ACTIVITIES AND IDEAS

Plan small group activities and also pair children to work on a task. Shared tasks
build team spirit and other qualities in children.

Provide an area for dramatics and dolls play. A play area for dramatics will
help children develop social skills and playing with dolls can be a great stress
buster activity.

Organise for the children to play cooperative musical chairs. This game is played
like musical chairs but the rules are quite different. When the music stops
everyone must be seated on a chair or on someone's lap. This will help children
develop skills of co-operation rather than that of competition.

Make 'classroom and family rules' and involve the children in the process of framing the
rules. Talk about the need for rules, while on the road, in the classroom, at home and
on the playground.

While telling a story for example, ‘The Three Pigs’, discuss how the third pig worked hard and
had a sense of responsibility. More such stories, with morals and messages can be told for
children to imbibe values. The Panchatantra is a good source of such stories. Make story telling a
daily activity.

Think, collect traditional Indian toys, outdoor and indoor games and use them with the
children not only to have fun but also for the learning of concepts, values and
traditions. Let the children know that India has been a storehouse of games and toys.
It will help connect the children to our culture and heritage.

26
DEVELOPMENTAL
GOAL 2

CHILDREN
Become
effective
communicators
 ACTIVITY 1
Name of the Activity: Who is at the Door?

Objectives:
To develop listening skills
To enhance speaking skills
To enhance thinking skills
To develop leadership qualities

How to Play and Organise?

Make all the children sit in a semi-circle.
Ask one child to be the leader and make her/him stand with
her/his back to the children.
Select one child who will get up and tap a stick on the floor.
The leader asks, “Who is at the door”. The child who tapped on
the floor says, “It's me, please open the door”.
The leader then has to guess who the visitor is by recognising
the voice. If she/he fails to make a correct guess in three
chances the visitor becomes the leader.

Variations:
Instead of guessing the name of the child, ask the children to
guess the names of: land, water or air transport
wild, domestic, water and farm animals
fruits, vegetables, flowers, etc.
as per the topic or the concept being taught.

27
 ACTIVITY 2
Name of the Activity: Rhyming Words

Objectives:
To develop phonological awareness
To develop and extend vocabulary
To help children learn to wait for their turn

How to Organise and Play?

Make all the children sit in a circle.
Start by asking a child to say any word, e.g., ‘play’.
The child sitting next to her/him has to say a word which
rhymes with that word for, e.g., ‘clay’ and so on.
Note: Initially the children may be allowed to use any word but
gradually, they should be encouraged to use meaningful words.

Variation:
The children can sit in a circle and roll a ball. The child that gets
the ball has to say the rhyming word.

28
 ACTIVITY 3
Name of the Activity: Odd One Out

Objectives:
To promote conversation and speaking skills
To develop observation skills
To develop auditory discrimination skills
To develop classification skills

How to Organise and Play?

This is a verbal classification activity used to develop critical
listening skills.
Make all the children sit in a semi-circle.
Call out 3 to 4 words of which one belongs to a different
category.
Ask the children to choose the odd one out, for example
‘tiger’, ‘dog’, ‘apple’, ‘cat'.

Variations:
Other criteria, such as, words beginning with a particular letter of
the alphabet, rhyming words, etc. may also be used, for example:
“star,” “socks,” “stop", "sign” and “ball.”
The odd one out is “ball,” which begins with the letter “b.”
(The rule being that word must begin with the letter “s.”)

29
 ACTIVITY 4
Name of the Activity: "Shivaji Says"

Objectives:
To develop listening skills
To enhance the ability to concentrate
To improve attention span

How to Organise and Play?

Make all the children stand in a semi-circle.
Give clear instructions which the children should follow only if
the words,“Shivaji says ...” are said before the instructions.
For example, when “Shivaji says touch your hair” is said , the
children should touch their hair. Whenever the words, "Shivaji
says" are omitted, the children are not supposed to carry out
that action and if they do, they are considered ‘out’.

Variations:·
The children can stand in a circle and the teacher can say
"in/out". She may repeat "in" or "out" twice and the children
who do not follow will be out.
Similarly, the game sit/stand can be played in the classroom.

30
 ACTIVITY 5
Name of the Activity: Find the Picture

Objectives:
To develop observation skills
To develop visual discrimination skills
To develop listening skills
To create interest in books
To develop print awareness

Material Required:
Picture books/storybooks of
children’s level

How to Organise and Play?

Make the children sit in pairs facing each other. Ask one row
of children to look at the books and choose a picture each.
Ask each child of this row to describe the picture she/he has
selected to the child sitting opposite her/him.
The book must then be shut and handed over to the child in
the opposite row who was listening to the description.
Each child in the opposite row must identify the picture that
fits the description.
Each row can take turns in identifying the picture from the
book.

31
 ACTIVITY 6
Name of the Activity: Identifying sounds

Objectives:
To develop listening skills
To help children identify and recognise familiar
sounds
·To explore and experiment with sounds
To enable children to describe sounds using:
language, movement symbols (pictures, drawings,
notation)

Material Required:
Device to record sounds

How to Organise and Play?

Record household sounds e.g. tap running, water boiling, clock
alarm, music playing, etc.
Let the children listen to the sound and identify them.
Let them talk about each sound.

Variations:
Let the children themselves record the sounds and share
these with their friends.
Let the children talk about sounds for example, the loudest,
the softest and so on.

32
 ACTIVITY 7
Name of the Activity: Show and Tell

Objectives:
To develop and enhance speaking skills
To enhance imagination
To develop and learn new vocabulary

Material Required:
Various objects like leaves, balls, toys
or suitable objects found in the
environment

How to Organise and Play?

Make all the children sit in a semi-circle.
The child carrying out the activity should stand facing the other
children.
Ask her/him to select any object from the environment e.g. a
leaf, stone, flower, twig, etc. and talk about it. Provide turns to
each child.
The children can also be asked to bring any object of their choice
from home and talk about it.

33
 ACTIVITY 8
Name of the Activity: Picture Reading

Objectives:
To build new vocabulary
To develop visual discrimination skill
To boost reading motivation
To develop interest in reading
To improve comprehension skills

Material Required:
Picture charts /posters/books on
different themes

How to Organise and Play?

Make all the children sit in a semi-circle.
You can sit at a slightly higher level facing the children and
hold a picture chart/poster/picture book.
All the children should be able to see the picture.
Ask children questions related to the picture, for example,
"What is this? What is it used for? Where is she/he going"?

Variations:
Reading books and magazines on different themes/topics
Exploring a variety of reading materials in the reading
area/writing area/library.

34
 ACTIVITY 9
Name of the Activity: Complete the Sentences

Objectives:
To develop language skills
To develop new vocabulary
To develop comprehension skills
To learn to speak structured sentences

How to Organise and Play?

Make all the children sit in a semi-circle.
Begin the activity by starting a sentence, for example, “I went
to ...” Each child then has to complete this sentence, for
example, “I went to school” or “I went to the market.”

Variations:·
Children should be asked:
- Complete sentences with pictures as clues
- Complete sentences with words as clues
- Create sentences with word cutouts

35
 ACTIVITY 10
Name of the Activity: Story Making

Objectives:
To help the children to develop and extend their
power of imagination
To enhance communication skills
To develop new vocabulary
To develop concentration skills

How to Organise and Play?

Make all the children sit in a semi-circle.
Initiate a story by giving the starting sentence, for example,
“Once there was a parrot and a rat”.
Each child should be given a chance to add something more to
the story for example, “They both were good friends....."
The children may give varied responses like, “They lived in a
jungle” or “Once the parrot was caught by a hunter,” etc.
Every child’s response will help to extend the story further.
You may have to guide them from time to time.

36
 ACTIVITY 11
Name of the Activity: Solve the Riddles

Objectives:
To develop problem solving skills
To enhance critical thinking skills

How to Organise and Play?

Make all the children sit in a semi-circle.
Initiate the activity by asking a riddle. For example: “The colour
of my body is green, my beak is red, I say ‘tai-tai’ tell me who i
am ?”
If the children are unable to answer, give clues.
The children can also be encouraged to make up their own
riddles and ask everyone.
Each child should get a chance. Help whenever necessary.

37
 ACTIVITY 12
Name of the Activity: Guess What I Saw

Objectives:
To develop observation skills
To enhance creativity
To develop and build new vocabulary

How to Organise and Play?

Ask one child to stand near the window or at the door and ask
her/him to select anything she/he sees around, e.g,. a bird, a dog,
a tree, a swing, a car, etc.
Call the child back and ask her/him to give clues so that the
class can guess what she/he saw.
For example, she/he can say, “I saw something green in colour.”
The children in the classroom have to guess what it was. They
may pose questions like, "Is it tall ?, Can it move?, Is it small?"
and so on.
The child answers in "Yes/No" and the game continues.

Variations:
Guess what I saw? (This could be based on different themes and
objects).

38
 ACTIVITY 13
Name of the Activity: Listen to Instructions

Objectives:
To develop comprehension of language, especially
concepts and vocabulary
To improve attention span and concentration skills
To develop memory skills

How to Organise and Play ?

Divide the children into two groups - the Listeners and the
Speakers.
Let the Speakers give instructions for the Listeners to
follow. The Listeners can ask questions to clarify. For
example:
Speaker: Go to the door.
Listener: Which door?
Speaker: The back door.
Listener: Now what?
Speaker: Turn right and go straight.
Listener: How far do I have to go straight?
Speaker: Till you find a tall pole.
Provide all the Speakers the chance to speak. In the next round,
the Listeners can become Speakers and the game continues.

Variations:
Play the "Simon says" game
Children play "Treasure Hunt" as per the instructions
Children can be asked to colour using the numbers given in the
picture.

39
 ACTIVITY 14
Name of the Activity: Talking Time

Objectives:
To develop communication skills
To enhance vocabulary
To develop confidence

Material Required:
Objects, pictures, puppets, play
telephones

How to Organise and Play ?

A bag of objects can be used for discussion.
Simple question-answer games can be played.
Children can talk about pictures/objects, about themselves, their
interests, experience at school and at home.
Play telephones, Puppets, Dramatic play, Interview between
children can also be used to encourage children to talk.

40
 ACTIVITY 15
Name of the Activity: Odd One Out

Objectives:
To promote discussion and observation
To develop a wider perspective leading to deeper
learning
To develop classification and listening skills

Material Required:
Card-board, sketch pens, scissors,
etc.

How to Organise and Play?

Cut 3-4 cardboard strips of 9”x3”.
Draw 3-4 pictures on each strip, out of which, three should be
identical and one different.
Make the children sit in a semi-circle. Call them one by one and
ask them to spot the picture that is different.

Variations:
Spot the difference in the two given pictures.
Children can be encouraged to draw 3 similar pictures and one
different and ask their peers to identify the odd one out.

41
 ACTIVITY 16
Name of the Activity: Find the Similar Card

Objectives:
To improve concentration skills
To train visual memory
To increase short-term memory
To develop the ability to pay attention to detail
To improve the ability to find similarities and
differences in objects
To develop the ability to classify objects that are
grouped by similar traits/characteristics
To improve vocabulary

Material Required:
Cardboard, sketch pens, scissors, etc.

How to Organise and Play?

Cut a cardboard strip of 9”x8” in size.
Also cut a card of 3”x3” in size.
Draw four different designs on the 9" x 8" strip, e.g., a circle, a
star, a square and a triangle.
Draw any of these designs on the separate card of 3”x3” e.g. a
star.
Similarly, prepare 4 to 5 strips of different designs and make
separate cards matching each strip.
Make the children sit in a semi-circle. Call the children one by
one and let them find the picture matching the card in the strip.

42
 ACTIVITY 17
Name of the Activity: Antakshari

Objectives:
To develop vocabulary
To enhance attention span
To enhance memory skills

How to Organise and Play?

Make the children sit in a semi-circle.
One child can start the activity by saying a word. The next
child has to say another word starting with the beginning or end
sound of the previous word and so on e.g., If the first child says
‘bat’ the next child has to say a word starting with the sound
‘b’ or ‘t’ as the case may be.

Variations:
Instead of a word, rhyming words or names of children or
fruits/vegetables etc can also be used.

43
 ACTIVITY 18
Name of the Activity: See and Tell

Objectives:
To develop sense of sight
To develop the use of descriptive words
To develop vocabulary

How to Organise and Play?

Make the children sit in a semi-circle.
Ask them to observe various things in their surroundings and
name them one by one.
Once they have named the objects, give them a specific beginning
sound, e.g., ‘l’ or ‘m’ and ask them to tell the names of objects
starting with that sound.

Variations:
Show objects and encourage children to talk about them.

44
 ACTIVITY 19
Name of the Activity: Run and Bring

Objectives:
To develop concentration skills
To increase vocabulary
To develop gross and fine motor skills

Material Required:
Leaves, twigs, flowers, pebble, etc.

How to Organise and Play?

Divide the children into two groups.
Draw a circle on the ground.
Let the two groups stand in rows at equal distance from the
circle.
Put all the objects collected (leaves, flowers, pebbles, twigs)
inside the circle.
Stand between the two groups and call out the name of an
object inside the circle. One child from each group comes
towards the circle and begins encircling the objects placed in
the circle.
They have to grab the required object and run back to their
group without letting the other child touch them.
The child who grabs the object and runs back without being
caught, scores a point for her/his team.

45
 ACTIVITY 20
Name of the Activity: Identify the Voice

Objectives:
To develop and enhance listening skills
To develop confidence and alertness
To develop concentration skills

How to Organise and Play?

Make the children sit/stand in a circle.
Ask each child to speak briefly about anything and everyone in
the circle listens to her/him.
Ask one child as ‘denner’ to go out of the room. Ask the
remaining children to select a ‘speaker’.
Let the child (denner) return to the room and stand with
her/his back to the group of children.
Now the 'speaker' says something. The 'denner' has to guess the
name of the classmate from the voice.

46
 SOME MORE ACTIVITIES AND IDEAS

Rhyme Time is a time for both fun and learning. Start with a familiar one-syllable word
- "go," "red," and "cat" are good ones. Now see how many rhyming words the children
can come up with based on one of these, perhaps with a little help from you. Show
them how to make a sentence, or a poem or a story, using as many rhyming words as
you can. Then encourage the children to choose rhyming words and put them in their own
sentences, poems, or stories. You need not be a purist about what rhymes here or what
makes sense. The objective is to pass the time as pleasantly as possible and have fun.

Dumb Charades is a game children will really enjoy. Tell your children you are going to
pretend to do something and then demonstrate a simple action that they will recognise, such
as ‘flipping chapattis’. Encourage them to guess what you are doing, and shake your head to
indicate "yes" or "no".The child, who guesses correctly, gets the chance to act out a charade
while the others guess.

Round Robin is a funfilled activity. Tell a story to which everyone contributes. Start with a
simple sentence, such as, "Once upon a time in a thick jungle there lived a big gorilla named...."
Let the next child say something about the gorilla, and continue it further. Everyone should
get a chance to add and weave details into the story and bring it to a more or less logical
conclusion. Play the 'Chinese whispers' game too.

Have children draw pictures representing specific experiences and then discuss the
pictures. Instead of drawing the pictures, they may also be asked to think of the
experience and then relate it to the group. For example, they might be asked to share
the most embarrassing, saddest, funniest, frightening, or the most exciting experience
they have ever had.

As stories or poems are read or told, words or phrases can be left out, and
the children can guess what the missing words or phrases could be.

47
 SOME MORE ACTIVITIES AND IDEAS

A group of rhyming words can be shared (for younger children, three words are enough)
including one word that does not rhyme. The children listen and identify which word does
not rhyme.

Use toy animals and let the children follow spatial instructions such as, “Put the monkeys on
the blocks, put the ducks in the pond, put the dog behind the door”.

Let the children listen to stories and create their own stories. Write them down and read
them back to the children. This activity promotes language and literacy development as
well as creativity. Story Telling sessions are very popular with children. Storybooks with
repetitive text are highly recommended for pre-schoolers. Also encourage children to tell
their own stories. Reading aloud to children on a regular basis is very beneficial to them.
By listening to the printed word, children can develop a feel for the patterns, the flow,
and the nature of written language. Children learn the left to right and top to bottom
sequence while looking at books. They also learn that pictures provide context clues and
build a sight vocabulary, among other things. Focus the child's attention on books by
pointing to words and pictures as you read.

Play “Story chain” with the children. Everyone in the classroom will enjoy this. Ask one
child to begin a story e.g. "Once upon a time, there was a little girl who lived in a
forest. One day...", and then let another child contribute the next sentence, and so on.
Because each child has to listen to what came before, in order to advance the story,
this game enhances listening skills. The children can also act out a story that uses
positional words.

Encourage children to give an explanation about events taking place around them. While
describing events they learn to speak confidently, and it also enhances their vocabulary
and comprehension skills. Ask the children questions like, “Who is she/he? What is that
for? When did it happen? Why did they run away? How do you know the story is true or
not?”

48
 SOME MORE ACTIVITIES AND IDEAS

Circle Time can be used for a show and tell activity. This activity is a brief talk by a
child, describing a favourite object/toy which the child can bring from her/his home or
an object collected during nature walk / picked up from the classroom.

Encourage children to do picture reading. Collect five or six interesting pictures related to a
theme. Show the pictures to them and continue the discussion as long as the children are
interested. Questions like, "What do you see in the picture? What do you think is happening?
What would happen if?" and so on can be posed. Open-ended questions such as these, will
develop logical thinking and reasoning skills.

Provide opportunities for reading, writing and oral communication throughout the day
through various activities.

You can help to develop print awareness which is the ability to recognise print and
understand that it carries meaning. This is a necessary pre-reading skill.

Preschool classrooms should provide a print-rich environment with plenty of books and
written words. For example, label various objects in the room such as, "door", "window" and
"cupboard". Make letter magnets, foam letters, and letter blocks available in the language
area. Let the children do alphabet activities. Provide children with print rich material that
promotes identification of the letters of the alphabet including name cards with picture and
name alphabet, alphabet blocks, ABC books, etc.

Use everyday experiences where children can visually compare letter shapes and sound
similarities of words and letters, for example, using alphabet sorting boxes, alphabet
books and puzzles, etc.

49
 SOME MORE ACTIVITIES AND IDEAS

Make reading and writing a part of the daily routine of the classroom. Write in front of
the children, let them see how you write, what you write. All the activity areas and all
the themes should offer opportunities for children to engage in oral communication and to
read and write.

Create Phonological awareness in the children. Read rhyming books, and sing songs and finger
plays containing rhyme. For example, one child will say, ‘ball', the next child will say ‘tall’,
the third child will say - 'fall'. Do activities involving sound matching i.e., deciding which of
several words begins with a specific sound' and so on. Children enjoy playing with rhyme, which
is important for the development of phonological awareness in pre-schoolers. Provide activities
that increase children's awareness of the sounds of the language. Play games such as:

• Think of rhyming words

• Think of words beginning with the same sound as one’s own name
• Fill in rhyming words of a poem

Children can learn letter names and sounds through sound discrimination.

Encourage the children to say the initial sound they hear in their own name, such as,
“Rakshit,” “Ishika.”.
Play the game, “I spy with my little eye”. Call aloud the name of a child that begins with
d/Dd/ as in “doll”. Show the 'Dd' card so that the children begin to connect the letter
symbol with the sound.
Let the children use finger-prints to colour in letter outlines or letter templates/stencils.
Children can trace letters on sand or inside the letter stencil and glue seeds inside
letters drawn on a paper.
Make the children sing alphabet songs based on letter sounds.
Provide the children attractive alphabet books to explore and interact with.

50
 SOME MORE ACTIVITIES AND IDEAS

Ask the child to put things in a Sequence. You can cut pictures from magazines/
newspapers/old children’s books or draw them. They should be familiar objects and
situations. Collect a series of pictures that tell a story and put them in the correct order.
Ask a child to tell the story. Mix the sequence and ask the child to correct it and retell
the story.

Use name cards during transition activities. Make a separate set of name cards and keep them
in a colourful paper bag. Select a card (without showing it to children) and slowly reveal one
letter at a time, naming each letter as it becomes visible to the children. One by one ask the
children to choose an activity area/ game when they recognise their names. Help them
wherever necessary.

Give your children access to writing and art materials, and give them daily
opportunities to attempt writing and drawing.

Involve the parents and the family.

51
 DEVELOPMENTAL
GOAL 3

CHILDREN
Become
involved
learners and
connect with
their immediate
environment
 ACTIVITY 1
Name of the Activity: Sorting Cards

Objectives:
To understand similarities and differences
To determine if an object has more or less of an
attribute
To develop thinking and problem-solving skills

Material Required:
Pictures of food articles with different
tastes, cardboard, glue.
How to Organise and Play?
Cut cardboard pieces of 4”x 4”.
Paste pictures of food articles with different tastes on the
cardboard pieces.
Make children sit in a semi-circle.
Call the children one by one and place different picture cards
in front of them.
Ask them to classify these as salty, sweet, sour or bitter.

Variations:
Children can also be asked to:
Put away cutlery.
Sort clothes to be washed as per size or colour.
Sort groceries according to where they go.
Put away toys.
Sort mixed veggies.
Sort pictures to be placed in a photo album (by event or
topic).
Sort crayons by colour or length.

52
 ACTIVITY 2
Name of the Activity: Aha and Chi-Chi

Objectives:
To develop the sense of smell
To help children learn to wait for their turn
To develop attention and concentration skills

How to Organise and Play?

Make the children sit in a semi-circle.
Call out the name of any object. If that object has a pleasant
smell the children will say ‘aha’, but if it has an unpleasant
smell, the children will say, ‘chi-chi’, for example, if you say
‘rose’ then the children will say ‘aha’, if you say rotten egg,
the children will say ‘chi-chi’.

Variation:
Make bottles for children to identify objects/substances by
smell only.

53
 ACTIVITY 3
Name of the Activity: Run to Colours (Identification)

Objectives:
To develop colour recognition skills
To develop gross motor skills

Material Required:
Red, green, yellow, blue coloured
pieces of paper

How to Organise and Play?

Keep a piece of differently coloured paper in the four corners
of the room.
Ask the children to stand in a circle and keep moving to the
clapping of hands/beat of the dhapli.
While clapping or playing the dhapli, call out the name of any
colour.
The children have to run to that corner of the room where
that particular coloured paper is placed.

Variation:
Mixing of colours to find out the resulting colour.

54
 ACTIVITY 4
Name of the Activity: Find the Similar One (Matching)

Objectives:
To develop the skills to understand and compare
To develop visual skills
To develop observation skills

How to Organise and Play?

Make the children stand in a circle. You can stand in the
centre of the circle.
Call one child to the centre and by pointing to the clothes the
child is wearing, ask the other children, ‘Who else is wearing
similar kind of clothes?’ (indicating but not using the word
‘colour’).

55
 ACTIVITY 5
Name of the Activity: What is Common? (Naming and
Classification)

Objectives:
To develop observation skills
To develop knowledge of colours
To help children understand the difference
between various objects/colours

How to Organise and Play?

Make the children sit in a circle.
Select any one colour and bring all the children wearing that
colour to the centre without saying anything.
Ask the children in the circle to observe and tell why you
have put these children together.
The children should be encouraged to name the colour.

Variation:
The children can be asked to stand in a line outdoors and you can
ask the children to fetch something which is green in colour. The
children run and fetch whatever they can find in green colour
e.g. leaves, grass etc and so on. Repeat with other colours.

56
 ACTIVITY 6
Name of the Activity: Find the Similar One (Matching)

Objectives:
To develop visual skills
To develop observation skills

Material Required:
Objects of different shapes e.g.
a bangle, a book, etc.

How to Organise and Play?

Make the children sit in a semi-circle.
Start the activity by showing a bangle and moving your finger
around it and asking, “Which other objects in the room are of
a similar kind” (indicating but not using the word ‘shape’).

Variations:
Other objects of different shapes may be used and the children
may be asked to identify objects of similar shapes.

57
 ACTIVITY 7
Name of the Activity: Shape Race (Identification)

Objectives:
To develop listening skills
To develop gross motor skills
To help children recognise and name different shapes
To enable children to identify shapes seen in their
classroom and surroundings

How to Organise and Play?

Draw a large circle, a triangle and a square on the floor/
ground.
Keep some distance in between these shapes.
Make the children stand some distance away from these
shapes.
You can call out the name of any shape and the children have
to run to that shape and stand within the outline.
If they stand outside the outline they are considered ‘out’.

Variations:
Keep objects of different shapes at one end of the
playground.
Make the children stand at the other end in small groups.
When the name of any shape is called out, the children have to
run to the other end and get an object of the shape called
out.

58
 ACTIVITY 8
Name of the Activity: Be Quick (Identification &
Classification)

Objectives:
To develop identification and classification skills
To develop listening skills
To develop an understanding of rhythm
To enable children to identify objects related to
different shapes

How to Organise and Play?

Make the children sit in a circle.
Ask the children to clap their hands twice and click their fingers
till they get into a rhythm.
At the clicking of fingers, the children have to tell the names of
the objects with specified shape. For example you start with, "Be
quick, tell me the names of ‘round’ things" and the children name
round objects.
The children who fail to name objects at the clicking of fingers
have to start again.

59
 ACTIVITY 9
Name of the Activity: Seriation with Leaves

Objectives:
To understand the concept of 'biggest' and 'smallest'
To develop an understanding of seriation
To develop new vocabulary
To develop listening skills

Material Required:
Some leaves of the same kind
but of different sizes

How to Organise and Play?

Make the children sit in a semi-circle.
Call each child one by one and place 5-6 leaves of the same
kind but of different sizes in front of the child.
Ask the child to sort the leaves and show you the biggest and
the smallest leaf.
Then give the child 3 leaves and ask her/him to seriate them in
order, i.e., biggest to smallest.
When the child is able to seriate 3 leaves, gradually increase
the number of leaves.

Variations:
Seriation can be done with various objects of different
attributes. Flash cards can also be used.
This activity may also be done using seriation cards on stories.

60
 ACTIVITY 10
Name of the Activity: Big and Small

Objectives:
To develop an understanding of the concept of big
and small
To develop vocabulary related to size
To develop listening skills

How to Organise and Play ?

Make the children stand in a circle holding hands. You should also
join the circle.
Give instructions to the children according to which they have to
increase or decrease the size of the circle. For example when you
say “form a small circle”, children will move inwards and when
you say “form a big circle”, the children spread out.

Variations:
Divide the children into two groups. Each group can stand inside a
circle. Various big and small objects, like a big ball, a small ball,
or cones can be kept in another circle, at equal distance from the
circles in which the children are standing.
When the teacher calls out ‘big ball,’ one child from each group
runs to get the big ball. Whichever group gets the maximum
number of correct objects wins.

61
 ACTIVITY 11
Name of the Activity: Seriation Cards

Objectives:
To develop an understanding of seriation in three
levels of gradation
To develop new vocabulary
To develop listening skills

Material Required:
Cardboard pieces of 5”x 5” size,
paints, brushes, colours

How to Organise and Play?

Draw an object on all the six cardboard pieces indicating three
levels of gradation of a particular concept for, example, tall,
taller, tallest, short, shorter, and shortest.
Make the children sit in a semi-circle.
Call the children one by one and place 3 cards at a time in
front of them.
Ask them to arrange the cards in order. Gradually add more
cards and ask the children to place these in order.

62
 ACTIVITY 12
Name of the Activity: Boogy-Boogy

Objectives:
To help children understand the concept of left
and right
To develop confidence
To enable children to follow directions
To develop music and movement skills

How to Organise and Play?

Make the children stand in a big circle with enough space between
each child, so that they can do the actions easily. You can sing
along with the children doing actions accordingly.

Put your right hand in,

Put your right hand out,
Put your right hand in,
And shake it all about,
Do the boogy-boogy,
And turn yourself around,
And that’s what it’s all about.
Put your left hand in
(Chorus)
Put your right foot in
(Chorus)
Put your left foot in
(Chorus)

63
 ACTIVITY 12

Variations:
Other action songs which may also be used for this activity are
as follows:
I am a tea-pot
Teddy bear, teddy bear
When you are happy and you know it
The wheels on the bus
Five little monkeys
Ten little ducklings went up the hill
Hop a little, jump a little

64
 ACTIVITY 13
Name of the Activity: Let’s become Seeds

Objectives:
To develop imagination skills
To develop gross motor skills
To enhance vocabulary

How to Organise and Play?

Make the children stand in a circle and do the actions while singing.
Now we are seeds,
So, so small. (Curl up)
Then we are big trees,
see how tall. (Stretch up)
Bend your body,
touch your toes.
Stand up straight and,
lift your nose.
Sideways bending, sideways bending
arms so wide.
Bending low, bending low
from side to side.

65
 ACTIVITY 14
Name of the Activity: One-to-One Correspondence

Objectives:
To develop the ability to match an object to the
corresponding number
To develop the understanding that numbers are
symbols and represent a quantity

Material Required:
A few leaves, pebbles

How to Organise and Play?

Make the children sit in a semi-circle.
Call the children one by one.
Place five leaves in a row in front of the child.
Give her/him some pebbles and ask him to place one pebble on
each leaf.

Variation:
Use a cardboard muffin/egg container. Write a number at the
bottom of each container with a permanent marker. Next, provide
a large variety of different buttons for the children to count
and place in the correct spaces. For example, four buttons would
go into the space with number 4 written at the bottom.

66
 ACTIVITY 15
Name of the Activity: Self-corrective Number Puzzles
Objectives:
To develop mathematical skills
To develop an understanding that when the puzzle
does not fit, it is incorrect
To develop an understanding that numbers have
values

Material Required:
10 cardboard pieces of 10”x10” size,
a calendar for numbers, pictures of
different objects and glue

How to Organise and Play?

Cut a piece of cardboard in the centre so that it looks like a
puzzle. One part of the cardboard piece should have a number
digit and the other part should have same number of objects.
Make 10 such cardboard piece pairs.
Make children sit in a semi-circle.
Shuffle the pieces and spread them in front of a child.
Ask the child to put the puzzle together. As the puzzles are
self-corrective the child will be able to join only those two
cardboard pieces which interlock with each other.

67
 ACTIVITY 16
Name of the Activity: Number Order

Objectives:
To understand that numbers have an order
To develop the ability to count numbers easily

How to Organise and Play?

Make the children sit in a semi-circle.
Let one child start counting from number 1. The child sitting
next to her/him continues with number 2, and the one next to
her/him with number 3 and so on.
The child who has to say the numbers 5/10 says 'fingers on
your lips (be quiet)' and the next child again starts with
number one. If a child forgets to say 'be quiet' she/he is out.

Variation:
Write the numbers 1 to 10 on the floor with a chalk. The children
can jump from number to number as they count forwards and
backwards. They can do different movements like hop on one foot,
hop on both feet, jump between numbers, etc.

68
 ACTIVITY 17
Name of the Activity: Mystery Boxes

Objectives:
To develop the sense of touch
To develop counting skills

Material Required:
Small boxes, different objects to
place inside the boxes

How to Organise and Play?

Take 3-4 boxes.
Place different small objects in each box, e.g. a rubber, a
crayon, a small ball, etc.
Ask the children to feel and count the objects in the given
box.
Begin with only one to three objects. Increase the number as
children develop counting skills.

69
 ACTIVITY 18
Name of the Activity: Number Dominoes

Objectives:
To understand numbers and counting
To understand that numbers have a value
To develop the concept of matching

Material Required:
Number dominos as per the
number of children

How to Organise and Play ?

Ask the children to match a dominoe with a given number of dots
with another of equal number of dots.

70
 ACTIVITY 19
Name of the Activity: Button Counting

Objectives:
To develop number recognition, counting, and one-to-
one correspondence
To develop the ability to follow directions

Material Required:
Large sized buttons of same
shape, size and colour

How to Organise and Play?

Make the children sit in a small group and give a handful of
buttons to them.
Then say, “Move one button, “Move two buttons”, etc. Ask the
children to follow the directions by moving the called out
number of buttons away.

71
 ACTIVITY 20
Name of the Activity: Count with Animals

Objectives:
To develop mathematical skills
To develop the ability to count
To understand that numbers have value
To learn about animals

How to Organise and Play?

Make all the children stand in a semi-circle with enough space
between them. You can sing the song with the children doing
actions accordingly:
Rabbits, rabbits, one, two, three,
will you come, and play with me?
Camels, camels, four, five, six,
why do you have a hump like this?
Monkeys, monkeys, seven eight nine,
will you teach me how to climb?
When I’ve counted up to ten,
the elephant says, now start again.

Variation:
Sing the song:
Ten little ducks went out to play,
Over the hills and far away.
Mother duck said, ‘Quack, quack, quack’,
But only nine little ducks came back.
(Continue till, 'one little duck, no little ducks came back')

72
 ACTIVITY 21
Name of the Activity: Water Game

Objectives:
To enhance gross motor skills
To develop coordination
To develop fine motor skills
To develop scientific temperament
To develop observation skills

Material Required:
A small tub, twigs, pebbles, cotton, leaves,
feathers, etc.

How to Organise and Play?

Keep some objects on a tray.
Make a small group of children sit in a semi circle around a tub
of water (the remaining children may be engaged in some other
activity in the meantime).
Drop objects into the water one at a time and ask the children
to observe which object floats/sinks.
Later the children can do this activity independently.

Variation:
Children can be given a tub of water, dropper and ice tray. They
can use the dropper to pour water into each mould of the ice
tray.

73
 ACTIVITY 22
Name of the Activity: See what Dissolves

Objectives:
To develop the ability to investigate and identify
some solids that dissolve in water
To understand that all solids do not dissolve in
water
To develop scientific temperament
Material Required:
Salt, sugar, mud, pebbles, sand,
petals, 5-6 glasses of water,
spoons, etc.

How to Organise and Play?

Divide the children into two groups.
Make one group to sit in a semi-circle while the other group is
engaged in another activity.
Take 5-6 glasses of water. Mix any one of the above mentioned
materials in the water, for example, add salt and stir it till it
dissolves.
Let the children observe this.
Similarly, add the other materials one by one in separate
glasses of water and see which ones dissolve.
Call the children one by one to name things that dissolve and
those, that do not.

Variation:
Let the children experiment under adult supervision with what
dissolves faster in warm water and what dissolves in cold water.

74
 ACTIVITY 23
Name of the Activity: Candle Experiment

Objectives:
To understand that a candle burns only when there
is a supply of air
To develop a scientific temperament
Material Required:
1 glass, 1 matchbox, 2 candles
How to Organise and Play?
Divide the children into two groups. Make the children of one
group sit close to you. Let the remaining children do some other
creative activity.
You must sit at a slightly higher level.
Light two candles and fix them firmly on a smooth surface in
such a way that the children can see them.
Ask one child to cover one candle with a glass and let the
children observe carefully.
Let the children talk about: what happens when the candle is
covered with the glass; what happens to the other candle?
Through observation and discussion, help children understand
that air is necessary for burning.

Variation:
Place a candle in the middle of a plate or bowl. If the candle can
not stand by itself, use some play dough to help it stand upright.
Mix water with food colouring in a separate container (the food
colouring helps in seeing the rising water better).
Pour the coloured water into the plate (to about 1 cm in depth) and
light the candle.
Cover the candle with a glass (transparent). Watch what happens
to the water when the candle is still burning, and what happens
when the candle extinguishes.
Children can discuss about the sudden rise in water level inside the
glass.
75
 ACTIVITY 24
Name of the Activity: Complete the Sequence

Objectives:
To develop the ability to sort topic-related events or
information in sequential order

Material Required:
Leaves, pebbles, flowers, petals,
match sticks, twigs, etc.

How to Organise and Play?

Make the children sit in small groups of four to five children
each.
Distribute the materials among children and start one pattern
with the materials for each group.
Give the same material to the children and ask them to
complete the sequence.

Variation:
Simple picture cards of the daily routine or a simple story can be
given to the children to sequence.

76
 ACTIVITY 25
Name of the Activity: Sequential Thinking Cards

Objectives:
To develop the ability to place events or
information in a specific order
To develop higher-order thinking skills
To develop the ability to understand and organise
material
To develop problem solving skills

Material Required:
Cardboard, paints, brushes or
pictures of particular activities
from a day’s routine e.g. bathing,
eating, sleeping, brushing, etc.

How to Organise and Play?

Cut 5 pieces of cardboard 6”x6” in size.
Paste the pictures on the cards (if pictures are not available
draw them on the cards).
Make the children sit in a semi-circle and call the children one
by one.
Shuffle the cards and give them to each child. Ask the child
to arrange the cards in the correct sequential order.

77
 ACTIVITY 26
Name of the Activity: Repeat and Add On

Objectives:
To develop the skill of working together
To develop memory skills
To enhance cooperation, communication skills
To develop the ability to follow instructions

How to Organise and Play?

Make the children sit in a circle.
Let one child start the game by saying, “I went to the market
and bought an apple”.
The next child should say, “I went to the market and bought
an apple and a banana”.
The third child will say, “I went to the market and bought an
apple, a banana and a mango.”
The game can continue in a similar manner. Limit it to ten
children only.

Variation:
The same can be done with names of children, animals, means of
transport, etc.

78
 ACTIVITY 27
Name of the Activity: What is Missing?

Objectives:
·To develop observation skills
To enhance memory skills

Material Required:
A leaf, pencil, twig, pebbles,
eraser, comb, sharpener

How to Organise and Play?

Keep the objects in a tray.
Make the children sit in a semi-circle and call the children one
by one.
Keep the tray in front of a child and ask her/him to name
each object.
Then ask the child to close her/his eyes and remove any one
object.
Ask the child to open her/his eyes and name the missing object.

Variations:
The same can be played with picture cards with two pictures
where, in the second picture certain things are missing. Let the
child identify what is missing.

79
 ACTIVITY 28
Name of the Activity: Who is Missing?

Objectives:
·To develop observation skills
To enhance memory skills

How to Organise and Play?

Make five children sit in a row while the remaining children sit
in a semi-circle.
Call one child at a time and ask her/him to name each child in
the row.
Then ask her/him to close her/his eyes.
Ask one child from the row to get up and go out.
Now ask the child to open her/his eyes and name the child who
is missing.

80
 ACTIVITY 29
Name of the Activity: Follow the Leader

Objectives:
·To develop leadership skills
To enhance observation skills

How to Organise and Play?

Make the children sit in a circle and select one child as the
leader.
Send any one child out of the classroom.
The leader performs a certain action, such as clapping and the
rest of the children observe her/him and imitate. When the
leader changes the action the other children follow.
Ask the child who has been sent out to return and guess who
the leader is by observing who changes the action first.

Variation:
The same can be done by changing the seat of a couple of
children and the child who has been sent out should spot the
change.

81
 ACTIVITY 30
Name of the Activity: Relationship Cards

Objectives:
To develop observation skills
To develop memory skills
To develop the ability to match two related cards

Material Required:
A Chart paper/cardboard pieces,
sketch pens, scissors

How to Organise and Play?

Cut cardboard pieces of 4”x4” size.
Draw pictures of certain pairs of objects such as a lock and a
key, a shoe and socks, a matchbox and a candle, etc.
Now cut the card in such a way that it looks like a puzzle.
Make the children sit in a semi-circle.
Shuffle the cards and spread them in front of a child. Ask
the child to put the puzzle together.
As the relationship cards are self-corrective, the child will be
able to match only those two card pieces which interlock with
each other.

Variation:
Instead of self corrective cards, cards with different pictures
that go together can be made and shuffled. The children can pick
up the cards one by one and pair the matching card.

82
 ACTIVITY 31
Name of the Activity: Visual Discrimination Cards

Objectives:
To develop the ability to determine differences and
similarities between objects
To develop observation skills

Material Required:
Cardboard, sketch pens, scissors,
etc.
How to Organise and Play?
Cut cardboard pieces of 9”x3” in size.
Paste three pictures of animals and one picture of a bird on
this strip.
Call the children one by one and show them the strip.
Ask each child to spot the picture that is different.
Ask the child why is it different. (Similarly, visual
discrimination cards for other concepts can also be made).

Variation:
Once the children are thorough with finding the difference in one
attribute, slowly increase the number of attributes in the visual
discrimination cards.

83
 ACTIVITY 32
Name of the Activity: Colour Domino

Objectives:
To develop critical thinking skills
To improve memory retention
To develop understanding of colours
To develop the understanding of waiting for their
turn

Material Required:
28 cardboard pieces 5”x3”, glazed
papers (red, yellow, green, etc.)

How to Organise and Play?

Paste red paper on half side of the card and green on the
other half. Each card should have a different colour on either
side.
Make the children sit in a semi-circle and distribute one card
to each child.
Place one domino (card) in the centre of the circle.
Children having a card with the same colour as that of the
domino will come forward and place their card alongside to
form a pattern.
The remaining children will also come forward and match their
dominoes in the same manner.

Variation:
Dominoes can be played with other attributes like number dots,
objects, animals, etc.

84
 ACTIVITY 33
Name of the Activity: Shape Domino

Objectives:
To develop critical thinking skills.
To improve memory retention
To develops an understanding of shapes
To develop the understanding of waiting for their
turn

Material Required:
28 cardboard pieces 5”x3½” in
size, glazed paper of one colour

How to Organise and Play?

Cut the glazed paper into various shapes. Paste two different
shapes on each cardboard piece.
Distribute one card domino to each child.
Place one domino in the centre of the circle.
The child who has a card with the identical shape as in the
card placed in the centre will come forward and place her/his
card to match the previous one.
One by one the rest of the children will match their cards in
the same manner to form a pattern.

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 ACTIVITY 34
Name of the Activity: Shape Visual Discrimination Cards

Objectives:
To develop the ability to determine differences and
similarities between shapes
To develop observation skills

Material Required:
Glazed paper, cutouts of
different shapes of one colour,
cardboard, scissors, etc.

How to Organise and Play?

Cut the cardboard into strips of size 9”x3”. Paste 4 cutouts
on the strip (of the same colour), of which 3 are of the same
shape and one is different.
Make the children sit in a semi-circle and call one child at a
time.
Ask her/him to spot the shape that is different from the
others.

86
 ACTIVITY 35
Name of the Activity: Solving Puzzles

Objectives:
To develop decision-making skills
To develop problem-solving skills
To sharpen reasoning skills and attention to detail

Material Required:
Chart papers, big pictures of
animals

How to Organise and Play?

On a piece of cardboard, stick a picture of an animal and cut
it into two or more pieces depending on the age of the child. In
case the children are of a younger age group, the puzzle
should have only two parts.
Call the children one by one and give them the two pieces. Ask
each child to join the puzzle pieces to form the whole picture
of an animal.

87
 ACTIVITY 36
Name of the Activity: Self-Corrective Number Puzzles

Objectives:
To develop basic number recognition skills
To develop concentration skills
To develop patience
To provide a sense of achievement

Material Required:
Ten cardboard pieces of 10”x10”
size, a calendar for numbers,
pictures of different objects and
glue

How to Organise and Play?

Cut a piece of cardboard in the centre so that it looks like a
puzzle. One part of the cardboard piece should have the
number digit and the other part should have the same number
of objects.
Shuffle the cards and spread them in front of a child. Ask
the child to put the puzzle together.
As the puzzles are self-corrective the child will be able to
join only those two cardboard pieces, which interlock with
each other.

88
 ACTIVITY 37
Name of the Activity: Pattern Making

Objectives:
To develop problem solving skills
To develop fine motor skills
To extend imagination, develop pattern making and
sequencing skills

Material Required:
Leaves, flowers, pebbles, shells,
twigs, match sticks, etc.

How to Organise and Play?

Keep all the things in a tray or on a newspaper.
Make the children sit in small groups of five to six.
Provide sufficient amount of material to each group and ask
them to create any pattern, with the material given, on the
floor/ground.
Give clear instructions and also demonstrate how to make a
pattern.
Encourage children to be original and creative.

89
 ACTIVITY 38
Name of the Activity: Sorting cards

Objectives:
To develop the ability to identify different
categories of food
To develop classification skills
To develop fine motor skills
To enable children to name various categories of
food

Material Required:
Fruit and vegetable cards

How to Organise and Play?

Place picture cards of different fruits and vegetables in
front of a child.
Let the child sort them into fruit cards and vegetable cards.

90
 ACTIVITY 39
Name of the Activity: Food Riddles

Objectives:
To develop problem solving skills
To develop thinking skills
To develop speaking skills

How to Organise and Play?

Create riddles on foods such as, “ I am a fruit. I am yellow in
colour. I am long and thin. What am I?” (banana).
Let children solve the riddles. Involve children in creating
simple riddles of their own.

91
 ACTIVITY 40
Name of the Activity: Fishing for Food

Objectives:
To develop fine motor skills
To develop the ability to name different food items

Material Required (If any) :

Strings and magnets, food pictures
attached with paper clips

How to Organise and Play?

Make fishing poles out of strings and magnets.
Cut pictures of different food items from magazines and
attach a paper clip to each.
Ask the children to fish for the food and as the food is
‘caught’, they have to name it.

Variation:
This can be done for other concepts as well, e.g. water animals,
means of transport, etc.

92
 SOME MORE ACTIVITIES AND IDEAS

Observe one period of the week as 'Washing Day'. Let the children scrub their
doll clothes and toys using a large plastic container with soapy water. To
complete the washing day, let the children hang the clothes on a string (tied
between trees or chairs), using clothespins, until they are completely dry.

Do the Straw Measuring activity with the children. Cut several drinking straws
into different lengths. Let the children lay the segments on the table, arrange
them according to length and explain which one is the longest and which one is
the shortest.

Ask the children to name the missing item. Keep several items/toys on a table. Let
children look at them for a moment. Ask them to close their eyes or blindfold them
while you put one of them away. Tell them to open their eyes and guess what is
missing. The three-year-olds may find three items challenging enough; the older
children will need a larger number. Memory games like “What is missing?” should be
played with the children and worksheets given to complete the missing parts of
pictures. Pairs of cards can also be mixed up and turned upside down; a child can be
asked to flip the cards and make matches by memory.

Play the game “I spy” with the children. Start off this game by saying, “I spy
with my little eye something…” and name the colour of an object or shape of an
object in view. Ask the child to guess what the object might be.

Choose a category, such as, birds, fish or insects or, for younger children,
simpler categories such as, animals, colours or food and ask the child to give an
example of something that belongs to that category. Depending on the age, the
child may need your help at first to come to terms with the notion that things
can be sorted into “families.”
• Parts and wholes: Ask children to match lids to containers, or put bolts and
washers together.
• Which does not belong and why: Ask children to identify which item does not
belong to the group and why?
• Name a category and encourage the child to think of items that fit into it.

93
 SOME MORE ACTIVITIES AND IDEAS

Play the game “.May I?” Choose a spacious area, either indoor or outdoor, to play this
game. One child as the leader, standing behind the finish line, calls out movements to the
other players who are behind the starting line several yards away. When the leader
commands a player to move, as in, "Raju, take three hops forward," Raju must ask, “May
I?” before he moves. If he fails to ask, he cannot move and his turn is over. But if he
does ask, the child leader may either reply, "Yes, you may," or change her/his command
and give a negative reply, such as, "No, you may take three hops back”.

Do a Sorting plants activity: Put plant pictures on cards and have the children
sort the plants into categories. The categories might include the following:

a. Plants that we eat/plants that we do not eat

b. Fruits/vegetables/trees/leaves/flowers
c. Plants that grow above the ground/plants that grow below the ground
Sorting of leaves can also be done with the children. Children can collect leaves
and make comparisons. Then they can classify those of the same variety and
label them.

Here are some shape related activities.

• Make a Shape Collage with the children by using variously shaped pieces of paper which may be
pasted on a background. Then matching shapes that have been cut smaller than the background
shape are distributed to the children. As the shape is matched, it is pasted on the background.

• A Shape bulletin board can be created. Display various shapes on the bulletin board, with a small
container affixed below each shape. Let children match loose identical shapes with those on the
board and then drop them into the containers.
• Objects of various shapes are put in a trough or similar container. For instance, objects with a
circular shape could include a ball, marble, coin, magnifying glass, and others. These are a part
of sensory exploration.

• Let the children play with Shape Dominoes. Make a set of 28, which involves seven different
shapes, each domino having two identical shapes. When the game is played, matching shapes are
placed in adjacent positions.
• For Shape classification you can cut various shapes (geometric and/or objects) in different
colours and sizes from felt. Let children classify or sort the items according to shape (i.e., all
the squares together, all the rectangles together, etc.).

94
 SOME MORE ACTIVITIES AND IDEAS

Observation activities help the child in a big way. An important cognitive skill expected
to be gained in the early years is the ability to examine objects closely. Take the
children out for a nature walk and encourage them to look at different things in the
environment. Show them nests, leaves, bee hives, ants, pebbles, veins in the centre of
the leaves and so on. Carry small baskets while going out and also a magnifying lens.
Play games based on observation skills such as, “Follow the Leader'.

Classification or Sorting activities require children to organise items or objects

into groups based on a common characteristic such as size, colour, shape, texture
or flavour, and also explain why they are grouping the items as they have.
Encourage children to sort objects such as bottle caps, blocks, environmental
materials etc. into similar categories. When the children are comfortable in
sorting objects based on an obvious characteristic (such as colour), challenge them
to sort a more diverse group of items. Make sorting a part of the daily routine,
e.g.,
• Sorting magnetic and non-magnetic things or
• Sorting buttons / leaves / bottle caps / lids / shapes/ colours/envelopes
and so on.

To enhance patterning skills use blocks, beads and other manipulatives. These help
to build spatial reasoning and patterning skills. For example, threading and
patterning activities using colour, shapes, numbers, letters etc. Other activities
that may be undertaken:
• Follow a pattern or copy patterns
• Complete a pattern.
• Matching by colour dominoes / buttons / leaves / bottle caps, etc.
• "What did I repeat? "Pig, hen, pig, goat". The child will say –“Pig”.

95
 SOME MORE ACTIVITIES AND IDEAS

Sequential thinking can be enhanced through:

• Sequential thinking cards which the children organise according to the logical
sequence of events. Encourage left to right placement of objects or cards.
• Repeating orally a sequence of three numbers between 1 and 10.
• Activities such as: What comes next? Flower, flower, butterfly, flower, flower,
___? The child will say, "Butterfly".
• Seriation activities like, putting things in order (biggest to smallest, tallest to
shortest and so on).

Problem solving activities help pre-schoolers to develop basic problem solving skills and
hand-eye coordination. Children can be asked to complete simple jigsaw puzzles initially
and gradually move on to more difficult ones, for example, starting with a two piece
puzzle to five to six piece puzzles. Puzzles can include traditional jigsaw puzzles that
are made for all ages and ability levels. Inset boards (shapes, animals, transport, birds,
fruits and vegetables) also enhance these skills.
Open ended questions lead to critical thinking and logical reasoning too. Ask your children
'what if" questions such as, “What do you think will happen next?” "What would happen if
it rains and you have no umbrella?” “What will you do if you are locked up in a
classroom?"
• Find the hidden picture is another good activity.
• A maze activity can also be used (You can create a floor maze in the classroom with
chairs.)

Draw a person with head, arms and legs. Ask the children to tell you the names
of the body parts and label them too. You can make children sing songs and
rhymes on body parts.

Collect and sing counting rhymes and songs. Create a number learning areas
where you can keep board games, number lotto games, etc.
Organise for the children to play the “Buzz game”: Children stand in a circle.
The first child begins by saying 'Zero'. The next child says 'One' and so on until
the chosen number is reached and that person says “buzz' and sits down.
Continue until there is only one child left standing.
Touching objects and saying the number (touch and count) is also a good
counting activity

96
Worksheets
 WS
PS-I DG - 1 1

Name:

Colouring Class:

Colour within the outline of the apple.

Can you say the initial sound in the word ' Apple'.
'A' says a/a/a/a/
Say the rhyme given in the box.

Aa

Rhyme Time Note: Children may not be able

Ants and Alligators to colour within the outline.
a/a/a/ (Repeat)
All eatingApples (Repeat) Accept whatever they do.
'A' says /a/a/a/

Teacher's Signature: Date:

97
 WS
PS-I DG - 1 2

Name:

My Five Senses Class:

Identify and name the pictures in the left column and sense organs in the right column.
Match the pictures given in the left box to the correct sense organ in the right box.
Can you name and show more pictures for each of the sense organs?

Teacher's Signature: Date:

98
 WS
PS-I DG - 1 3

Name:

Colour the Toys Class:

Colour within the outline of your favourite toys.

Note: Help the children make their own

choices. Let them select what they want to
play and explore, based on their individual
interests.
The children may not be able to colour
within the outline. Accept whatever they do

Teacher's Signature: Date:

99
 WS
PS-I DG - 2 4

Sounds in the Name:

Environment Class:

Look at the pictures and identify them.

Say their initial sounds.
What sound does each picture make?

Note : Take children for a nature walk

and encourage them to listen to the sounds
in the environment.

Teacher's Signature: Date:

100
 WS
PS-I DG - 2 5
Name:

Picture Reading Class:

Look at the picture carefully.

Talk about it.
Describe the picture in detail.

Note: Give the children a lot of pictures to look at and read. You can ask children questions related
to the picture. Accept a variety of responses.

Teacher's Signature: Date:

101
 WS
PS-I DG - 2 6

Story: The Ginger Name:

Bread Man Class:

Colour the Ginger Bread Man.

Note: Read the story of the "Ginger Bread Man" to the children from a picture book with a few lines written
below each page. Keep asking the children questions in between. Use suitable voice modulation and facial
expressions while telling the story. Keep reading the same book over a few days while showing the pictures.
Encourage the children to tell their version of the story after a few days.

Teacher's Signature: Date:

102
 WS
PS-I DG - 3 7

Name:

Nature Walk Class:

Tick the pictures of the things that you have observed during nature walk.
Recall and draw things in the box given below, the objects you saw or found during
your nature walk.

Teacher's Signature: Date:

103
 WS
PS-I DG - 3 8

One-to-One Name:

Correspondence Class:

Look at the boxes below, identify and name the pictures.

Match the boxes having the same number of pictures in the left and right columns.

Teacher's Signature: Date:

104
 WS
PS-I DG - 3 9
Name:

What is Missing ? Class:

Draw the missing part of each picture.

Note: Show the children pictures of objects, animals, flowers, etc. with a missing part. Then ask them what is
missing in each picture. They can draw the missing part in whatever way they can.

Teacher's Signature: Date:

105
 WS
PS-II DG - 1 10

Name:

I am Special! Class:

Match the parts of the body and name them.

Sing the rhyme, "I am Special".

Note: Make the children sing the rhyme 'I am Special' given.......

Teacher's Signature: Date:

106
 WS
PS-II DG - 1 11

Tearing and Name:

Pasting Class:

Tear small pieces of old magazine paper, crumble it and paste within the outline of
the apple.
Recite the rhyme given in the box.

A is for Apple
A says /a/ /a/ /a/
/a/ for apple

Apple

Ant

Rhyme time
10 Little Apples
One little, two little , three little apples
Four little, five little , six little apples
Seven little, eight little, nine little apples
Ten little apples for me.

Note: Let the children come up with more words with /a/a/ sound. Similarly do all the other alphabets too.

Teacher's Signature: Date:

107
 WS
PS-II DG - 1 12

Healthy or not Name:

Healthy?
Class:

Colour the box 'green' for healthy Food.

Colour the box 'red' for not healthy Food.

Note: Discuss with the children about eating healthy, healthy/ junk food before attempting this worksheet.

Teacher's Signature: Date:

108
 WS
PS-II DG - 2 13

Name:

MY HOUSE Class:

Draw a House and colour it.

Note: Do not draw a house for children to copy, let them use their imagination.

Teacher's Signature: Date:

109
 WS
PS-II DG - 2 14

Practising Letter
Name:

Sounds
Class:

Say the name of each picture.

Circle the letter that matches the begining sound.

q u t d a c

m n b i j k

h s r b t y

Teacher's Signature: Date:

110
 WS
PS-II DG - 2 15

Name:

Rhyming Words Class:

Match the rhyming words given below in the left and right columns.

Rat Bin

Hen
Dot

Pin
Jug

Cot Hat

Ten
Mug

Teacher's Signature: Date:

111
 WS
PS-II DG - 3 16
Name:

Counting Class:

Sing the given poem with actions.

Look at the numbers and identify.
Trace over and write the numbers.

Rhyme Time
Five little monkeys
Jumping on the bed
One fell off and bumped his head.
Mama called the doctor, and the doctor said.
“No more monkeys jumping on the bed”.
Four………………………..
Three…………………….
Two ………………………
One little monkey
No little monkey
(Keep reducing the numbers as you add a verse till you reach
NO/Zero monkey)

1
2
3
4
5
Teacher's Signature: Date:

112
 WS
PS-II DG - 3 17

Name:

Spot the Pattern Class:

Spot the pattern and fill in whatever is missing in the pattern.

Teacher's Signature: Date:

113
 WS
PS-II DG - 3 18

Name:

My Five Senses Class:

Match the objects in the left column to the sense organs in the right column.

Eyes

Nose

Ears

Tongue

Skin

Teacher's Signature: Date:

114
 WS
PS-III DG - 1 19

Name:

Safe or Unsafe Class:

Look at each picture and put a ( ) for 'Safe' or ( ) 'Unsafe' in the given boxes.

Teacher's Signature: Date:

115
 WS
PS-III DG - 1 20
Name:

I Feel Class:

Look at the pictures given below and match them with the appropriate emotion word
given in the centre.

Angry

Shy

Happy

Proud

Sad

Worried

Scared

Excited

Note: Tell the children stories using 'emotion words' and match these with appropriate emotion picture before
children attempt this worksheet. You can ask the children to make faces depict emotions.

Teacher's Signature: Date:

116
 WS
PS-III DG - 1 21

Name:

Healthy Habits Class:

Colour for Healthy Habit

Colour for Unhealthy Habit

Taking bath Playing mobile Brushing teeth

games

Fighting with friends Doing exercise Eating junk food

Teacher's Signature: Date:

117
 WS
PS-III DG - 2 22

Name the Pictures

Name:

Class:

Look at each picture given below and identify it.

Write the name of each picture in the given box.

Teacher's Signature: Date:

118
 WS
PS-III DG - 2 23

The Lion and Name:

the Mouse Class:

Look carefully at the pictures and tell the story.

Try writing your favourite word looking at each picture.

1 2

Teacher's Signature: Date:

119
 WS
PS-III DG - 2 24

Name:

Community Signs Class:

What is the message of each signboard?

Women/Men

Note: Expose the children to signboards in the school, on the road, in malls, before they attempt the
worksheet. They can be encouraged to create their own signboards.

Teacher's Signature: Date:

120
 WS
PS-III DG - 3 25
Name:

Count and Match Class:

Look at the picture.

Touch and count each object in the picture.
Match it with the correct number.

Teacher's Signature: Date:

121
 WS
PS-III DG - 3 26

Forward and Name:

Backward Class:

Write 1 to 9 and 9 to 1 in the given boxes counting forward and backward.

1
9

Teacher's Signature: Date:

122
 WS
PS-III DG - 3 27

Longest and Name:

Shortest Class:

Look at the picture in each box and identify it.

Colour the box next to the longest picture as 'Red' and the shortest as 'green'

Teacher's Signature: Date:

123
 WS
Class I DG - 1 28

Name:

Words and Pictures Class:

Read each sentence carefully.

Match each sentence to the appropriate picture.

The bird is flying in the sky.

The cat has kittens.

The duck and the ducklings are swimming

in the pond.

The children are in the yellow school bus.

Teacher's Signature: Date:

124
 WS
Class I DG - 1 29

Name:

Healthy Habits Class:

Look at each picture carefully.

Read each sentence.
Now match each sentence for good habits with the appropriate picture.

Keep your nails short.

Wash your hands often.

Brush your teeth twice a day.

Exercise daily.

Have a bath every day.

Teacher's Signature: Date:

125
 WS
Class I DG - 1 30

Name:

Food I Eat Class:

Look at each picture and identify it.

Name each picture.
Say the initial sound of each picture.
Write 'J' in the boxes with pictures of Junk Food and 'H' for Healthy Food.

Note: Encourage children to name more healthy and junk food items and they can draw these too. Talk
about the need to eat healthy food and drink water too.

Teacher's Signature: Date:

126
 WS
Class I DG - 2 31

Rhyming Words
Name:

Class:

Create one rhyming word in the given chain of rhyming words.

main gain

den pen

mail rail

make lake

fig big

far jar

jug mug
Teacher's Signature: Date:

127
 WS
Class I DG - 2 32

Name:

Labelling Objects Class:

Look at the picture carefully.

Label each picture .

Teacher's Signature: Date:

128
 WS
Class I DG - 2 33

Story Reading Name:

Class:

Look at the picture and read the short story.

Create your own story.

Anu felt a little lonely in the evening.

She played with her friend who never left her
side.

What is Anu trying to do? --------------------------------------------------------------------------------

How do you know? ------------------------------------------------------------------------------------------

How does the dog feel? -----------------------------------------------------------------------------------

How do you know? ------------------------------------------------------------------------------------------

How does Anu feel? -----------------------------------------------------------------------------------

How do you know? ------------------------------------------------------------------------------------------

How does the picture help the story make sense? -----------------------------------------------------
------------------------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------------------------
--

Teacher's Signature: Date:

129
 WS
Class I DG - 3 34

Name:

Spot the Difference Class:

Look at both the pictures carefully.

Name the objects in both the pictures.
Spot four differences between the two pictures and circle them.

Note: Give the children many more worksheets of this kind as it will help develop their visual discrimination skills.

Teacher's Signature: Date:

130
 WS
Class I DG - 3 35

Name:

Daily Routine Class:

Look at the pictures given below and write the time of the day (Morning, Afternoon,
Evening, Night, etc.) when you perform the activity. Sequence the pictures by numbering
them.

Teacher's Signature: Date:

131
 WS
Class I DG - 3 36

Name:

Backward Counting Class:

Fill in the stars by counting backwards from 20.

20

15

12

3 1

Teacher's Signature: Date:

132
 WS
Class II DG - 1 37

Friends, Family & Name:

Neighbourhood Class:

Look at each picture and identify it.

Read each sentence to see, whether it is the right behaviour or wrong.
Now write 'Right' or 'Wrong' in the box provided.
One is done for you.

We must not help our friends when they are Wrong

hurt.

We must help our elders when they are in need.

We must not help old people cross the road.

We must always share our things with others.

We must always fight.

Teacher's Signature: Date:

133
 WS
Class II DG - 1 38

Good Health and Name:

Hygiene Class:

We must take care of our health and follow hygienic practices.

Let's read each sentence below and put a tick mark ( ) in the right box.
One is done for you.

Good Health and Hygiene Regularly Sometimes Never

I brush my teeth twice a day

I wash my face every morning

I keep my hair clean

I wash my hands before and after going to the

toilet
I take bath daily

I wear clothes that are neat and clean

I keep my nails clean and short

I polish my shoes

I cover my mouth when I cough or sneeze

I play outdoors everyday

I eat fresh and healthy food

I drink water many times

I wash fruits before eating

Teacher's Signature: Date:

134
 WS
Class II DG - 1 39

Name:

Emoji Emotions Class:

Look at each picture and identify it.

Can you make similar expressions?
Write what emotions each emoji signifies in one sentence.
Draw the same emoji beneath each.

Teacher's Signature: Date:

135
 WS
Class II DG - 2 40

Rhyming Words Name:

Class:

Read the words given for each picture.

Write rhyming words for each pair.

Block Clock

Boat Coat

Rock Frock

Hook Book

Teacher's Signature: Date:

136
 WS
Class II DG - 2 41
Name:

Story Elements Class:

Fill in each box with words and pictures to represent your favourite story element.

characters setting

problem solution

Teacher's Signature: Date:

137
 WS
Class II DG - 2 LO 42
Name:

Look, Read and Write Class:

Look at the picture and answer the questions given below.

1. How is the weather in the picture?

2. How many children are there?

3. Where are the children?

4. What time of the day is it?

5. What are the girls carrying?

Teacher's Signature: Date:

138
 WS
Class II DG - 3 43

Same Shape Different Name:

Size
Class:

Compare the pictures and identify similarities and differences as per directions
given in the questions below.

1. Anil has a few shape stickers. He has mixed up all of them. Look at the stickers carefully
and find out which stickers have the same shape and which have a different shape.

Fill in your answer in the box at the bottom of each picture. Write Same/Different.

a) b) c)

2.. Meera wants to separate the stickers which are not of the same size but of the same shape.
Can you help her do that? Write Same/Different.

a)
b) c)

Teacher's Signature: Date:

139
 WS
Class II DG - 3 44

Name:

Riddles Class:

Solve the following riddles.

I am greater than 14
I am less than 25
My ones digit is 9

Who am I?

I am smaller than 34 and

greater than 28
I have bigger digit at ones
place than tens

Who am I?

I am between 89 and 92
I rhyme with mighty

Who am I?

I am greater than 90

If you subtract me from the

greatest two digit number, you
get 0

Who am I?

Teacher's Signature: Date:

140
 WS
Class II DG - 3 45

Days & Months Name:

of the Year
Class:

Fill in the blanks with the correct days, dates or name of the month.

(a) The month which has 28 days is _________________.

(b) Monday comes before ______________.

(c) Starting from Sunday, the 4th day of the week is____________________.

(d) The fifth month of the year is ____________.

(e) If the last month was September, the next month will be ____________.

(f) If tomorrow is Sunday, yesterday was _______________.

(g) Two months which consecutively have 31 days are _______________

and __________________.

(h) If today is 31 July, tomorrow will be ________________________.

(i) Two months after October are _______________ and ______________.

Note: Use a calendar and show it to the children.

Teacher's Signature: Date:

141
 WS
Class III DG - 1 46

Name:

Food & Health Class:

Find the Hidden Words in the grid Horizontally and Vertically. One has been done for you.

CLUES

1. PROTEIN 2. NUTRITION 3.FRUITS 4. JUNK

5.HEALTHY 6. VITAMINS 7. FIBRE 8. FOOD

9.WATER 10. ENERGY

Note: The children can find many more 3 or 4 letter words in the grid on their own. The
children can be asked to make their own word grid using names of fruits or vegetables.

Teacher's Signature: Date:

142
 WS
Class III DG - 1 47

Name:

EmotionWheel/Disk Class:

Talk about your feelings!

go outside
and play
(drawing of
the same)

I .......
Take rest
Do some singing and dancing
Talk to my friend
Listen to a good story

Note:
Create this disc of feelings and expressing emotions.
Write 5-6 activities on the bottom disc at a distance.
Cut a triangle as shown.
Attach a paper or thumb pin in the centre.
Let each child rotate the above and talk about what s/he does when s/he gets stuck or does
not know what to do or how to solve some problem.

Teacher's Signature: Date:

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Class III DG - 1 48

Name:

Touching Class:

Colour and label the body parts that are unsafe or unwanted areas for someone to
touch on your body.

Who can touch your body?

If you experience unwanted or unsafe touching by another

person, what is something you can do or say?

List below the people whom you can safely tell if you
experience unwanted or unsafe touching:

Teacher's Signature: Date:

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Class III DG - 2 49

Name:

Holidays Class:

Look at the picture and answer the questions below.

1. Where do you think the children are ?

2. What are children wearing?

3. What are the children doing ?

4. Where would you like to go for your holidays and why?

Teacher's Signature: Date:

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Class III DG - 2 50
Name:

Write a Message Class:

Write a message using these words: display board, student, teacher, books,
blackboard, dustbin, chairs, desks , clean.

Teacher's Signature: Date:

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Class III DG - 2 51

Paragraph Writing Name:

Class:

Choose any one topic and write about it.

llustrate the same.

Topics:
My Pet TOPIC:
My Favourite Toy/Game/storybook
My Happy Family
My Favourite Festival

Teacher's Signature: Date:

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Class III DG - 3 52

Balancing the Weights Name:

Class:

Estimation and measurment

5 Kgs 2000g+ _____g 20 Kgs _____g+5Kgs

___Kgs 3000g+2Kgs 9 Kgs ___Kgs+5 Kgs

2000g+4Kgs ___Kgs 5 Kgs ___Kg+ ___Kgs

Teacher's Signature: Date:

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Class III DG - 3 53

Estimation Name:

& Measurement Class:

Answer the following questions by circling the correct answer.

1. How many gms make 5 Kgs?

a)5g b)500g c)50g d)5000g

2. A man travels 12 Kms every day. How many Kms does he

travel in a week?

a)112 Kms b)84Kms c)108 Kms d)96 Kms

3. If 1 pencil weighs as much as 2 erasers then the weight of 10

pencils is equal to how many erasers?

a)20 b)15 c)30 d)10

4. What is half of a Kilometre?

a)500m b)250m c)1000m d)300m

Teacher's Signature: Date:

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Class III DG - 3 54
Name:

Calendar Activity Class:

Draw the calendar of the month according to your birthday and answer the following
questions.

(a) The day and date of your birthday are

_____________ and ______________.
(b) 2 days after your birthday, the date
and day are _______________ and
_____________.
(c) The last day of the month is
_________________.

(d) The first Sunday of the month falls on _____________ .

(e) The last Saturday of the month falls on _____________.

(f) The month has _________ days.

(g) Colour the weekends red and the weekdays blue.

Note: This is an individual activity and will need supervision. Do a lot of calendar activities
orally before children attempt this worksheet.

Teacher's Signature: Date:

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Class III DG - 3 55

Trip to the Market

Name:

Class:

The price list displayed at a shop is as given below. Use the prices to solve the
questions.

ice cream cone= I 20/- milk shake= I 50/-

bread= I 70/- biscuits= I35/-
butter= I 90/- chocolate= I 40/-

1. Divyam wants to get an ice cream cone and a bread for Himanshi. How much
will it cost him?

2. What is the total cost of biscuits, a chocolate and a milkshake?

3. Varun buys a milkshake, a butter and an ice cream cone, he gives I 500/-
to the shopkeeper. How much money will the shopkeeper return to him?

4. Amita wants to eat a bread and butter. She has I 95/-, how much more
money does she need to buy both the items?

5. Diya needs your help to calculate the amount of money needed by her to buy
all the six items from the shop.

Teacher's Signature: Date:

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Additional
Worksheets

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PS-I DG - 2 1
Name:

Pizza Fractions Class:

Complete the fractions.

Note : Once the children get an idea with concrete material, let them attempt the pizza fractions
worksheet.

Teacher's Signature: Date:

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 WS
PS-I DG - 2 2
Name:

What Am I ? Class:

Read each 'Riddle' carefully.

Write the answer in the given box.

I am orange in colour and can be found deep in the

1.
ground. You can cook me or eat me raw. What am I?

I am a fruit. I am green and sweet and I come in a

2.
bunch. What am I?

Many people think I am a vegetable but I am a fruit. I

3. am red in colour and used in most dishes. I am also
eaten raw as a salad. What am I?

I am yellow in colour. You peel me and eat me raw.

4. My name starts with the letter 'B' . I am very sweet.
What am I?

I am round and green from the outside. But I am red

with black seeds inside. I am sweet and found in the
5.
summer season only.
What am I?

I am a green coloured leafy vegetable. I am very

6. healthy for you. You will be strong if you eat me.
What am I?

I am a red fruit. If you eat me everyday you can keep

7.
the doctor away. What am I?

I am dark green from outside and long. I am light

8. green inside. I have a hard skin. You peel me and eat
me as a salad. What am I?

Note : Encourage children to create their own riddles on different topics/themes.

Teacher's Signature: Date:

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PS-I DG - 2 3
Name:

Spot The Heaviest Class:

Let us compare the given objects.

Which one is heaviest of the three objects in each row? Circle the heaviest.

An Apple Grapes Watermelon

Crayons Book Eraser

Ostrich Sparrow Humming bird

Scooter Bicycle
Truck

Teacher's Signature: Date:

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 WS
PS-I DG - 2 4
Name:

Spot the Difference Class:

Look at both the pictures carefully.

Identify objects in both the pictures.
Spot four differences between the two pictures and circle them.

Note: Give the children many more worksheets of this kind as it will help to develop their visual
discrimination skills.

Teacher's Signature: Date:

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PS-I DG - 2 5

I Am Special Name:

Affirmation Hand Bands Class:

Create many such strips. Ask the children to tell you why they are special.
Let children prepare and cut out the strips using child friendly scissors.
Let them wear a different bracelet each day/week.
Let them make and create more to gift their friends.
Create different bracelets to wear.

I am special

I learn from my mistakes

I enjoy being with my family

I can sing songs

I play many games

I can read pictures

I help my teacher

I love my friends

I share my toys

I eat healthy food

Note: Use a little thick paper to create these handbands/bracelets.. These are just some ideas for handbands,
use separate papers, crayons, pictures to create these.

Teacher's Signature: Date:

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PS-I DG - 2 6
Name:

The Animal World Class:

Look at the picture, identify and name the animals.

Count the birds.
Count the other animals.

Look at the animals above and answer the questions given below:
How many ?
1) Live in the water _______________
2) We keep as pets _______________ Note: Younger
3) Can fly _______________ children can do
4) Are wild animals _______________ this orally
5) Are birds but cannot fly _______________

Note: Children may not be familiar with the names of some animals and birds or their habitat. Do the
activity orally before they attempt the worksheet.

Teacher's Signature: Date:

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 WS
PS-I DG - 2 7
Name:

Shadows Class:

Match each picture with its shadow.

Colour the shadows.

Teacher's Signature: Date:

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 WS
PS-I DG - 2 8
Name:

Rhyme and Match Class:

Look at the pictures given below and name them.

Match the pictures with the appropriate rhyming picture cards given
below.

SUNNY HEN BOAT

MUG MOON FOX

DOLL BOY CLOCK

RUG BLOCK TOY SPOON BOX

TEN COAT BUNNY BALL

Teacher's Signature: Date:

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 WS
PS-I DG - 2 9
Name:

What Comes Next Class:

Circle the object that comes next

Teacher's Signature: Date:

161
 WS
PS-I DG - 2 10
Name:

More Patterns Class:

Look carefully and complete the patterns

Teacher's Signature: Date:

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PS-I DG - 2 11
Name:

Spot The Heaviest Class:

Talk about your favourite activity and draw

When I feel sad or upset.....I can.....

Read a story book

Draw and paint
Listen to music
Dance to music
Draw how I feel
Give my parents and teachers a hug
Fix a puzzle
Play with dolls
Do my favourite exercise
Read a picture poster
Create some D-I-Y toy with my
friends and family
Play, pound and create with clay
Go to the park and play
Do some jumping activity
Play with bubbles
Take 5-10 deep breaths and
exhaling

Teacher's Signature: Date:

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 WS
PS-I DG - 2 12
Name:

Count the Dots Class:

Look at the dots below

Touch and count each dot in the left coloumn
Now match the dots with the same number symbol given in the right column

Teacher's Signature: Date:

164
RHYMES AND SONGS
Rhymes, poems and songs may
be collected or created for
teaching and reinforcing
different concepts and skills.
They may also be used to
enhance vocabulary and
foster innovation and
creativity.
The selected rhymes, poems
and songs should be easy,
rhythmic, enjoyable and
suitable to the age, interests
and developmental level of the
children.
Remember not to introduce too
many rhymes for a concept or
competency as it would be
difficult for children to grasp
and enjoy.
Use music and movement to
make the activity
fun-filled and stress-free for
all children.
RHYMES AND SONGS

Note: These rhymes and songs

have been compiled from
various sources used for
early classes.
 1. Sounds of Animals

Bow-bow says the dog,

Meow-meow, says the cat,
Grunt-grunt, says the pig,
And squeak says the rat.
Tee-whee, says the owl,
Caw-caw, says the crow,
Quack-quack says the duck,
And moo, says the cow.

165
2. Listen to the Sound

The cow on the farm goes,

moo, moo, moo.
The cow on the farm goes,
moo, moo, moo.
The cow on the farm goes,
moo, moo, moo.
Listen to the sound it makes.

166
 3. Driving Along on a
Rainy Day

Driving along on a rainy day,

Windscreen wipers brush the rain
away,

Flip, Flap, flip, flap on a rainy day,

Slip, slap, slip, slap brush the rain
away,

Swish, swash, swish, swash on a

rainy day,
Splish, splash, splish, splash
brush the rain away.

167
 4. Rainy Day Sounds

On rainy days
The rain slaps and taps
Against window panes.

On rainy days
The rain drops and plops
On roof tops.

On rainy days
The rain giggles and gurgles
As it slurps down drains.

168
 5. The Farmer’s Song

Chick chick chicken

Lay me an egg
A small one just for me.

Moo cow, moo cow

Give some milk
To pour into my tea.

Good earth, brown earth

Grow the grain
To make my loaf of bread.

Baa lamb, Baa lamb

give me some wool
To weave a blanket for my bed.

169
 6. The Farmer Knows

The farmer loves,

The falling rain.
He knows it helps,
To grow the grain.

The farmer loves,

The shining Sun.
It feeds his growing plants,
Each one.

With these good things,

The farmer knows.
Everything lives,
Everything grows.

170
 7. Gardening

Digging the soil,

Planting the seeds,
Watering the plants,
Pulling up weeds.

Mowing the lawn,

Trimming the trees,
Cleaning the pond,
Picking the dry leaves.

All year round,

Rain or Sun,
A gardener’s work,
Is never done!

171
 8. Porky Pig

Porky Pig was a very greedy pig,

A very greedy pig was he,
He ate a sack of turnips for dinner,
And another sackful for tea.

The trouble was the more he ate,

The fatter Porky grew,
Until one day he grew so fat,
He didn’t know what to do.

He couldn’t get into his sty,

No matter how hard he tried,
He was much too fat to fit in,
And had to sleep outside.

Porky Pig was a very fat pig,

A very fat pig was he,
But then he went on a diet,
And now he’s as slim as can be.

172
 9. Hello Song

Hello everybody and yes indeed,

(Wave your hand to say “hello”, switch hands on
“yes indeed”)
Yes indeed, yes indeed!
Hello everybody, yes indeed,
Yes indeed my darling.

Come on everybody and nod

your head,
(nod your head gently)
Nod your head, nod your head!
Come on everybody and nod your
head,
Nod your head my darling.

Note: Continue substituting different actions such

as, touch your toes, stomp your feet, wiggle your
nose, clap your hands, roll your head, etc.

173
 10. ABCD- Exercise Song

ABCD-TWIST your body

EFG- To the b-b-b beat
HIJK-BEND your waist
LMNOP- and TOUCH your feet.
QRS-STRAIGHTEN up now
TUV- and CLAP your hands
WX- PLAY the guitar now
Y and Z- You’re in the b-b-b band.

Now I know my ABC’s

Next time won’t you sing with me?

174
 11. Finger Play

This is a circle, this a circle

It is round, it is round,

This is a triangle, this is a

triangle
It has three sides, it has three
sides
1-2-3, 1-2-3 (count the sides).

This is a square, this is a

square,
It looks like a box, it looks like a
box
1-2-3-4, 1-2-3-4 (count the sides).

175
 12. “The Airplane Song”
(Sing to the tune of “The Wheels on the Bus”)

The pilot on the airplane says, 'fasten your belts

(Pretend to fasten your seat belt)
fasten your belts, fasten your belts'.
The pilot on the airplane says, 'fasten your belts',
When flying through the sky.

Additional verses:
The children on the airplane go bump bump..
(Move up and down)
The babies on the airplane go waa, waa, waa…
(Rub eyes and pretend to cry)
The signs on the airplane go ding, ding, ding…
(Point to the signs)
The drinks on the airplane go splish, splash, splish…
(Pretend to hold a glass and move it)
The luggage on the plane goes up and down…
(Pretend to be the luggage going up and down)

At the end of the song, say, “We have now reached our
destination. You may unbuckle your seat belts!”
Ask the children to name other things on an airplane that
you could add to the song. Add more verses with the
children.

176
 13. “This is the Way We
Row a Boat”
(Sing to the tune of “Here We Go Round the Mulberry
Bush”)

This is the way we row a boat,

(Rowing action)
Row a boat, row a boat,
This is the way we row a boat,
Early in the morning.

This is the way we fly a plane…

(Flying action)
Drive a car…
(Driving action)
Ride a horse…
(Riding action)

177
 14. “Naming the Parts of the
Body”
(Sing to the tune of “Twinkle, Twinkle Little Star”)

If a bird you want to hear,

You have to listen with your ….(ear)
If you want to dig in sand,
Hold the shovel with your ..(hand)
To see an airplane as it flies,
You must open up your ….(eyes)
To smell a violet or a rose,
You sniff the flower through your….
(nose)
You maybe old or you maybe
young,
To taste your food you use your ...
(tongue).

178
 15. “I Can Do”
(Sing to the tune of “Watch Your Eyes”)

I can smell, I can smell with my nose.

I can see, I can see with my eyes.
I can hear with my ears and speak with
my lips.
I can touch with my hands,
I can do.

I can see, smell, hear, speak and touch,

I can do.
I can see, smell, hear, speak and touch,
I can do.
I can do, I can do all of these just for
you.
Look at me, Look at me, I can do.

179
 16. “When You’re Happy
and You Know It”

“When you’re sad and you

know it, wear a frown”.

“When you’re tired and you

know it, give a yawn.”

“When you’re silly and you

know it, giggle, giggle”.

180
 17. The Ants Go
Marching

The Ants Go Marching one by one

Hurrah! hurrah!
The Ants Go Marching one by one
Hurrah! hurrah!
The Ants Go Marching one by one
The little one stops to suck his
thumb,
And they all go marching down
To the ground.

181
 18. Five Little Ducks

Five little ducks went out one day,

Over the hills and far away,
Papa duck said, “Quack, quack,
quack,”
Four little ducks came swimming
back.

Repeat the rhyme losing one more duck

each time
until you are left with one duck. Have
Mama duck call
and end with, “Five little ducks came
swimming back.”

182
 19. Found a Peanut
(Sing to the tune of "Oh My Darling)

Found a peanut, found a peanut,

Found a peanut just now,
Oh, I just now found a peanut
Found a peanut just now.

Cracked it open, cracked it open,

Cracked it open just now,
Oh, I just now cracked it open,
Cracked it open just now.

It was rotten…
Ate it anyway…
Got a stomachache…
Called a doctor…
Felt better…
Found a peanut…

183
 20. Grey Squirrel

Grey Squirrel, grey squirrel

(Stand with hands on bent knees)
Shake your bushy tail.
(Wiggle your back)
Grey squirrel, grey squirrel,
(Stand with hands on bent knees)
Wrinkle up your funny nose,
(Wrinkle your nose)
Put a nut between your toes.
(Pinch toes and thumbs together)
Grey Squirrel , grey squirrel
(Stand with hand on bent knees)
Shake your bushy tail.
(Wiggle your back)

184
 21. Green Grass Grew
All Around

In the park there was a hole,

Oh, the prettiest hole you ever did see.
A hole in the park,
A hole in the ground,
And the green grass grew all around, all
around,
And the green grass grew all around.

And in that hole there was a sprout,

Oh, the prettiest sprout you ever did see.
A sprout in the hole,
A hole in the ground,
And the green grass grew all around, all
around,
And the green grass grew all around.

185
 21. Green Grass Grew
All Around (contd..)

And from that sprout there grew a tree,

Oh, the prettiest tree you ever did see.
A tree from a sprout,
A sprout in the hole,
A hole in the ground,
And the green grass grew all around, all
around,
And the green grass grew all around.

And on that tree there was a branch,

Oh, the prettiest branch you ever did see.
A branch on a tree,
A tree from a sprout,
A sprout in the hole,
A hole in the ground,
And the green grass grew all around, all
around,
And the green grass grew
all around.

186
 21. Green Grass Grew
All Around (contd..)

And on that branch there was a nest,

Oh, the prettiest nest you ever did see.
A nest on a branch,
A branch on a tree ,
A tree from a sprout,
A sprout in the hole,
A hole in the ground,

And the green grass grew all around, all

around,
And the green grass grew all around.
And in that nest there was an egg,
Oh, the prettiest egg you ever did see.
An egg in a nest,
A nest on a branch
A branch on a tree,
A tree from a sprout,
A sprout in the hole,
A hole in the ground,

187
 21. Green Grass Grew
All Around (contd..)

And the green grass grew all around, all

around,
And the green grass grew all around.
And in that egg there was a bird,
Oh, the prettiest bird you ever did see.
A bird in an egg,
An egg in a nest,
A nest on a branch,
A branch on a tree,
A tree from a sprout,
A sprout in the hole,
A hole in the ground,
And the green grass grew all around, all
around,
And the green grass grew all around.

188
 22. Head, Shoulders,
Knees, and Toes

(Touch body parts as they are mentioned in the song.)

Head, shoulders, knees and toes,

knees and toes,

Head, shoulders, knees and toes,

knees and toes.

And eyes and ears and mouth and

nose,

Head, shoulders, knees and toes,

knees and toes.

189
 23. "Rectangles"
(Sing to the tune of: "Are you sleeping?")

Four straight sides,

Four right angles,
That’s all it takes.
A rectangle it makes.

Angles and sides,

At the corners they collide,
A rectangle it makes,
That’s all it takes.

190
 24. Numbers

Ten in the bed, There were ten in the bed

(Hold up ten fingers)
And the little one said,“Roll over! Roll over!”
(Roll hand over hand)
So they all rolled over, and one rolled out.
(Hold one finger)
Additional verses:
There were nine in the bed…
(Repeat hand motion)
Eight in the bed…
Seven in the bed…
Six in the bed…
Five in the bed…
Four in the bed…
Three in the bed…
Two in the bed…
One in the bed…

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 25. "These are Things I
Like to Do"
(Sing to the tune of : "Here we go Round the
Mulberry Bush)

These are things I like to do,

Like to do, like to do,
These are things I like to do,
I know a trick or two.

This is the way I read a book,

(suit actions to words)
I read a book, I read a book,
This is the way I read a book,
I know a trick or two.

This is the way I paint a picture… I know a trick or two.

This is the way I ride my bike… I know a trick or two.
This is the way I solve a puzzle… I know a trick or two.
This is the way I throw a ball… I know a trick or two.
This is the way I help my friend… I know a trick or two.
This is the way I climb a tree… I know a trick or two.

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26. Eye Winker

Eye winker
(Point to the eye)
Ear tinker,
(Touch the ears)
Nose smeller,
(Touch the nose)
Mouth eater,
(Touch the mouth)
Tongue taster,
( Move the tongue)
Hand holder,
(Touch the skin)
Chin chopper.
(Hold the chin).

193
 27. Finger Play

If I had an airplane,
(Use hand as an airplane)
Zum, zum, zum,
I’d fly to Mexico,
(Fly hand through the air)
Wave my hand and off I’d go.
(Wave your hand)
If I had an airplane,
(Use hand as an airplane)
Zum, zum, zum.

194
 28. Going on a Bear Hunt

We’re going on a bear hunt,

(Pat thighs in rhythmic walking pattern)
Want to come along?
Well, come on then.
Let’s go!
(Continue patting thighs in walking rhythm)
Look! There’s a river.
Can’t go over it,
Can’t go under it,
Can’t go around it,
We will have to go through it.
(Pretend to swim across the river and then
resume patting thighs)

195
 28. Going on a Bear Hunt
(contd..)
Look! There’s a tree.
Can’t go around it,
Can’t go under it,
Can’t go through it,
We will have to go over it.
(Pretend to climb up and over the tree; then
resume patting thighs)

Look! There’s a wheat field.

Can’t go over it,
Can’t go under it,
Can’t go around it,
We will have to go through it.
(Pretend to walk through the field, make
swishing sounds and continue patting thighs.
Add verses to make the chant as long as you
want).

196
 28. Going on a Bear Hunt
(contd..)
Look! There’s a cave.
(Point)
Let’s go inside.
(Continue patting thighs slowly)
Ooh, it’s dark in here.
(Look around, squinting)
I see two eyes,
Wonder what it is.
(Reach hands to touch)
It’s soft and furry.
It’s big.
It’s a bear! Let’s run!
(Retrace steps, patting thighs in running
rhythm, inside a cave, through a wheat field
over a tree, across a river, then stop)
Home safe, Whew!

197
 29. Here We Go

Here We Go-up, up, up.

(Stand up on your toes)
Here We Go-down, down,
down.
(Crouch down)
Here We Go-moving
forward.
(Take a step forward)
Here We Go-moving
backward.
(Take a step backward)
Here We Go round and
round and round .
(Spin)

198
 30. My Hand on Myself

My hand on my head,
(Place hand on your head)
What have I here?
(Open arms, palms up)
This is my topnotcher,
(Point to your head)
Mamma, my dear, topnotcher, topnotcher,
(Point to your head again)
Dickie, dickie, doo.
( Knock on head)
That’s what I learned in school.
(Shake index finger)
Boom! Boom!
My hand on my brow,
( Place hand on your brow)
What have I here?
(Open arms, palm up)
This is my sweat boxer,
(Point to your forehead)

199
 30. My Hand on Myself
(contd..)

Mamma, my dear, Sweat boxer, topnotcher,

(Point to head again and then forehead)
Dickie, dickie, doo.
(Knock on head)
That’s what I learned in school.
(Shake index finger)
Boom! Boom!

(Continue, adding body parts and hand motions to

suit the words)
Eye…eye blinker
Nose…nose blower
Mouth…food grinder
Chin… chin chopper
Heart…chest ticker
Stomach… bread basket
Knees…knee benders
Toes…pedal pushers

200
31. One Potato, Two Potato

One potato, two potatoes,

Three potatoes, more,

Four potatoes, five potatoes,

Six potatoes, more.

Seven potatoes, eight potatoes.

Nine potatoes, more,

Ten potatoes then,

Count the potatoes over again.

201
32. The Farmer in the Dell

Choose one child to be the Farmer. Other

children walk in a circle around the Farmer.
Sing the song together:

The farmer in the dell, the

farmer in the dell,
Heigh-ho, the derry-o, the
farmer in the dell.

The farmer takes a

wife/husband/friend.
Heigh-ho the derry-o, the
farmer takes a
wife/husband/friend.
(The farmer brings a second child inside the
circle.)

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32. The Farmer in the Dell
(contd..)

The wife/husband/friend takes

the child…
(The wife chooses a third child to
come inside the circle.)

The child takes a cat…

The cat takes a rat..
The rat takes the cheese...
The cheese stands alone…
(Everyone except the cheese
leaves the centre of the circle.)

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 33. Sometimes

Sometimes I am tall,
(Stand tall)
Sometimes I am small,
(Crouch low)
Sometimes I am very, very tall,
(Stand on tiptoes)
Sometimes I am very, very small,
(Crouch and lower head)
Sometimes tall,
(Stand tall)
Sometimes small,
(Crouch down)
Sometimes neither tall or small.
(Stand normally)

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Other ideas

More songs about plants and seeds can be

created/collected.
Seed shakers, seedpods and gourds can be
used as rhythm instruments.
Creative movements and dramatics relating
to growth of a plant from a seed to a mature
plant; plants wilting because of lack of
water and then being revived; plants
following the sun, moving in the wind; seeds
traveling and sprouting, etc. can be tried
out.

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 suggested
assessment ideas
 A Sample
Rubric-1
Reads with understanding different texts (newspaper, children’s magazine, etc.) and writes
about them in brief.

Sl.
Parameter for Assessment Beginner Progressing Proficient
No.

1. Shows interest and chooses the text

Reads the text carefully and expresses

2.
understanding by gestures

Answers questions (orally)asked by friends

3. and peers based on the text she/he is
reading

Attempts to write (the text read) in own

4.
words in a familiar language

The teacher may choose to put a tick mark ( ) in the appropriate column based on her/his
assessment or write in detail. Reference to the level can be as per the table given below.
Explanation of Level
The child needs consistent support to understand the
Beginner concepts.
She/he is not able to apply the knowledge/concept to
real life diverse situations.

The child exhibits a satisfactory level of knowledge of

the concept taught in the assessed dimensions.
Progressing
She/he displays sound level of competence to apply
processes and skills to most new situations.

The child shows a high level of knowledge, skills and

attitudes in the assessed dimensions. She/he is
Proficient excelling in the understanding and implementation of
the acquired skills in real life situations.

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 A Sample
Rubric-2
Constructs subtraction facts up to 9 by using concrete objects and applies them in daily life.

Sl.
Parameter for Assessment Beginner Progressing Proficient
No.

Applies concept of ‘taking away’ while

1.
distributing objects

Uses easily available small objects like small

2. blocks, counters and dices to practice
subtraction

Answers questions involving subtraction up

3. to 9 (with the help of concrete objects) asked
by friends and teacher

Attempts to ask questions from peers

4. involving small subtraction using personal
things like pencils, erasers, candies etc.

The teacher may choose to put a tick mark ( ) in the appropriate column based on her/his
assessment or write in details. Reference to the level can be as per the table given below.

Explanation of Level
The child needs consistent support to understand the
Beginner concepts. She/he is not able to apply the
knowledge/concept to real life diverse situations.

The child exhibits a satisfactory level of knowledge of

the concept taught in the assessed dimensions. She/he
Progressing displays sound level of competence to apply processes
and skills to most new situations.

The child shows a high level of knowledge, skills and

attitudes in the assessed dimensions. She/he is excelling
Proficient in the understanding and implementation of the acquired
skills in real life situations.

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 A Sample

Checklist-1
Observe children playing with toys and games. While observing look for these
indicators for assessing Foundational Literacy progress.

Indicator Yes No

Recognises her/his name in

name games

Recognises and talks about

letters and creates words as
she/he uses alphabet puzzles,
flash cards and other materials

Matches letters or numbers while

playing a matching activity

Uses her/his fine motor skills to

grasp and manipulate small toys,
beads and other small objects

Recognises print in the

classroom environment

Talks about print on the toys and

boxes, e.g., shape puzzles in a
shape box duly labelled along
with pictures

The teachers would use indicators as per the Stage (PS I to Class III) and Learning
Outcome under the related Developmental Goal. This sample checklist is just to give an
example.

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 A Sample

Checklist-2
Observe children engaged in the block play area and the math area. While observing
look for these indicators of Foundational Literacy and Numeracy progress.

Indicator Yes No

Uses language to communicate

her/his ideas

Talks to her/his peers and adults

about her/his creations

Describes what she/he is doing

with the blocks and materials

Describes size, shape and

position of blocks and materials

Uses mathematical words during

play

Writes signs/letters

NOTE: You may create your own checklist and rubrics.

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 A Sample

observation
schedule
This observation schedule can be used by teachers/fellows teachers/teacher in-charge.
Observation can be carried out regularly to improve the classroom arrangements and the
pedagogical practices.

I. Child: ______________________________
II. Observer:_______________________
Sex: _______________________________
Position: _______________________
Date of Birth:______/________/_______
Location: _______________________
Age: _______________________________
Time of Day: ____________________
Telephone/Mobile number:
Date (s): ________________________
____________________________________

Child's Behaviour
Activity Observed Level of Interaction
_____ Free Play Time _____ Participated in activities
_____ Circle Time _____ Usually/ Sometimes/ Rarely complied
_____ Nap/Rest Time _____ Refused to participate
_____ Meal Time
_____ Solitary/Individual play
_____ Outdoor Play
Interaction with objects
_____ Activity Centres
_____ Used objects functionally
_____ Transitional Activity
_____ Used objects imaginatively
_____ Structured Play
_____ Manipulated objects without regard
Other: ______________
to function

Level of Interest Physical Activity Level

_____ Curious about materials _____ Appropriate
_____ Disinterested in materials _____ Too active
_____ Easily frustrated _____ Fidgety/Restless some of the time
_____ Gave up easily _____ Lethargic/ Not active enough

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 A Sample

Interaction with others

Attention to Task
_____ Oppositional
_____ Maintained attention to task
_____ Disruptive
_____ Worked independently
_____ Happy/Smiles a lot
_____ Difficulty focussing attention
_____ Aggressive
_____ Distractible
_____ Bites
_____ Overly-excitable
_____ Withdrawn
_____ Spits
_____ Anxious
_____ Did not engage with others Commuication
_____ Cries easily _____ Did/did not initiate conversation
_____ Lacked facial expression _____ Verbally/ Non verbally communicated
_____ Watched others wants and needs
_____ Tries to control others _____ Used gestures appropriately
_____ Shy
_____ Took Turns/Shares
_____ Irritable
Others: ________________

Unusual Behaviour (if any)

_____ Smelled/Licked Objects
_____ Unusual gaze
Behaviour Management _____ Hummed
_____ Easily/ Rarely to followed routines _____ Spit
_____ Followed routines with prompting _____ Lined up objects
_____ Asked for assistance _____ Twitched, jerked
_____ Bit self/pulled own hair
_____ Threw objects
_____ Afraid of loud noises
_____ No fear of danger
Motor Skills _____ Drooled
_____ Ran/Jumped appropriately _____ Repeats others
_____ Coloured/ Played with play-doh _____ Flapped arms
_____ Concerns regarding fine motors skills _____ Hit peers/ teacher
_____ Concerns regarding gross motors skills Others: __________________
Others: _________________________________

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 A Sample

Additional Comments and Suggestions:

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

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Research Development and Consultancy Division (RDCD)
Council for the Indian School Certificate Examinations
New Delhi
www.cisce.org