Level 1

1
First Steps to Early Years

English
TEACHING GUIDE
 Introduction

Introduction to the Series

First Steps to Early Years series covers the fundamental aspects of early years
learning driven progressively by a range of learning outcomes for young
children according to their diverse interest and learning styles. The books in this
series follow a holistic learning approach focusing on key learning areas such as:
language development, key mathematical concepts, personal, social and
emotional development, creative arts, physical development, health, hygiene
and safety, and the world around us. They emphasise on the development of
the children’s knowledge and understanding of the environment, along with
their imagination, helping them effectively engage and communicate by using
language in creative ways. The books aim to help make the transition to the
primary levels easy for the young learners.

Introduction to the Book

First Steps to Early Years’ Book contains a wide variety of activities suitable for Pre-
Nursery children. The engaging activities encompass and work on all four skills:
listening, speaking, reading, and writing. The book primarily focuses on introducing
the English Language via phonic-based programmes. The book houses several
thought-provoking tasks, which are designed keeping in mind the age and
cognitive development of the young learners. The skills are focused on hand-eye
coordination and comprehension of spoken tasks via several games and activities.

Structure of the Teaching Guide

First Steps to Early Years’ Teaching Guide serves as a holistic guide by providing
wide-ranging planning of each unit. The aim of the teaching guides is to make
the job of teachers easier. The Teaching Guide also helps the teachers in setting
up their classrooms, maintaining vocabulary walls/soft boards, creating and
maintaining resources (such as flash cards). Teaching guides also contain stories
for wordless stories, so the teachers will not have to spend time coming up with
different story ideas. The Guide contains exercises which can be used for the
introduction and reinforcement of concepts.

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Contents
Page

Health, Nutrition, and Safety Checklist 1

Setting up the Classroom 4

Lesson Plans 6

Unit 1 Patterns and Tracing 7

Unit 2 My Alphabets 15

Activity Bank 91

Assessment Guide 94

Worksheets 95

Mid-of-Year Teacher’s Observation Checklist 106

End-of-Year Teacher’s Observation Checklist 107

Single National Curriculum Alignment 108

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Unit
00 L
Health, Nutrition, and Safety Checklist

This checklist provides a guidance for teachers and school administrators to set
up an ideal environment for young learners. Following the checklist at the
beginning of the year can make one well prepared for the entire academic
session as well as keep the educators well-informed about their students. The
checklist can be adapted as per the need and requirements of the school/
individual.

Health

Ask ahead about any specific allergy that any child may have.

Check students’ record files for any medical issues or history mentioned.

Develop a students’ profile for all children to observe their needs and
requirements.

Classroom is well-lit, however, there should be some source of natural light
coming in.

Classroom is properly ventilated or has adequate sources of air.

Classroom’s temperature is suited for toddlers – not too warm or too cold.

Classroom is cleaned every day; and ensure that it is dust and germ-free.

Classroom is not located in or around a noisy area.

Classroom is situated at the ground floor, to avoid any hazards.

Fixed dispensers of hand sanitizers should be accessible to the children.

No hot beverages to be allowed in class.

Waste paper baskets are covered, and garbage bags changed every day.

Children wash their hands after eating, playing outside, and after using the
washroom, etc.

Teachers and staff who spend time with the children must maintain a healthy and
clean attire.

Ensure toilets and washrooms are always clean and equipped with all
cleaning materials, for example, hand wash and disposable wipes.

Liquid soaps to be used instead of soap bars.

Paper towels are present in the washrooms at all times.

Classes are insect-free – ensure that pest control is carried out before the
session begins.

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
A sick room with a trained nurse and nanny is present on the premises.

The sick room is clean and equipped with a bed, spare sets of clothes,
separate washroom, medical first aid equipment, etc.

Immunisation records are taken from the parents.

Sand pits (if present) are regularly cleaned.

Adequate physical activities are part of the school routine.

Create awareness of good touch and bad touch regularly.

Nails are trimmed and clean, hair is free of lice, the clothes and undergarments
are clean.

Children are getting proper amount of sleep.

Children have healthy relationships with their parents.

Grab bars in washrooms.

Nutrition

Weekly meal plan is shared with parents – the food should be easily available.

Children’s preferences and cultural backgrounds are also included in the
meal plans.

Weekly meal plan has a balanced diet – fruit, vegetable, milk, protein, and
carbs are present.

Junk/fried and processed food are not allowed.

Portion size of food is according to the child’s needs.

Food is cut up into pieces to avoid choking.

Lunch/snack time is scheduled at a suitable time.

Appropriate snacks and water are available in case any child gets hungry or if
they do not prefer the lunch they have.

Water breaks during class to ensure proper water intake.

Drinking water is at an adequate temperature, so the children are not
drinking cold water.

Awareness sessions for parents on healthy nutrition for their children.

Discourage excess sugar/salt intake and sugary drinks.

Children do not bring betel nuts (chalia), etc.

Emphasise on the importance of having breakfast regularly.

The food that the children have is in edible condition (not expired).

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Safety

First aid kit is present in class and the smoke/fire alarm is in working
condition.

Low-rise furniture with rounded corners is present in class.

No nails are protruding out of the furniture.

Classroom’s floor is carpeted.

Power sockets are out of reach of the children.

Electricity cables are secured properly and are covered.

Windows have childproof locks and are out of reach of the children.

Lunch area is separate from class area and is covered with plastic spread.

Children have aprons on while eating and during art activities.

Children use round-tipped safety scissors with adult supervision.

Adults (support/cleaning staff) are present in the bathrooms for cleaning,
assistance, and monitoring the children.

Parents’ contact information is up-to-date in case of emergencies.

Exit plans are pasted on the classroom door.

Safe practices are displayed as a poster and discussed in class.

Dispersal time is well organised and teachers are on duty.

Fire drills and evacuation drills are carried out on a regular basis.

Playground is child-friendly, safe, and garbage free.

The child feels safe to approach you, talk about incidents, and share their
feelings.

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 Setting Up The Classroom

Vocabulary Wall
The vocabulary words should be chosen from within the book. The teacher may
write high frequency words for each topic on pieces of construction paper and
pin them on a soft board. The teacher is requested to update the vocabulary
wall for each Unit. The piece of paper should be big enough to contain words in
big letters. Teachers are requested to ensure that the height of the vocabulary
pasted should be as per the average height of the children in class. The words
must be visible and readable to every student.
Note: Teachers may use masking tape/paper tape for pasting purposes.

• Soft Board
If teachers do not want to paste vocabulary words on the wall, then they may
use a soft board and pin up the words and pictorial references on it. They may
update the soft board weekly or as per the current topic.

• Stories and Rhyming

The pictorial stories will be added, for topics present on pages 45–46. The choice
is up to the teachers, if they want to conduct the lesson as per the suggested
story in the Teaching Guide or build a story on their own.
There are quite a few rhymes present in the book. The teacher may sing the
rhyme along with the children and encourage them to act as per the rhymes as
well. This can be an engaging way for the children to learn new vocabulary
words in a fun and easy manner.

• Seating Plan
If you have circular tables for children to sit, then make sure that each table has
four to five children seated. If you have squared tables, then place four tables
together, forming a square. This will encourage the children to bond together
and work in groups.

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 • Creating Learning Corners (Goshay)
As per the Single National Curriculum, children need opportunities to explore
their surroundings. Designated areas or learning corners can be used for specific
activities and storage of classroom equipment for an effective learning
environment. This also inculcates the habit of organisation and establishes
discipline in the child from a young age. Learning corners encourage children to
work independently and in a natural manner.
Learning corners need to be separated from each other. It is also advised to
place low shelves or big cartons (so a toddler may reach its contents). The
corners may store: books, toys, flashcards, etc.
- Language Corner: This corner should be equipped with material related to
increasing vocabulary and learning reading skills.
- Library Corner: This corner should be set up to promote the reading habit
and to learn how to care for and value books.
- Art Corner: This corner provides children with opportunities for creative
expression.
- Math Corner: Appropriate materials for the Math corner include objects that
will help children grasp the basic Math concepts of size, shape, width,
classification and number, through direct experimentation.
- General Knowledge (Science) Corner: This corner should provide children
with opportunities for observation and experimentation to understand the
world around them.
- Home Corner: The home corner should reflect the cultural background of
the children with items such as various kitchen utensils, clothes, small
furniture, and dolls. It can also later be transformed from a kitchen into a
shop, clinic, or an office.
The Learning Corners should be organised with Key Learning Areas and
Expected Learning Outcomes, so that the children can experiment with
concepts and skills that have been introduced by the teacher.

Daily Routine
Young children need the comfort and security of a daily routine. A daily routine
provides a consistent, predictable sequence of events that gives the children a
sense of control over what they will be doing during the day. To make the best
use of the time, create and maintain a schedule. Daily routine helps the children
learn about sequence, discipline, organisation, and time limit.

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 Lesson Plans

There is no rigidity in terms of time limit for the following instructions. Teachers
should observe and work with the flow and speed of the children. Children must
be able to work independently with ease and confidence, only then is the
teacher advised to move forward with the lesson. The following notes are
provided as a resource material.

Making Teaching Resources

• How to maintain flash cards
Suggestions for teachers as to how they can preserve and save their flashcards
(resources) for any future use. For example:
- Hard laminations: Alphabets and their pictures (for example: A a with an
apple or an ant) can be laminated at the start of term and may be used
throughout the academic year. If kept properly, they can be used in the next
academic year as well.
- Soft laminations: Teacher may cover seating arrangement charts or
vocabulary words so that they may be used for a longer period of time, with
a plain plastic sheet. They can tape it with paper tape or pin it with a stapler
at the back of the class room.
• How to make a mini whiteboard (DIY) ? If you do not have mini whiteboards
available, you may cut white card sheets and get them hard laminated at the
beginning of the school year. They will serve as mini whiteboards. One card
sheet may result in at least six mini whiteboards. In this manner, you may
have as many mini whiteboards as the number of children in your class.

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Unit 1: Patterns and Tracing
Expected Learning Outcomes
By the end of the unit, children should be able to:
• demonstrate appropriate sitting posture to write with ease
• demonstrate correct hand position of holding a pencil
• trace patterns with a degree of accuracy
• create patterns with some degree of accuracy
• follow verbal instructions with some degree of accuracy
• develop proper pencil control

Lesson 1 (page 1) Patterns and Tracing

Materials required
Select any activity style, depending on the resources available:
• mini whiteboard and a dry erase marker/mini blackboard and a chalk
• student’s book
• sandbox/tray
• magazine cut outs of historical and cultural places of Pakistan
• pencil

Pre-activity preparation
Keep sandboxes/trays and play dough ready.

How to hold a book?

It is extremely important for the children to know what a book is and how to
treat their book.

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Teach the children to:
• hold the book by its edges
• recognise the features of the book such as front and back cover, and top and
bottom of a book
• recognise the title of the book
• recognise that sentences go from left to right and top to bottom of the page

As a practice, hold the book open and start reading or pointing out pictures so
the children can copy you.
Inform the children that there are different kinds of books, some tell stories and
others provide information regarding different things.

Introduction
What is a Pattern? Start a discussion about patterns. Inform children that a
pattern is an arrangement of anything which is repeated in a way that makes
sense. For example: ask 2 boys and 3 girls to come forward and stand facing the
other children. First, ask the girl to stand at the right corner, then ask a boy to
stand next to her, and then ask the girl to stand next to him. This would leave a
girl and a boy remaining. Point to the first girl and say the word ‘girl’, then point
to the next boy and say the word ‘boy’, in the same manner get to the last girl
standing in the row. Then present the question, who will go next? girl or boy? It
is possible that majority or all the children choose the wrong answer, which is
not the point right now. The point of the activity is to understand, identify, and
detect patterns and to make choices.
Ask the children if they have ever been to any old historical or cultural places,
such as, Minar-e-Pakistan, Quid-e-Azam’s tomb, Mohenjo Daro, etc. and ask
them if they have observed and identify beautiful and unique patterns used to
decorate the place.
Show the children a few pictures of the unique patterns used to decorate some
historical places.
Sandbox activity: Introduce the sandbox (instructions on how to make a
sandbox is given at the start of the lesson plan’s section) to the children. The
lines on the first page are wavy. Ask the children if they have seen anything with
this shape, someone’s curly hair or perhaps the waves of the sea. Demonstrate

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to the children how they can make wavy lines in the sandbox as well. Encourage
the children to trace patterns in the sandbox with their forefinger first. Pay
attention that the children are designing the pattern correctly. Take as much
time as is necessary to ensure that the children’s hand movements are correct.
Keep them safe for future activities.

Class activity
Air writing – vertical: Demonstrate the actions in front of the children.
The children will follow. Ask the children to put some distance between
them and their classmates. Ask them to stand and stretch their hands to
see that they are not touching anyone by mistake. Next point with your
index finger in the air. Mimic drawing the vertical lines first, starting from
the top and going down in the air and then ask them to follow your
actions. Observe if all the children are able to follow instructions and draw
the pattern in the air. (Follow similar instructions in horizontal manner to
form a horizontal line.)
Air writing – wavy:

Demonstrate the actions in front of the children. The children will follow. Ask
the children to put some distance between them and their classmates. Ask them
to stand and stretch their hands to see that they are not touching anyone by
mistake. Next, point with your index finger in the air. Mimic drawing the wavy
lines first, starting from the top going down in the air then going up and then
down again, and ask them to follow your actions. Observe if all the children are
able to follow instructions and draw the pattern in the air.
Once this exercise has been done a few times, ask the children to take their
seats.
Demonstrate how to sit straight, correct hand placement, and how to hold a
pencil. Ask the children to sit with a straight back and their feet placed firmly on
the ground so they can write easily. The children must have the proper
resources available to them (mini white/blackboard).
Ask the children to be very careful and draw the first line as accurately as they
can. If they require more practise, erase the previously drawn line and ask them
to repeat the process.

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All the while teachers are advised to observe if the children can follow
instructions properly and accurately. Repeat the instructions as many times as is
required for the child to understand.

Student’s book activity

Ask the children to trace the patterns in their books (page 1) with the help of a
pencil.
Let the children have multiple attempts till they can trace the wavy lines as well
as they can.

Lesson 2 (page 2) Patterns and Tracing

Materials required
Select any activity style, depending on the resources available:
• mini whiteboard and a dry erase marker/mini blackboard and a chalk
• student’s book
• sandbox/tray
• pencil

Pre-activity preparation
Keep sandboxes/trays and paints with recycled chart papers. (Sandboxes from
the previous activity can be used.)

Introduction
Patterns activity – sounds: Demonstrate the pattern of sounds. First, clap once
then stamp your right foot. Ask the children to look carefully first then copy your
actions. Inform the children that, for the pattern, timing is most important.
Remind them to notice the pattern: clap then stamp, clap then stamp. Keep
repeating this pattern till the children can do it on their own. Take a small break
for 5 minutes, then repeat the exercise; this time ask the children to start and
you can join in after observing carefully which child is not able to follow the
exercise properly.

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Class activities
Sandbox activity: Introduce the sandbox to the children. The lines on the
second page are diagonal. Ask the children if they have seen anything with this
pattern, on someone’s bag or any wall. Demonstrate to the children how they
can make diagonal lines to show rain. Draw diagonal lines on the white/
blackboard and help the children draw diagonal lines in the sandbox as well.
Encourage the children to trace patterns in the sandbox with their forefinger
first. Pay attention that the children are designing the pattern correctly. Take as
much time as is necessary to ensure that the children’s hand movements are
correct.

Student’s book activity

Ask the children to trace the patterns in their books (page 2) with the help of a
pencil.
Let the children have multiple attempts till they can trace the diagonal lines as
well as they can.

Lesson 3 (page 3) Patterns and Tracing

Materials required
Select any activity style, depending on the resources available:
• student’s book
• sandbox/tray
• pencil

Pre-activity preparation
Keep sandboxes/trays (sandboxes from the first activity can be used) ready.
Review: What is a pattern? Revise the concept of patterns with the children.

Class activity
Sandbox activity: Re-introduce the sandbox to the children. The lines on the
third page are straight and curved. Ask the children if they have seen anything
with this pattern, on someone’s bag or any wall. Demonstrate to the children

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how they can make straight and curved lines to show any path. Draw diagonal
lines on the white/blackboard and help the children draw straight and curved
lines in the sandbox as well. Encourage the children to trace patterns in the
sandbox with their forefinger first. Pay attention that the children are designing
the pattern correctly. Take as much time as is necessary to ensure that the
children’s hand movements are correct.

Student’s book activity

Ask the children to trace the patterns in their books (page 3) with the help of a
pencil.
Let the children have multiple attempts till they can trace the straight (vertical)
and curved lines as well as they can.

Lesson 4 (page 4) Patterns and Tracing

Materials required
Select any activity style, depending on the resources available:
• student’s book
• pieces of ropes/reel of slightly thick thread
• pencil
Review: What is a pattern? Review the concept of patterns with the children.

Class activities
Circle Time – Rope/thread activity: Take 20 cm to 30 cm long pieces of rope or
thread and show the children how it can be bend and turned into any shape or
pattern. Take the threads and twist and turn them into the patterns shown on
page 4. It is preferable that you have at least 6 pieces of ropes/threads, so you
can design all 6 kinds of patterns presented on the page. Talk with the children
about the different kinds of patterns and the functions that they can be used
for. For example, the wavy lines can be used to show waves of the sea and the
arrows can be used to show direction, etc.
Provide the children with the pieces of ropes/threads as well and encourage
them to design them in the same pattern as demonstrated by you. Facilitate the
children as required.

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Student’s book activity
Ask the children to trace the patterns in their books (page 4) with the help of a
pencil.
Let the children have multiple attempts till they can trace all the lines and
patterns as well as they can.

Lesson 5 (page 5) Visual Skills

Materials required
Select any activity style, depending on the resources available:
• student’s book
• toy dolls and tennis balls (or any other kind of ball)
• colour pencils
• recycled chart paper
• paint bottles (can be used from lesson 2)

Pre-activity preparation
Either ask children to bring toy dolls and tennis balls from home or arrange 3 or
4 dolls and 3 or 4 tennis balls beforehand.
Review: What is a pattern? Review the concept of patterns with the children.

Class activity
What is the odd one out? Place 3 dolls in a straight line so that they are facing
the children and place 1 tennis ball either at the end or the middle of the dolls.
Point to each toy and say its name out loud. For example: Point to the doll and
say ‘doll’, then point to the tennis ball and say ‘ball’. Repeat this process for all 4
objects. Then ask the children if all the toys are of the same kind. Ask them if all
the toys belong in one group. Facilitate the children if they need any help
guessing the answers.

Student’s book activity

Ask the children to turn to page 5 in their books and name all the objects/
animals in each row with their forefinger (facilitate when required).

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Let the children have multiple attempts till they can get it as close to perfect as
possible.
Then, ask the children row-by-row, to point out the one object/animal which
does not belong with the rest in the first two rows (facilitate when required).
Ask the children to colour the object/animal that is different from the rest.
For the last two rows, ask the children to point out the objects/animals which
are the same (facilitate when required).
Next, ask the children to colour the objects/animals which are the same in each
row.

Recapitulation

Circle Time: Provide the children with recycled chart paper and some paint.
Draw all the patterns studied in the chapter on the white/blackboard.
Ask the children to draw any pattern they like on the chart paper.

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Unit 2: My Alphabets
Expected Learning Outcomes
By the end of the unit, children should be able to:
• recognise 26 letters of the alphabets
• pronounce 26 letters of the alphabets
• read 26 letters of the alphabets
• write 26 letters of the alphabets
• recite rhymes
• trace and draw patterns

Lesson 1 (page 6) Letter A a

Materials required
Select any activity style, depending on the resources available:
• student’s book
• sandbox/tray
• chart paper/A4 size sheet
• rice/lentils
• glue
• round-tipped safety scissors
• recycled chart papers
• paint bottles/colour pencils/crayons
• a red apple/drawing of a red apple
• pencil

Pre-activity preparation
Keep sandboxes/trays ready.
With the help of a pencil, trace out a 10 cm-sized letter ‘a’ on a chart paper/A4
size sheet.

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Apply a coat of glue on the letter and sprinkle rice/lentils on top of it. Make sure
that the entire letter cut-out is covered with rice/lentils.
Prepare a few more cut-outs of the letter ‘a’ in a similar manner.
Leave it out to dry.

Introduction
Start the class by talking about letters and words. Inform the children that the
words we use to talk are made up of letters. Inform the children that they will
start learning about these letters one by one in the following months. The
English letters are usually spoken and written in a proper format starting from
the letter ‘a’.
Circle Time – Introducing the letter ‘a’: Divide the children into groups of four
and give each group one lentils/rice cut-out of the letter ‘a’ (which you have
prepared prior to the class). Move your fingers slowly through the pasted lentils/
rice. Start from the starting point of the letter ‘a’ and move slowly through the
cut-out as if you are writing the letter. Ask the children to follow your hand
movement with the cut-outs that they have present in front of them by taking
turns with the cut-out.
Air writing – Letter ‘a’: Ask the children to put some distance
between them and their classmate. Ask them to stand and stretch
their hands to see that they are not touching anyone by mistake.
First, demonstrate the actions in front of the children, then allow
them to follow. Point with your index finger in the air, and mimic
drawing the letter ‘a’. Observe if all the children are able to follow instructions
and draw the pattern in the air. Let the children have multiple attempts to
ensure that they are close to drawing the letter ‘a’.

Class activity
Sandbox activity: Bring out the sandboxes. Demonstrate how to make straight
and curved lines to show multiple things: semi-circles and straight lines, etc.
Show the children how they can combine the semi-circle and the straight line to
draw the letter ‘a’. Encourage the children to trace patterns in the sandbox with
their forefinger first. Pay attention that the children are forming the letter
correctly. Take multiple attempts and let the children work on the sandbox for
some time to ensure that they can draw the letter with some amount of
confidence and ease.

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Finger-painting (optional): Provide paint bottles of any colour, and recycled
chart paper to the children (you may use the backside of any previously used
chart paper). Demonstrate how to paint the letter ‘a’ using your forefinger. Dip
your forefinger into the paint and write the letter on the chart paper. Ask the
children to copy your movements and observe carefully if everyone can write
the letter ‘a’; help the children who need assistance.
If paint is unavailable, you may use colour pencils or crayons instead.

Group activity
Once this exercise has been done a few times, ask the children to take their
seats, and open their student’s books to page 6. Introduce the vocabulary words
present on the page beginning with the letter ‘a’. Try and connect the new
words with the objects or animals they may have seen in their day-to-day life.
For example, the ants that they may have seen in any garden, or an aeroplane
flying by, an alligator if they have visited a zoo before (if not, talk about the
alligator and how it lives in water and try to make the concept clear to the
children).
Rhyme time: Either draw a picture of a red apple and hold the paper in your
hand facing forward so that the children can see the drawing of the apple
clearly or arrange for an apple prior to the start of the class. Then read out the
poem present at the bottom of page 6 out loud. While reading the poem aloud,
emphasise on the sound. Pronounce each word carefully and slowly so that the
children can follow your words easily. Repeat the poem 5 to 6 times or as much
as is required for the children to read it fluently. You may ask the children to
memorise the poem if you wish.

Student’s book activity (building vocabulary, reading, and writing skills)

Next, demonstrate and remind the children how to sit straight, how to place
their hand, and how to hold a pencil. Ask the children to sit with a straight back
and their feet placed firmly on the ground so that they can write easily.
Point and read out the names of all four objects present on the page. Read the
names of the objects and animals out loud one by one. Repeat the sound of the
letter ‘a’, for example, (aaa), and then say the name of each of the four objects
present on page 7. For example: point to the picture of the car and say (kha),
then ask the children, does it sound the same? Correct any responses if required,
otherwise move on to the next picture. Once all four pictures have been

1 17
identified, ask the child which picture starts with the sound ‘aaa’? Repeat the
words again, emphasising on the beginning sound. Encourage the children to
answer yes or no. Once all four pictures are done, point to the pictures of the
alligator and ant and ask the children to circle these pictures as their beginning
sounds are ‘aaa’. Facilitate the children with drawing the circle around the
pictures, as this is their first activity of this kind, it may take some time and
attempts to get the desired result.
Ask the children to trace the letters written at the bottom half of page 7 with
the help of a pencil. Let the children have multiple attempts till they can trace
the letter ‘a’ as well as they can.
Next, facilitate the children while writing the letter ‘a’ independently in the last
two lines. However, do not hold their hand while they are writing. Let them
write on their own; they may take multiple attempts in correcting their letter
writing.

Lesson 2 (page 8) Letter B b

Materials required
Select any activity style, depending on the resources available:
• student’s book
• sandbox/tray
• chart paper/A4 size sheet
• rice/lentils
• glue
• round-tipped safety scissors
• recycled chart papers
• a toy ball (of any kind)/a banana or draw a picture of a ball/a banana on an
A4 size sheet
• pencil

Pre-activity preparation
Keep sandboxes/trays ready.
Prepare the cut-outs of the letter ‘b’ (instructions are present in lesson 1).

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Revision: Start the class by revising the topic discussed previously.

Introduction
Circle Time – Introducing the letter ‘b’: Divide the children into groups of four
and give each group one lentils/rice cut-out of the letter ‘b’ (which you have
prepared prior to the class). Move your fingers slowly through the pasted lentils/
rice. Start from the starting point of the letter ‘b’ and move slowly through the
cut-out as if you are writing the letter. Ask the children to follow your hand
movement with the cut-outs that they have present in front of them by taking
turns.
Air writing – Letter ‘b’: Ask the children to put some distance
between them and their classmates. Ask them to stand and
stretch their hands to see that they are not touching anyone
by mistake. Demonstrate the actions in front of the children,
and instruct them to follow. Next point with your index finger
in the air. Mimic drawing the letter ‘b’. Observe if all the
children are able to follow instructions and draw the pattern
in the air. Let the children have multiple attempts to ensure
that they are close to drawing the letter ‘b’.

Class activity
Sandbox activity: Bring out the sandboxes. Demonstrate to the children how
they can make straight and curved lines to show multiple things: semi-circles
and straight lines, etc. Show the children how they can combine the semi-circle
and the straight line to draw the letter ‘b’. Encourage the children to trace
patterns in the sandbox with their forefinger first. Pay attention that the children
are designing the pattern of the letter correctly. Take multiple attempts and let
the children work on the sandbox for some time to ensure that they can draw the
letter with some amount of confidence and ease. You may also mix and match and
let the children write the letter ‘a’ as well, if you wish.

Group activity
Once this exercise has been done a few times, ask the children to take their
seats, and help them open their student’s books to page 8. Introduce the
vocabulary words present on the page beginning with the letter ‘b’. Try and
connect the new words with the objects or animals they may have seen in their

1 19
day-to-day life. For example: hold up a book as an example and say the word
‘book’ out loud while emphasising on the beginning sound ‘ba’. Then move on
to the word banana, again emphasising on the beginning sound ‘ba’. Go
through all four vocabulary words present on page 8 in a similar manner.
Rhyme time: Before starting the rhyme, introduce the word ‘sheep’ to the
children. Ask them if they have seen sheep during Eid-ul-Azha. Talk about the
structure and feature of a sheep. Next, draw a picture of a sheep on an A4 size
paper and hold it in your hand facing the children so that they can see the
drawing of the sheep clearly. Talk about the sound that a sheep makes. Either
play the sound on a mobile phone or you may re-create the sound in class on
your own, say it clearly ‘baaaa’. Ask the children to repeat after you ‘baaaa’.
Then, read out the poem present at the bottom of page 8 out loud. While
reading the poem aloud, emphasise on the beginning sound. Pronounce each
word carefully and slowly so that the children can follow your words easily.
Repeat the poem 5 to 6 times or as much as is required for the children to read/
recite it fluently. You may ask the children to memorise the poem if you wish.

Student’s book activity

Next, demonstrate and remind the children how to sit straight, how to place
their hand, and how to hold a pencil. Ask the children to sit with straight back
and feet placed firmly on the ground so they can write easily.
Ask the children to turn to page 9. Point and read out the names of all four
objects present on the page. Read the names of the objects and animals out
loud one by one. Repeat the sound of the letter ‘b’, for example, ‘ba’ and then
say the name of each of the four objects present on page 9. For example: point
to the picture of the ball and say ‘ba’, then ask the children whether it sounds
the same. Correct any responses if required, otherwise move on to the next
picture. Once all four pictures have been identified, ask the children which
picture starts with the sound ‘ba’? Repeat the words again, emphasising on the
beginning sounds. Encourage the children to answer yes or no. Once all four
pictures are done, point to the pictures of the ball and bird and ask the children
to circle these pictures as their beginning sounds are ‘ba’. Facilitate the children
with drawing a circle around the pictures. As this is their second activity of this
kind, it may take some time to get the desired result.

20 1
Ask the children to trace the letters written at the bottom of page 9 with the
help of a pencil. Let the children have multiple attempts till they can trace the
letter ‘b’ as well as they can.
Next, facilitate the children with writing the letter ‘b’ independently in the last
two lines. However, do not hold their hand while they are writing. Let them
write on their own; they may take multiple attempts in correcting their letter
writing.

Lesson 3 (page 10) Letter C c

Materials required
Select any activity style, depending on the resources available:
• student’s book
• sandbox/tray
• play dough/clay
• chart paper/A4 size sheet
• rice/lentils
• glue
• round-tipped safety scissors
• recycled chart papers
• a toy car/a tea cup/the cup found on children’s water bottles or draw a
picture of a car/a tea cup on an A4 size sheet
• pencil

Pre-activity preparation
Keep sandboxes/trays ready.
Prepare the cut-outs of the letter ‘c’ (instructions are present in lesson 1).
Revision: Start the class by revising the previously discussed topic.

Introduction
Circle Time – Introducing the letter ‘c’: Divide the children into groups of four
and give each group one lentils/rice cut-out of the letter ‘c’ (which you have
prepared prior to the class). Move your fingers slowly through the pasted lentils/

1 21
rice. Start from the starting point of the letter ‘c’ and move slowly through the
cut-out as if you are writing the letter. Ask the children to follow your hand
movement with the cut-outs that they have present in front of them by taking
turns.

Class activity
Sandbox activity: Bring out the sandboxes. Demonstrate to the
children how they can make straight and curved lines to show
multiple things: semi-circles and straight lines, etc. Show the
children how a semi-circle looks like the letter ‘c’, when it is
facing the right side. Encourage the children to write the letter
‘c’ in the sandbox with their forefinger multiple times. Pay attention that the
children are designing the pattern of the letter correctly. Take multiple attempts
and let the children work on the sandbox for some time to ensure that they can
draw the letter with some amount of confidence and ease. You may also mix
and match and let the children write the letters ‘a’ and ‘b’ as well.
Finger-painting (optional): Provide paint bottles of any colour, and recycled
chart papers to the children (you may use the backside of any previously used
chart paper). Demonstrate to the children how they can paint the letter ‘c’ using
their forefinger. Dip your forefinger into the paint and write the letter on the
chart paper. Ask the children to copy your movements and look carefully if
everyone can write the letter ‘c’; help the children who need assistance.
If paint is unavailable, you may use colour pencils or crayons instead.

Group activity
Once this exercise has been done a few times, ask the children to take their
seats, and help them to open their student’s books to page 10. Introduce the
vocabulary words present on the page beginning with the letter ‘c’. Try and
connect the new words with the objects or animals they may have seen in their
day-to-day life. For example: hold up a toy car or the drawing of a car as an
example and say the word ‘car’ out loud while emphasising on the beginning
sound ‘kha’. Ask the children if they have seen a car before and where. Then,
move on to the word cup, again emphasising on the beginning sound ‘kha’. Go
through all four vocabulary words present on page 10 in a similar manner.
Rhyme time: Before starting the rhyme, introduce the word ‘cat’ to the children.
Ask them if they have seen any cats before. Talk about the features of a cat.

22 1
Next, draw a picture of a cat on an A4 size paper and hold it in your hand facing
forward so that the children so that they can see the drawing of the cat clearly.
Talk about the sound that a cat makes. Either play the sound on a mobile phone
or you may re-create the sound in class on your own; say it clearly (meow). Ask
the children to repeat after you (meow).
Then read out the poem present at the bottom of page 10 out loud. While
reading the poem aloud, emphasise on the beginning sound. Pronounce each
word carefully and slowly so that the children can follow your words easily.
Repeat the poem 5 to 6 times or as much as is required for the children to read/
recite it fluently. You may ask the children to memorise the poem if you wish.

Student’s book activity

Next, demonstrate and remind the children how to sit straight, how to place
their hand, and how to hold a pencil. Ask the children to sit with a straight back
and their feet placed firmly on the ground so they can write easily.
Ask the children to turn to page 11. Point and read out the names of all four
objects present on the page. Read the names of the objects and animals out
loud one by one. Repeat the sound of the letter ‘c’, for example, ‘kha’ and then
say the name of each of the four objects present on page 11. For example: point
to the picture of ball and say ‘ba’, then ask the children, does it sound the same?
Correct any responses if required, otherwise move on to the next picture. Once
all four pictures have been identified, ask the children which picture starts with
the sound ‘kha’? Repeat the words again, emphasising on the beginning sound.
Encourage the children to answer yes or no. Once all four pictures are done,
point to the picture of the cup and the cat and ask the children to circle these
pictures as their beginning sounds are ‘kha’. Facilitate the children with drawing
a circle around the pictures. As this is their third activity of this kind, it may take
some time and efforts to get the desired result.
Ask the children to trace the letters written at the bottom of page 11 with the
help of a pencil. Let the children have multiple attempts till they can trace the
letter ‘c’ as well as they can.
Next, facilitate the children while writing the letter ‘c’ independently in the last
two lines. However, do not hold their hand while they are writing. Let them
write on their own; they may take multiple attempts in correcting their letter
writing.

1 23
 Lesson 4 (page 12) Colours

Materials required
Select any activity style, depending on the resources available:
• student’s book
• aprons/old t-shirts
• 2 full size chart papers
• paint bottles (red, yellow, blue, and green)
• colour pencils/crayons (red, yellow, blue, and green)
• play dough (red, yellow, blue, and green)

Pre-activity preparation
You may select and prepare for any one or both of the following activities:
You may use a new chart paper or recycle the backside of any previously used
one. Cut each card sheet into two.
• On the first half of the chart paper draw the outline of a big apple
(depending on the space)
• On the second half, draw the outline of a big banana (depending on the
space)
• On the third half, draw the outline of one or two clouds (depending on the
space)
• On the fourth half, draw the trunk of a tree without any leaves or greenery
You may arrange for a colour day as well. Divide the children into groups of four
and assign the colours red, yellow, blue, and green to each group, respectively.
Ask the children to wear any casual dress and bring an eatable item and one toy
of the colour assigned to their group. You can have a lunch party, prepare for
certain activities such as playing with play dough/clay, have a short race within
classes after clearing up the desks, or sing and act on rhymes, etc.
I-Spy activity: Place the objects in clear view and easy access for the children.
Please note, that the placement of the objects should not be so difficult that the
children are unable to do it without an adult’s help, and also not so easy that
there is no cognitive work required. Encourage the children to keep an open eye
and search for similar coloured objects in their day-to-day life and at home as
well.

24 1
Group activity
Paint them red, yellow, blue, and green: Divide the children into four groups
and assign the colours red, yellow, blue, and green to each group, respectively.
Provide the children with aprons or you may provide them with old t-shirts, so
they do not ruin their uniforms.
Red: Apply a layer of red paint on the right palm of the children from the red
group and place the chart paper with the outline of the apple. Help the children
in placing their right palms (the one with paint on) firmly within the outline of
the apple and keep it there for a few seconds. Then ask the children to slowly
move their palm away. Once everyone has had their turn, you should have a big
apple with red palm prints of a first quarter of your class. (You may follow the
same instructions for yellow, blue, green.)
You may paste these chart papers with masking/paper tape on the walls and
keep on going back to the colours in the future to revise the topic.
Colour day (red, yellow, blue, and green): The children should be wearing
casual clothes of the colours assigned to their group (however, if any child
chooses to wear their uniform, that is fine as well). You may mix and match the
groups, so they can play with toys of different colours or make models from
different coloured play doughs, etc.
During lunch time, mix and match the children and ask them to share their food
with other children (from other colour groups) and in the meantime talk about
fruits and food that come in different colours.
I-Spy Activity: Place red, yellow, blue, and green coloured objects in the
classroom where they are clearly visible to the children, and make sure that they
can reach them as well. Introduce the game ‘I-Spy’ to the children. Read the
rules out to them and ask them to look for the colour that is being spoken at the
end of the sentence, and ask ‘I spy with my little eye, something that is red’.
Encourage the children to look for the object which is red in colour, and either
point it out or bring it to you to facilitate.
*The instructions for ‘How to play I-Spy’ activity is at the end of this lesson plan.

Student’s book activity

Ask the children to take their seats and help them to open their books and turn
to page 12. Introduce the vocabulary and the colours associated with them.

1 25
Have a discussion with the children and help them associate the colours (red,
yellow, blue, and green) with other objects that they may have seen in their day-
to-day life.
Provide the children with red, yellow, blue, and green colour pencils/crayons
and help them fill out the boxes present at the bottom half of page 12.

Rules - How to play ‘I spy with my little eye…’

Step 1: Nominate yourself as the spy. Divide your class equally in half, making
two teams.
Step 2: Pick out an object. Select an object that everyone can see, but do not
reveal the object yet.
Step 3: Announce your hint: say, ‘I spy with my little eye, something that is red’.
Step 4: Take turns guessing. Have the other players take turns guessing the
object.
Step 5: Encourage the children to guess at a much faster pace. Declare the team
which correctly guesses the answer first, the winner.

Lesson 5 (page 13) Letter D d

Materials required
Select any activity style, depending on the resources available:
• student’s book
• chart paper/A4 size sheet
• rice/lentils
• glue
• round-tipped safety scissors
• play dough/clay
• a toy doll or draw a picture of a doll on an A4 size sheet
• pencil

Pre-activity preparation
Prepare the cut-outs of the letter ‘d’ (instructions are present in lesson 1).

Revision: Start the class by revising the previously discussed topic.

26 1
Introduction
Circle Time – Introducing the letter ‘d’: Divide the children into groups of four
and give each group one lentils/rice cut-out of the letter ‘d’ (which you have
prepared prior to the class). Move your fingers slowly through the pasted lentils/
rice. Start from the starting point of the letter ‘d’ and move slowly through the
cut-out as if you are writing the letter. Ask the children to follow your hand
movement with the cut-outs that they have present in front of them by taking
turns.
Air writing – Letter ‘d’: Ask the children to put some distance
between them and their classmates. Demonstrate the actions in
front of the children. The children will follow. Next, point with
your index finger in the air. Mimic drawing the letter ‘d’.
Observe whether all the children are able to follow the
instructions and draw the pattern in the air. Take multiple
attempts to ensure that the children are close to drawing the
letter ‘d’.

Class activity
Play dough activity: Provide children with play dough. The children have
already made basic patterns such as straight line or circle or a semi-circle before.
Help the children in making the letter ‘d’ with the play dough/clay. If you are
using play dough, you may provide each child with two different coloured play
dough to make the letters more colourful and interesting. Ask other children if
they can recognise the letter from the play dough mould.
Once this exercise has been done a few times, ask the children to take their
seats, and help them to open their student’s books to page 13. Introduce the
vocabulary words present on the page beginning with the letter ‘d’. Try and
connect the new words with the objects or animals they may have seen in their
day-to-day life. For example: hold or point to the door of the classroom as an
example and say the word ‘door’ out loud while emphasising on the beginning
sound (da). Then move on to the word dress, again emphasising on the
beginning sound (da) and point to your own dress. Go through all four
vocabulary words present on page 13 in a similar manner.

1 27
Rhyme time: Before starting the rhyme, introduce the words ‘old man’, ‘frying
pan’, ‘chair’, etc. to the children, and associate these words with their day-to-day
usage. Ask them if they know any old people, perhaps their grandparents.
Then read out the poem present at the bottom of page 13 out loud. While
reading the poem aloud, emphasise on the beginning sound. Pronounce each
word carefully and slowly so that the children can follow your words easily.
Repeat the poem 5 to 6 times or as much as is required for the children to read/
recite it fluently. You may ask the children to memorise the poem if you wish.

Student’s book activity

Ask the children to sit and hold the pencil the way they have been told in the
previous lessons.
Help the children to turn to page 14. Point and read out the name of all four
objects present on the page. Read the names of the objects and animals out
loud one by one. Repeat the sound of the letter ‘d’, for example, ‘da’ and then
say the name of each of the four objects present on page 14. For example: point
to the picture of the dog and say ‘da’, then ask the children, does it sound the
same? Correct any responses if required, otherwise move on to the next picture.
Once all four pictures have been identified, ask the child which picture starts
with the sound ‘da’? Repeat the words again, emphasising on the beginning
sound. Encourage the children to answer yes or no. Once all four pictures are
done again point to the picture of the dog and the doll and ask the children to
circle these pictures as their beginning sounds are ‘da’. Facilitate the children
with drawing a circle around the pictures; as this is their fourth activity of this
kind, it may take some time and attempts to get the desired result.
Ask the children to trace the letters at the bottom half of page 14 with a pencil.
Let the children have multiple efforts till they can trace the letter ‘d’ as well as
they can.
Next, facilitate the children while writing the letter ‘d’ independently in the last
two lines. However, do not hold their hand while they are writing. Let them
write on their own; they may take multiple attempts in correcting their letter
writing.

28 1
 Lesson 6 (page 15) Letter E e

Materials required
Select any activity style, depending on the resources available:
• student’s book
• sandbox/tray
• chart paper/A4 size sheet
• rice/lentils
• glue
• round-tipped safety scissors
• a toy elephant or draw a picture of an elephant on an A4 size sheet
• pencil

Pre-activity preparation
Keep sandboxes/trays ready.
Prepare the cut-outs of the letter ‘e’ (instructions are present in lesson 1).

Revision: Start the class by revising the previously discussed topic.

Introduction
Circle Time – Introducing the letter ‘e’: Divide the children into groups of four
and give each group one lentils/rice cut-out of the letter ‘e’ (which you have
prepared prior to the class). Move your fingers slowly through the pasted lentils/
rice. Start from the starting point of the letter ‘e’ and move slowly through the
cut-out as if you are writing the letter. Ask the children to follow your hand
movement with the cut-outs that they have present in front of them by taking
turns.
Air writing – Letter ‘e’: Ask the children to put some distance
between them and their classmates. Demonstrate the actions in
front of the children. The children will follow. Next point with
your index finger in the air. Mimic drawing the letter ‘e’.

1 29
Observe whether all the children are able to follow the instructions and draw
the pattern in the air. Let the children have multiple attempts to ensure that
they are close to drawing the letter ‘e’.

Student activity
Sandbox activity: Bring out the sandboxes. Demonstrate to the children how
they can make straight and curved lines to show multiple things: semi-circles
and straight lines, etc. Show the children how a slightly curved semi-circle looks
like the letter ‘e’, when it is facing the right side. Encourage the children to trace
patterns in the sandbox with their forefinger first. Pay attention that the children
are designing the pattern of the letter correctly. Take multiple attempts and let
the children work on the sandbox for some time to ensure that they can draw
the letter with some amount of confidence and ease. You may also mix and
match and let the children write the letters ‘a’, ‘b’, ‘c’, and ‘d’ as well, if you wish.

Class activity
Once this exercise has been done a few times, ask the children to take their
seats, and help them to open their student’s books to page 15. Introduce the
vocabulary words present on the page beginning with the letter ‘e’. Try and
connect the new words with the objects or animals they may have seen in their
day-to-day life. For example: hold your ear with one hand as an example, ask the
children to hold their ears as well and say the word ‘ear’ out loud while
emphasising on the beginning sound ‘ee’. Then move on to the word eye, again
emphasising on the beginning sound ‘ee’ and point to your eyes. Go through all
four vocabulary words present on the page in the similar manner.
Rhyme time: Before starting the rhyme, introduce the words ‘elephant’ to the
children, and associate these words with their day-to-day usage. Ask them if
they have seen an elephant, perhaps on tv or if they have visited a zoo. Talk
about the structure of an elephant, what it looks like and where it lives.
Then, read out the poem at the bottom of page 15 out loud. While reading the
poem aloud, emphasise on the beginning sound. Pronounce each word carefully
and slowly so that the children can follow your words easily. Repeat the poem 5
to 6 times or as much as is required for the children to read/recite it fluently.
You may ask the children to memorise the poem if you wish.

30 1
Student’s book activity
Next, demonstrate and remind the children how to sit straight, how to place
their hand, and how to hold a pencil.
Help the children to turn to page 16. Point and read out the name of all four
objects present on the page. Read the names of the objects and animals out
loud one by one. Repeat the sound of the letter ‘e’, for example, ‘ee’ and then
say the name of each of the four objects on page 16. For example: point to the
picture of the elephant and say ‘ee’, then ask the children, does it sound the
same? Correct any responses if required, otherwise move on to the next picture.
Once all four pictures have been identified, ask the children which picture starts
with the sound ‘ee’? Repeat the words again, emphasising on the beginning
sound. Encourage the children to answer yes or no. Once all four pictures are
done, point to the pictures of the elephant and crate of eggs and ask the
children to circle these pictures as their beginning sounds are ‘ee’. Facilitate the
children with drawing the circle around the pictures; as this is their fifth activity
of this kind it may take some time and attempts to get the desired result.
Ask the children to trace the letters written at the bottom half of page 16 with
the help of pencil. Let the children have multiple efforts till they can trace the
letter ‘e’ as well as they can.
Next, facilitate the children while writing the letter ‘e’ independently in the last
two lines. However, do not hold their hand while they are writing. Let them
write on their own, they may take multiple attempts in correcting their letter
writing.

Lesson 7 (page 17) Know a family

Materials required
Select any activity style, depending on the resources available:
• children’s family pictures – generic family photo
• plastic covers for tables
• crayons
• aprons/old t-shirts (to be used as aprons)
• A4 size sheet/recycled chart papers
• paint in different colours (water colour paint pans)

1 31
• paint brushes (thick broad tip)
• water
• containers for water (you can cut bottoms of plastic water bottles to use as
bowls)
• clothes pegs
• clothes line/display line
• student’s book

Pre-activity preparation
Place clothes line/display line with the help of a thick thread/rope/fish wire.

Introduction
When talking about a family, discuss a few cultural aspect with the children. For
example, how we should be open to other’s opinions and backgrounds. Even
while celebrating festivals, we should be respectable towards other’s religious
and cultural backgrounds.
Inform the children that there are several religions, other than Islam, followed by
people in Pakistan. Such as: Christianity, Hinduism, etc.
Inform each child of their specific religion. If you have any child practicing a
religion other than Islam, help them name and identify their respective religion.
Start the class discussion by talking about family. Talk to the children about how
many family members they have, who live in their house apart from their
parents, about their grandparents, and cousins.
If it is possible, ask the children to bring a family picture of theirs from home
and do a show and tell, where the children will point to the family members in
the picture and talk about them. Ask the children to encourage and motivate
their friends while they are speaking. Teach them that making mistakes are a
part of learning and there is no need to be ashamed of it. Discourage teasing
and making fun of others.
Speaking activity: Generally, grandparents tell traditional stories to the
children. However, this can differ with each family. Ask the children if they can
retell any traditional or popular children’s stories with correct sequence.
Talk about different family members and the role they play in the household.

32 1
Help the children open their student’s books to pages 17 and 18 and read aloud
the words from: Words to Know and the textboxes. Read the words aloud one
by and one by pointing to each word with your forefinger. Ask the children to
follow your movements in their own books.
Read each word aloud slowly and carefully. Pronounce it clearly and ask the
children to repeat after you.

Class activity
Circle Time: Sit together in a circle and show a family picture to the children.
Talk about ‘Family’. Ask the children about their families and how many people
are in their family.
Talk about the different roles of people in a family, for example, ask them, who
is a mother, father, brother and sister (siblings) etc; how are they with them,
what do they do. If a few children live in a joint family, they can also mention
grandparents. Briefly tell them about who they are. Ask the children what their
parents do. Tell them that parents love children and care for them.

Main activity
Once each child has had an opportunity to talk and share about their families,
distribute aprons and their old shirts. Help the children put on the old shirts on
top of their uniforms. Spread out the plastic on the table/floor.
Demonstrate to them how to paint (hold the brush like a pencil). Wet the brush
in water, dip it in paint, and then apply paint on the sheets. Tell the children
that they will be making a painting/portrait of their family today.
Divide the children in groups of four (maximum). Each group will have a
container with water, paintbrushes as per the number of children in the group, a
palate of watercolour paints, and A4 sheets.
Ask the children to write their names using colour pencils/crayons on top of the
sheets before they begin their work.
Allow the children to paint their family pictures; they can even paint their
houses and be as creative as they want.
Once the children have finished, collect their pictures and hang them up to dry
clothes’ line/display line in class with pegs.

1 33
Speaking activity (the next day/once the paintings have dried)
The next day, once the paintings are dried up, you can distribute the paintings
to the children once again.
Ask the children to share about their paintings with the class what they have
painted. Do not force a child to speak if he/she is unwilling to speak. Give them
time and gently encourage them.
Once children have spoken about their paintings, re-collect the paintings and
pin them up on the soft board/art corner. You can label the section as ‘My
Family Wall’.

Student’s book activity

Help the children to open their student’s books to page 19. This page aims to
familiarise children with things in their house, family, and the people around
them.
Point to different furniture and objects in the picture and ask questions.
Ask the children the questions from the page and help them figure out the
answers.

Lesson 8 (page 20) Letter F f

Materials required
Select any activity style, depending on the resources available:
• student’s book
• sandbox/tray
• chart paper/A4 size sheet
• rice/lentils
• glue
• round-tipped safety scissors
• a toy fish or draw a picture of a fish or a jasmine flower an A4 size sheet
• pencil

34 1
Pre-activity preparation
Keep sandboxes/trays ready (instructions given at the start of the lesson plan’s
section).
Prepare the cut-outs of the letter ‘f’ (instructions are present in lesson 1).
Assign items to bring for the fruit salad activity.

Revision: Start the class by revising the previously discussed topic.

Introduction
Circle Time – Introducing the letter ‘f’: Divide the children into groups of four
and give each group one lentils/rice cut-out of the letter ‘f’ (which you have
prepared prior to the class). Move your fingers slowly through the pasted lentils/
rice. Start from the starting point of the letter ‘f’ and move slowly through the
cut-out as if you are writing the letter. Ask the children to follow your hand
movement with the cut-outs that they have present in front of them by taking
turns.
Air writing – Letter ‘f’: Ask the children to put some distance
between them and their classmate, as they have been doing for
some time now. Demonstrate the actions in front of the children
but first let the children try on their own. Next point with your
index finger in the air. Mimic drawing the letter ‘f’. Observe if all
the children are able to follow instructions and draw the pattern
in the air. Let the children have multiple attempts to ensure that
they are close to drawing the letter ‘f’.

Class activity
Sandbox activity: Bring out the sandboxes. Show the children how a slightly
curved vertical line and a straight horizontal line, looks like the letter ‘f’, when it
is facing the right side. Encourage the children to trace patterns in the sandbox
with their forefinger first. Pay attention that the children are designing the
pattern of the letter correctly. Take multiple attempts and let the children work
on the sandbox. You may also mix and match and let the children write the
letters ‘a’, ‘b’, ‘c’, ‘d’, and ‘e’ as well, if you wish.
Once this exercise has been done a few times, ask the children to take their
seats, and help them to open their student’s books to page 20. Introduce the

1 35
vocabulary words present on the page beginning with the letter ‘f’. Try and
connect the new words with the objects or animals they may have seen in their
day-to-day life. For example: draw a diagram of a jasmine flower on an A4 size
sheet as an example and say the word ‘flower’ out loud, while emphasising on
the beginning sound. Ask the children if they have seen a jasmine flower before.
Talk with the children regarding the cultural importance of jasmine flower.
Inform the children that jasmine flower is the national flower of Pakistan and is
used as a representative of our country on multiple occasions. The children must
have seen the flower during wedding ceremonies, etc. Go through all four
vocabulary words present on the page in a similar manner.
Rhyme time: Before starting the rhyme, introduce the words ‘farmer’ to the
children, and associate these words with their day-to-day usage. Ask them if
they have seen farmers in villages, or perhaps on TV or if they have ever visited
a zoo. Talk about who farmers are, where they work, and what their work is
about.
Then read out the poem at the bottom of page 20 out loud. While reading the
poem aloud, emphasise on the beginning sound. Pronounce each word carefully
and slowly so that the children can follow your words easily. Repeat the poem 5
to 6 times or as much as is required for the children to read/recite it fluently.
You may ask the children to memorise the poem if you wish.
Fruit Salad Day: A Fruit Salad Day would help the children become more
familiar with different fruits and their respective colours. Talk to the children
about how certain fruits are special to each country. Similarly, in Pakistan, our
national fruit is Mango. If available do incorporate Mango and talk to the
children about how Mango is not only beneficial and important for health but it
is also important for our country.

Materials required:
• a variety of fruits
• a child-friendly knife (like a butter knife)
• disposable spoons
• paper plates
• a big bowl

36 1
Instructions: A day prior to the activity, assign items to the children to bring to
class for the Fruit Salad Day activity. Ask the children to bring a disposable plate
and spoon for themselves, along with the fruit they have been assigned.
Depending on the strength of the class, there might be multiple children
bringing in the same fruit. The types of fruit that can be assigned depend on the
season, but can typically include bananas, grapes, pears, peaches, mangoes, and
so on. When the children bring in the required items, make them sit in a circle,
and peel and cut the fruit as required. You can allow the children to cut their
own fruit in cubes, with guided help from you. Once all the fruit is cut, mix it
carefully in a big bowl to form a fruit salad. Distribute it to the children in their
paper plates, with their paper spoons. Remember to discuss the name and
characteristics of each fruit throughout the activity.

Student’s book activity

Instruct the children to sit properly and hold their pencils in the way that is
taught in the previous lessons.
Help the children to turn to page 21. Point and read out the names of all four
objects on the page. Read the names of the objects and animals out loud one
by one. Repeat the sound of the letter ‘f’, for example, ‘fa’ and then say the
name of each of the four objects on page 21. For example: point to the picture
of fish and say ‘fa’, then ask the children does it sound the same? Correct any
responses if required, otherwise move on to the next picture. Once all four
pictures have been identified, ask the child which picture starts with the sound
‘fa’? Repeat the words again, and emphasise on the beginning sound. Encourage
the children to answer yes or no. Once all four pictures are done, point to the
pictures of the fish, fly, and frog, and ask the children to circle these pictures as
their beginning sounds are ‘fa’. Facilitate the children with drawing the circle
around the pictures. As this is their sixth activity of this kind it may take some
time and efforts to get the desired result.
Ask the children to trace the letters written at the bottom half of page 21 with a
pencil. Let the children have multiple attempts till they can trace the letter ‘f’ as
well as they can.
Next, facilitate the children while writing the letter ‘f’ independently in the last
two lines. However, do not hold their hand while they are writing. Let them
write on their own. They may take multiple attempts in correcting their letter
writing.

1 37
 Lesson 9 (page 23) Letter G g

Materials required
Select any activity style, depending on the resources available:
• student’s book
• pencil and paper
• lentils/rice
• round-tipped safety scissors
• sandbox/tray
• white/blackboard
• a picture of a girl/a goat on an A4 size sheet

Pre-activity preparation
Keep sandboxes/trays ready.
Prepare the cut-outs of the letter ‘g’ (instructions are present in lesson 1).
Revision: Start the class by revising the previously discussed topic.

Introduction
Circle Time – Introducing the letter ‘g’: Divide the children into groups of four
and give each group one lentils/rice cut-out of the letter ‘g’ (which you have
prepared prior to the class). Move your fingers slowly through the pasted lentils/
rice. Start from the starting point of the letter ‘g’ and move slowly through the
cut-out as if you are writing the letter. Ask the children to follow your hand
movement with the cut-outs that they have present in front of them by taking
turns.

Student activity
Sandbox activity: Bring out the sandboxes. Show the children
how a slightly curved vertical line and a straight horizontal line,
looks like the letter ‘g’, when it is facing the right side.
Encourage the children to trace patterns in the sandbox with
their forefinger first. Pay attention that the children are
designing the pattern of the letter correctly. Take multiple

38 1
attempts and let the children work on the sandbox. You may also mix and
match and let the children write the letters ‘a’, ‘b’, ‘c’, ‘d’, ‘e’, and ‘f’ as well, if you
wish.
Once this exercise has been done a few times, ask the children to take their
seats, and help them to open their student’s books to page 23. Introduce the
vocabulary words present on the page beginning with the letter ‘g’. Try and
connect the new words with the objects or animals they may have seen in their
day-to-day life. For example: pick any girl from the class, or have a picture of a
girl on an A4 size sheet as an example and say the word ‘girl’ out loud while
emphasising on the beginning sound. Then move on to the word ‘goat’, say the
word ‘goat’ out loud, again emphasising on the beginning sound ‘go’ and talk
about a goat. Go through all four vocabulary words present on the page in a
similar manner.
Rhyme time: Before starting the rhyme, introduce the words ‘goose’ to the
children, and associate these words with their day-to-day usage. Ask them if
they have seen a goose in any park, or if they have visited a zoo, or if they have
seen it on TV. Talk about what a goose is, where it lives, and what it sounds like.
Then read out the poem present at the bottom of page 23 out loud. While
reading the poem aloud, emphasise on the beginning sound. Pronounce each
word carefully and slowly so that the children can follow your words easily.
Repeat the poem 5 to 6 times or as much as is required for the children to read/
recite it fluently. You may ask the children to memorise the poem if you wish.
Things I see in a playground: arrange to take the children out to the
playground. Ask them to name the things around them. When back in the
classroom, ask them to name what things they remember.

Student’s book activity

Help the children to turn to page 24. Point and read out the name of all four
objects present on the page. Read the names of the objects and animals out
loud one by one. Repeat the sound of the letter ‘g’, for example ‘ga’, and then
say the name of each of the four objects present on page 24. For example: point
to the picture of the goat and say ‘ga’, then ask the children does it sound the
same? Correct any responses if required, otherwise move on to the next picture.
Once all four pictures have been identified, ask the children which picture starts
with the sound ‘ga’? Repeat the words again, emphasising on the beginning
sound. Encourage the children to answer yes or no. Once all four pictures are

1 39
done, point to the picture of the goat, and the grapes, and ask the children to
circle these pictures as their beginning sounds are ‘ga’. Facilitate the children
with drawing the circle around the pictures. As this is their sixth activity of this
kind, it may take some time and efforts to get the desired result.
Ask the children to trace the letters written at the bottom half of page 24 with a
pencil. Let the children have multiple attempts till they can trace the letter ‘g’ as
well as they can.
Next, facilitate the children while writing the letter ‘g’ independently in the last
two lines. However, do not hold their hand while they are writing. Let them
write on their own. they may take multiple attempts in correcting their letter
writing.

Lesson 10 (page 27) Letter H h

Materials required
Select any activity style, depending on the resources available:
• student’s book
• sandbox/tray
• chart paper/A4 size sheet
• rice/lentils
• glue
• round-tipped safety scissors
• play dough/clay
• pencil
• a picture of a hand/a hen on an A4 size sheet

Pre-activity preparation
Keep sandboxes/trays ready.
Prepare the cut-outs of the letter ‘h’ (instructions are present in lesson 1).

Revision: Start the class by revising the previously discussed topic.

40 1
Introduction
Circle Time – Introducing the letter ‘h’: Divide the children into groups of four
and give each group one lentils/rice cut-out of the letter ‘h’ (which you have
prepared prior to the class). Move your fingers slowly through the pasted lentils/
rice. Start from the starting point of the letter ‘h’ and move slowly through the
cut-out as if you are writing the letter. Ask the children to follow your hand
movement with the cut-outs that they have present in front of them by taking
turns.

Student activity
Sandbox activity: Bring out the sandboxes. Show the children
how a slightly curved vertical line and a straight horizontal
line, looks like the letter ‘h’, when it is facing the right side.
Encourage the children to trace patterns in the sandbox with
their forefinger first. Pay attention that the children are
designing the pattern of the letter correctly. Take multiple
attempts and let the children work on the sandbox. You may also mix and
match and let the children write the letters ‘a’, ‘b’, ‘c’, ‘d’, ‘e’, ‘f’, and ‘g’ as well.
Play dough activity (optional): Provide children with play dough. Help the
children in making the letter ‘h’ with the play dough/clay. Ask other children if
they can recognise the letter from the play dough mould.

Student’s book activity

Help the children to turn to page 27. Introduce the vocabulary words present on
the page beginning with the letter ‘h’. Try and connect the new words with the
objects or animals they may have seen in their day-to-day life. For example: on
an A4 size sheet as an example there should be a picture of a hand; say the
word ‘hand’ out loud while emphasising on the beginning sound and ask the
children to raise their hands. Then move on to the word ‘hen’, say the word
‘hen’ out loud, again emphasising on the beginning sound ‘ha’ and talk about a
hen. Go through all four vocabulary words present on the page in a similar
manner.

1 41
Rhyme time: Before starting the rhyme, introduce the words ‘hickory’ to the
children, and associate these words with their day-to-day usage. Ask them if
they have ever heard this word before, and what they think it means. Talk to the
children about rhyming words.
Then read the poem at the top of page 28 out loud. While reading the poem
aloud, emphasise on the beginning sound. Pronounce each word carefully and
slowly so that the children can follow your words easily. Repeat the poem 5 to 6
times or as much as is required for the children to read/recite it fluently. You
may ask the children to memorise the poem if you wish.
Next, ask the children to sit straight, then place their hands as has been the
practice, and hold their pencils properly.
Help the children to turn to page 29. Point and read out the names of all four
objects on the page. Read the names of the objects and animals out loud one
by one. Repeat the sound of the letter ‘h’, for example,’ha’ and then say the
name of each of the four objects present on page 29. For example: point to the
picture of hand and say ‘ha’, then ask the children does it sound the same?
Correct any responses if required, otherwise move on to the next picture. Once
all four pictures have been identified, ask the child which picture starts with the
sound ‘ha’? Repeat the words again, emphasising on the beginning sound.
Encourage the children to answer yes or no. Once all four pictures are done ,
point to the picture of a hen and a home, and ask the children to circle these
pictures as their beginning sounds are ‘ha’. Facilitate the children with drawing
the circle around the pictures. As they have had practise with activities of this
kind you can expect that it will take lesser time and attempts to get the desired
result.
Ask the children to trace the letters written at the bottom half of page 29 with a
pencil. Let the children have multiple attempts till they can trace the letter ‘h’ as
well as they can.
Next, facilitate the children while writing the letter ‘h’ independently in the last
two lines. However, do not hold their hand while they are writing. Let them
write on their own; they may take multiple attempts in correcting their letter
writing.

42 1
 Lesson 11 (page 30) Letter I i

Materials required
Select any activity style, depending on the resources available:
• student’s book
• sandbox/tray
• chart paper/A4 size sheet
• rice/lentils
• glue
• round-tipped safety scissors
• pencil
• A picture of ice/insects on an A4 size sheet

Pre-activity preparation
Keep sandboxes/trays ready.
Prepare the cut-outs of the letter ‘i’ (instructions are present in lesson 1).

Revision: Start the class by revising the previously discussed topic.

Introduction
Circle Time – Introducing the letter ‘i’: Divide the children into groups of four
and give each group one lentils/rice cut-out of the letter ‘i’ (which you have
prepared prior to the class). Move your fingers slowly through the pasted lentils/
rice. Start from the starting point of the letter ‘i’ and move slowly through the
cut-out as if you are writing the letter. Ask the children to follow your hand
movement with the cut-outs that they have present in front of them by taking
turns.
Air writing – Letter ‘i’: Ask the children to put some distance between them
and their classmates, as they have been doing for some time now. Demonstrate
the actions in front of the children but first let the children try on their own.
Next point with your index finger in the air. Mimic drawing the letter ‘i’. Observe
whether all the children are able to follow instructions and draw the pattern in

1 43
the air. Let the children have multiple attempts to ensure that they are close to
drawing the letter ‘i’.

Student activity
Sandbox activity: Bring out the sandboxes. Show the children
how a straight vertical line with a dot on top looks like the
letter ‘i’. Encourage the children to trace patterns in the
sandbox with their forefinger first. Pay attention that the
children are designing the pattern of the letter correctly. Take
multiple attempts and let the children work on the sandbox.
You may also mix and match and let the children write the
letters ‘a’, ‘b’, ‘c’, ‘d’, ‘e’, ‘f’, ‘g’, and ‘h’ if you wish.

Class activity
Once this exercise has been done few times, ask the children to take their seats,
and help them to open their student’s books to page 30. Introduce the
vocabulary words present on the page beginning with the letter ‘i’. Try and
connect the new words with the objects or animals they may have seen in their
day-to-day life. Go through all four vocabulary words present on the page in the
similar manner.
Rhyme time: Before starting the rhyme, introduce the word ‘lion’ to the
children, and associate this word with their day-to-day usage. Ask them if they
have ever seen a lion, either on TV, or if they have been to a zoo.
Then read out the poem present at the bottom of page 30 out loud. While
reading the poem aloud, emphasise on the middle sound. Pronounce each word
carefully and slowly so that the children can follow your words easily. Repeat the
poem 5 to 6 times or as much as is required for the children to read/recite it
fluently. You may ask the children to memorise the poem if you wish.

Student’s book activity

Next, ask the children to sit straight, the place their hands as has been the
practice, and hold their pencils properly.
Help the children to turn to page 31. Point and read out the name of all four
objects present on the page. Read the names of the objects and animals out
loud one by one. Repeat the sound of the letter ‘i’, for example, ‘ieh’ and then
say the name of each of the four objects present on page 31. For example: point

44 1
to the picture of ink and say ‘ieh’, then ask the children does it sound the same?
Correct any responses if required, otherwise move on to the next picture. Once
all four pictures have been identified, ask the children which picture starts with
the sound ‘ieh’? Repeat the words again, emphasising on the beginning sound.
Encourage the children to answer yes or no. Once all four pictures are done,
point to the picture of the ink and the ice, and ask the children to circle these
pictures because their beginning sounds are ‘ieh’. Facilitate the children with
drawing a circle around the pictures. As they have had practise with activities of
this kind, you can expect that it will take less time and fewer attempts to get the
desired result.
Ask the children to trace the letters written at the bottom half of page 31 with
the help of a pencil. Let the children have multiple attempts till they can trace
the letter ‘i’ as well as they can.
Next, facilitate the children while writing the letter ‘i’ independently in the last
two lines. However, do not hold their hand while they are writing. Let them
write on their own, they may take multiple attempts in correcting their letter
writing.

Lesson 12 (page 32) Letter J j

Materials required
Select any activity style, depending on the resources available:
• student’s book
• sandbox/tray
• chart paper/A4 size sheet
• rice/lentils
• glue
• round-tipped safety scissors
• play dough/clay
• pencil
• a picture of jug/jeep on an A4 size sheet

1 45
Pre-activity preparation
Keep sandboxes/trays ready.
Prepare the cut-outs of the letter ‘j’ (instructions are present in lesson 1).

Revision: Start the class by revising the previously discussed topic.

Introduction
Circle Time – Introducing the letter ‘j’: Divide the children into groups of four
and give each group one lentils/rice cut-out of the letter ‘j’ (which you have
prepared prior to the class). Move your fingers slowly through the pasted lentils/
rice. Start from the starting point of the letter ‘j’ and move slowly through the
cut-out as if you are writing the letter. Ask the children to follow your hand
movement with the cut-outs that they have present in front of them by taking
turns.

Student activity
Sandbox activity: Bring out the sandboxes. Show the children how
a straight vertical line with a dot on top looks like the letter ‘j’.
Encourage the children to trace patterns in the sandbox with their
forefinger first. Pay attention that the children are designing the
pattern of the letter correctly. Take multiple attempts and let the
children work on the sandbox. You may also mix and match and let
the children write the letters ‘a’, ‘b’, ‘c’, ‘d’, ‘e’, ‘f’, ‘g’, ‘h’, and ‘i’ as
well, if you wish.
Play dough activity (optional): Provide children with play dough. Help the
children in making the letter ‘j’ with the play dough/clay. Ask other children if
they can recognise the letter from the play dough mould.

Class activity
Once this exercise has been done a few times, ask the children to take their
seats, and help them to open their student’s books to page 32. Introduce the
vocabulary words present on the page beginning with the letter ‘j’. Try and
connect the new words with the objects or animals they may have seen in their
day-to-day life. For example: have a picture of a jeep on an A4 size sheet as an
example and say the word ‘jeep’ out loud while emphasising on the beginning

46 1
sound. Ask the children to tell you what a jeep is. Then move on to the word
‘jug’, say the word ‘jug’ out loud, again emphasising on the beginning sound
‘juh’. Go through all four vocabulary words present on the page in a similar
manner.
Rhyme time: When it comes to the rhyme, pick two children from the class to
enact the poem. One child would be ‘Jack’ and the other would be ‘Jill’. Make
some room by shifting some tables and chairs to make space for ‘Jack’ and ‘Jill’
to go ‘up the hill’. Ask the children to carry something to act as a bucket
between them.
Then read out the poem present at the bottom of page 32 out loud. While
reading the poem aloud, emphasise on the middle sound. Pronounce each word
carefully and slowly so that the children can follow your words easily. Repeat the
poem 5 to 6 times or as much as is required for the children to read/recite it
fluently. You may ask the children to memorise the poem if you wish.

Student’s book activity

Next, ask the children to sit straight, the place their hands as has been the
practice, and hold their pencils properly.
Help the children to turn to page 33. Point and read out the name of all four
objects present on the page. Read the names of the objects and animals out
loud one by one. Repeat the sound of the letter ‘j’, for example, ‘juh’ and then
say the name of each of the four objects present on page 33. For example: point
to the picture of jug and say ‘juh’, then ask the children does it sound the same?
Correct any responses if required, otherwise move on to the next picture. Once
all four pictures have been identified, ask the child which picture starts with the
sound ‘juh’? Repeat the words again, emphasising on the beginning sound.
Encourage the children to answer yes or no. Once all four pictures are done,
point to the picture of the jam and the jug, and ask the children to circle these
pictures as their beginning sounds are ‘juh’. Facilitate the children with drawing
the circle around the pictures. As they have had practise with activities of this
kind, you can expect that it will take less time and fewer attempts to get the
desired result.
Ask the children to trace the letters written at the bottom half of page 33 with a
pencil. Let the children have multiple attempts till they can trace the letter ‘j’ as
well as they can.

1 47
Next, facilitate the children while writing the letter ‘j’ independently in the last
two lines. However, do not hold their hand while they are writing. Let them
write on their own. They may take multiple attempts in correcting their letter
writing.
Animals and their Babies: Ask the children to turn to page 34. Ask the children
to read out and enact the different sounds of animals on the page, and then
match the sounds to the animals that makes them. You can also sing the song
‘Old Macdonald had a farm’ to reiterate the concept of matching sounds with
animals.

Lesson 13 (page 35) Letter K k

Materials required
Select any activity style, depending on the resources available:
• student’s book
• chart paper/A4 size sheet
• rice/lentils
• glue
• round-tipped safety scissors
• paints/crayons/colour pencils
• pencil
• a picture of a king/key on an A4 size sheet

Pre-activity preparation
Prepare the cut-outs of the letter ‘k’ (instructions are present in lesson 1).

Revision: Start the class by revising the previously discussed topic.

Introduction
Circle Time – Introducing the letter ‘k’: Divide the children into groups of four
and give each group one lentils/rice cut-out of the letter ‘k’ (which you have
prepared prior to the class). Move your fingers slowly through the pasted lentils/
rice. Start from the starting point of the letter ‘k’ and move slowly through the
cut-out as if you are writing the letter. Ask the children to follow your hand

48 1
movement with the cut-outs that they have present in front of them by taking
turns.
Air writing – Letter ‘k’: Ask the children to put some distance
between them and their classmates, as they have been doing for
some time now. Demonstrate the actions in front of the children
but first let the children try on their own. Next point with your
index finger in the air. Mimic drawing the letter ‘k’. Observe if all
the children are able to follow instructions and draw the pattern
in the air. Let the children have multiple attempts to ensure that
they are close to drawing the letter ‘k’.

Student activity
Finger-painting: Provide paint bottles of any colour, and recycled chart papers
to the children (you may use the backside of any previously used chart paper).
Demonstrate to the children how they can paint the letter ‘k’ using their
forefinger. Dip your forefinger into the paint and draw the lines to make the
letter ‘k’ on the chart paper. Ask the children to copy your movements and look
carefully if everyone can draw the letter ‘k’, help the children who need
assistance.
If paint is unavailable, you may use colour pencils or crayons instead.

Class activity
Once this exercise has been done a few times, ask the children to take their
seats, and help them to open their student’s books to page 35. Introduce the
vocabulary words present on the page beginning with the letter ‘k’. Try and
connect the new words with the objects or animals they may have seen in their
day-to-day life. Go through all four vocabulary words present on the page in a
similar manner.
Rhyme time: Before starting the rhyme, introduce the word ‘kitten’ to the
children, and associate this word with their day-to-day usage. Ask them what a
kitten is, and if they have ever seen a kitten, either as a pet in someone’s home,
or a stray one outside.
Then read out the poem present at the bottom of page 35 out loud. While
reading the poem aloud, emphasise on the beginning sound. Pronounce each
word carefully and slowly so that the children can follow your words easily.

1 49
Repeat the poem 5 to 6 times or as much as is required for the children to read/
recite it fluently. You may ask the children to memorise the poem if you wish.
Pre-cursor discussion
Ask the children if they have ever seen someone in trouble and have they
helped them? Is it kind to help people in need? Ask the children to share real-life
experiences where they have seen others being kind. Also, provide the children
with opportunities to be kind and share their stationery and food (lunch) with
their friends.
Also, teach the children that if they were unkind to someone by mistake, they
can always apologise and remember to not do so again. Teach the children that
it is okay to make mistakes as long as you are learning from them. The children
should learn to keep a check on their actions.
Admit if they have done something wrong and then rectify it. Develop an
understanding of truthfulness, honesty, fairness, and trustworthiness in the
children.
Picture comprehension
Make the children sit in a circle for an active discussion. Talk about the questions
on page 37; what do they understand by ‘kindness’? Move on and talk to them
about pets and what they eat, etc.
Move on to the pages 37, 38, and 39 and discuss each one. Discuss the pictures
with the children. Talk about helping behaviours and how the children are
helping the injured bird.
Ask students to circle all the words that they can see in the pictures.

Student’s book activity

Next, ask the children to sit straight, the place their hands as has been the
practice, and hold their pencils properly.
Help the children to turn to page 36. Point and read out the names of all four
objects given on the page. Read the names of the objects and animals out loud
one by one. Repeat the sound of the letter ‘k’, for example, ‘kuh’ and then say
the name of each of the four objects given on page 36. For example: point to
the picture of an apple and say ‘kuh’, then ask the children does it sound the
same? Correct any responses if required, otherwise move on to the next picture.
Once all four pictures have been identified, ask the children which picture starts
with the sound ‘kuh’? Repeat the words again, emphasising on the beginning

50 1
sound. Encourage the children to answer yes or no. Once all four pictures are
done, point to the picture of the kite and the king, and ask the children to circle
these pictures as their beginning sounds are ‘kuh’. Facilitate the children in
drawing a circle around the pictures. As they have had practise with activities of
this kind, you can expect that it will take lesser time and attempts to get the
desired result.
Ask the children to trace the letters at the bottom half of page 36 with a pencil.
Let the children have multiple attempts till they can trace the letter ‘k’ as well as
they can.
Next, facilitate the children while writing the letter ‘k’ independently in the last
two lines. However, do not hold their hand while they are writing. Let them
write on their own. They may take multiple attempts in correcting their letter
writing.

Lesson 14 (page 40) Letter L l

Materials required
Select any activity style, depending on the resources available:
• student’s book
• sandbox/tray
• chart paper/A4 size sheet
• rice/lentils
• glue
• round-tipped safety scissors
• pencil
• a picture of lemon/lion on an A4 size sheet

Pre-activity preparation
Keep sandboxes/trays ready.
Prepare the cut-outs of the letter ‘l’ (instructions are present in lesson 1).

Revision: Start the class by revising the previously discussed topic.

1 51
Introduction
Circle Time – Introducing the letter ‘l’: Divide the children into groups of four
and give each group one lentils/rice cut-out of the letter ‘l’ (which you have
prepared prior to the class). Move your fingers slowly through the pasted lentils/
rice. Start from the starting point of the letter ‘l’ and move slowly through the
cut-out as if you are writing the letter. Ask the children to follow your hand
movement with the cut-outs that they have present in front of them by taking
turns.

Student activity
Sandbox activity: Bring out the sandboxes. Show the children
how a straight vertical line with a flick looks like an ‘l’. Encourage
the children to trace patterns in the sandbox with their forefinger
first. Pay attention that the children are designing the pattern of
the letter correctly. Let the children have multiple attempts to
work on the sandbox. You may also mix and match and let the children write the
letters ‘a’, ‘b’, ‘c’, ‘d’, ‘e’, ‘f’, ‘g’, ‘h’, ‘i’, ‘j’, and ‘k’ as well, if you wish.

Class activity
Once this exercise has been done a few times, ask the children to take their
seats, and help them to open their student’s books to page 40. Introduce the
vocabulary words present on the page beginning with the letter ‘l’. Try and
connect the new words with the objects or animals they may have seen in their
day-to-day life. For example: draw a picture of a lemon on an A4 size sheet as an
example and say the word ‘lemon’ out loud while emphasising on the beginning
sound, ask the children to tell you what a lemon is. Then move on to the word
‘lion’, say the word ‘lion’ out loud, again emphasising on the beginning sound
‘luh’ and talk about lions. Go through all four vocabulary words present on the
page in the similar manner.
Rhyme time: Before reading the poem, talk about the ‘London Bridge’ and
where it is located. Ask if any child has ever been to London, or know someone
who has been there.
Then, read the poem at the bottom of page 40 out loud. While reading the
poem aloud, emphasise on the beginning sound. Pronounce each word carefully
and slowly so that the children can follow your words easily. Repeat the poem 5

52 1
to 6 times or as much as is required for the children to read/recite it fluently.
You may ask the children to memorise the poem if you wish.

Student’s book activity

Next, ask the children to sit straight, the place their hands as has been the
practice, and hold their pencils properly.
Help the children to turn to page 41. Point and read out the names of all four
objects present on the page. Read the names of the objects and animals out
loud one by one. Repeat the sound of the letter ‘l’, for example, ‘luh’ and then
say the name of each of the four objects present on page 41. For example: point
to the picture of lemon and say ‘luh’, then ask the children does it sound the
same? Correct any responses if required, otherwise move on to the next picture.
Once all four pictures have been identified, ask the children which picture starts
with the sound (luh)? Repeat the words again, emphasising on the beginning
sound. Encourage the children to answer yes or no. Once all four pictures are
done, point to the picture of the leaf, lion, and lemon and ask the children to
circle these pictures as their beginning sounds are ‘luh’. Facilitate the children in
drawing a circle around the pictures. As they have had practise with activities of
this kind, you can expect that it will take less time and fewer attempts to get the
desired result.
Ask the children to trace the letters written at the bottom half of page 41 with a
pencil. Let the children have multiple attempts till they can trace the letter ‘l’ as
well as they can.
Next, facilitate the children in writing the letter ‘l’ independently in the last two
lines. However, do not hold their hand while they are writing. Let them write on
their own. They may take multiple attempts in correcting their letter writing.

Lesson 15 (page 42) Letter M m

Materials required
Select any activity style, depending on the resources available:
• student’s book
• sandbox/tray
• chart paper/A4 size sheet

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• rice/lentils
• glue
• round-tipped safety scissors
• play dough/clay
• pencil
• a picture of monkey/mother on an A4 size sheet

Pre-activity preparation
Keep sandboxes/trays ready.
Prepare the cut-outs of the letter ‘m’ (instructions are present in lesson 1).

Revision: Start the class by revising the previously discussed topic.

Introduction
Circle Time – Introducing the letter ‘m’: Divide the children into groups of four
and give each group one lentils/rice cut-out of the letter ‘m’ (which you have
prepared prior to the class). Move your fingers slowly through the pasted lentils/
rice. Start from the starting point of the letter ‘m’ and move slowly through the
cut-out as if you are writing the letter. Ask the children to follow your hand
movement with the cut-outs that they have present in front of them by taking
turns.

Student activity
Sandbox activity: Bring out the sandboxes. Show the
children a straight vertical line and then go up to make a
curved downward line, and then go up and make
another curved line pointing downward to look like an
‘m’. Encourage the children to trace patterns in the sandbox with their forefinger
first. Pay attention that the children are designing the pattern of the letter
correctly. Children can have multiple attempts and work on the sandbox. You
may also mix and match and let the children write any of the letters ‘a’, ‘b’, ‘c’,
‘d’, ‘e’, ‘f’, ‘g’, ‘h’, ‘i’, ‘j’, ‘k’, and ‘l’ as well, if you wish.

54 1
Play dough activity (optional): Provide children with play dough. Help the
children in making the letter ‘m’ with the play dough/clay. Ask other children if
they can recognise the letter from the play dough mould.

Class activity
Once this exercise has been done a few times, ask the children to take their
seats, and help them to open their student’s books to page 42. Introduce the
vocabulary words present on the page beginning with the letter ‘m’. Try and
connect the new words with the objects or animals they may have seen in their
day-to-day life. For example: draw a picture of a monkey on an A4 size sheet as
an example and say the word ‘monkey’ out loud while emphasising on the
beginning sound. Ask the children to tell you what a monkey is. Then move on
to the word ‘mother’, say the word ‘mother’ out loud, again emphasising on the
beginning sound ‘mm’ and talk about mothers. Go through all four vocabulary
words present on the page in a similar manner.
Rhyme time: Before reading the poem, talk about what would happen if you
caught a tiger by the toe. Also ask children to think of rhyming words that
rhyme with ‘toe’.
Then, read out the poem given at the bottom of page 42 out loud. While
reading the poem aloud, emphasise on the beginning sound. Pronounce each
word carefully and slowly so that the children can follow your words easily.
Repeat the poem 5 to 6 times or as much as is required for the children to read/
recite it fluently. You may ask the children to memorise the poem if you wish.

Student’s book activity

Next, ask the children to sit straight, place their hands as has been the practice,
and hold their pencils properly.
Help the children to turn to page 43. Point and read out the name of all four
objects on the page. Read the names of the objects and animals out loud one by
one. Repeat the sound of the letter ‘m’, for example, (mm) and then say the name
of each of the four objects given on page 41. For example: point to the picture of
dog and say ‘mm’, then ask the children, does it sound the same? Correct any
responses if required, otherwise move on to the next picture. Once all four
pictures have been identified, ask the children which picture starts with the sound
‘mm’? Repeat the words again and emphasise on the beginning sound. Encourage
the children to answer yes or no. Once all four pictures are done, point to the

1 55
picture of the moon and the mango and ask the children to circle these pictures
as their beginning sounds are (mm). Facilitate the children with drawing a circle
around the pictures. As they have had practise with activities of this kind you can
expect that it will take lesser time and attempts to get the desired result.
Ask the children to trace the letters given at the bottom half of page 43 with the
help of a pencil. Let the children have multiple attempts till they can trace the
letter ‘m’ as well as they can.
Next, facilitate the children while writing the letter ‘m’ independently in the last
two lines. However, do not hold their hand while they are writing. Let them
write on their own, they may take multiple attempts in correcting their letter
writing.
Matching activity: Move on to page 44, and ask the children to pick up a pencil
and use it to match the small letters with their corresponding capital letters. Let
the children do it on their own. In the end, you may discuss the answers with
the class. As an added activity, you can even ask the children to pronounce the
sound of the letters while they are matching.
Let’s revise activity: Move on to page 45 and ask the children to help the
Orangutan reach the bananas through the maze. For every letter they cross
while passing their pencil through the maze, ask them to voice the sound of the
letter itself. As an added idea, you can even point to the picture of the ‘bananas’,
and lay special emphasis on the sound of the beginning letter.

Lesson 16 (page 46) Letter N n

Materials required
Select any activity style, depending on the resources available:
• student’s book
• chart paper/A4 size sheet
• rice/lentils
• glue
• round-tipped safety scissors
• paints/crayons/colour pencils
• pencil
• a picture of a neck/nuts on an A4 size sheet

56 1
Pre-activity preparation
Prepare the cut-outs of the letter ‘n’ (instructions are present in lesson 1).

Revision: Start the class by revising the previously discussed topic.

Introduction
Circle Time – Introducing the letter ‘n’: Divide the children into groups of four
and give each group one lentils/rice cut-out of the letter ‘n’ (which you have
prepared prior to the class). Move your fingers slowly through the pasted lentils/
rice. Start from the starting point of the letter ‘n’ and move slowly through the
cut-out as if you are writing the letter. Ask the children to follow your hand
movement with the cut-outs that they have present in front of them by taking
turns.
Air writing – Letter ‘n’: Ask the children to put some
distance between them and their classmates, as they have
been doing for some time now. Demonstrate the actions in
front of the children but first let the children try on their own.
Next point with your index finger in the air. Mimic drawing the
letter ‘n’. Observe if all the children are able to follow
instructions and draw the pattern in the air. Let the children
have multiple attempts to ensure that they are close to drawing the letter ‘n’.

Student activity
Finger-painting: Provide paint bottles of any colour, and recycled chart papers
to the children (you may use the backside of any previously used chart paper).
Demonstrate to the children how they can paint the letter ‘n’ using their
forefinger. Dip your forefinger into the paint and write the letter ‘n’ on the chart
paper. Ask the children to copy your movements and look carefully if everyone
can write the letter ‘n’. Help the children who need assistance.
If paint is unavailable, you may use colour pencils or crayons instead.

Class activity
Once this exercise has been done a few times, ask the children to take their
seats, and help them to open their student’s books to page 46. Introduce the
vocabulary words present on the page beginning with the letter ‘n’. Try and

1 57
connect the new words with the objects or animals they may have seen in their
day-to-day life. Go through all four vocabulary words present on the page in the
similar manner.
Rhyme time: Before reading the poem, talk to the children about nightingales.
Ask them what they think a nightingale sounds like, and how large do they
think it is.
Then, read the poem given at the bottom of page 46 out loud. While reading
the poem aloud, emphasise on the beginning sound. Pronounce each word
carefully and slowly so that the children can follow your words easily. Repeat the
poem 5 to 6 times or as much as is required for the children to read/recite it
fluently. You may ask the children to memorise the poem if you wish.

Student’s book activity

Next, ask the children to sit straight, then place their hands as has been the
practice, and hold their pencils properly.
Help the children to turn to page 47. Point and read out the names of all four
objects on the page. Read the names of the objects and animals out loud one
by one. Repeat the sound of the letter ‘n’, for example, ‘nn’ and then say the
name of each of the four objects on page 47. For example: point to the picture
of nest and say ‘nn’, then ask the children does, it sound the same? Correct any
responses if required, otherwise move on to the next picture. Once all four
pictures have been identified, ask the children which picture starts with the
sound ‘nn’? Repeat the words again and emphasise on the beginning sound.
Encourage the children to answer yes or no. Once all four pictures are done,
point to the pictures of the nest and the net, and ask the children to circle these
pictures as their beginning sounds are ‘nn’. Facilitate the children with drawing
a circle around the pictures. As they have had practise with activities of this kind,
you can expect that it will take less time and fewer attempts to get the desired
result.
Ask the children to trace the letters at the bottom half of page 47 with a pencil.
Let the children have multiple attempts till they can trace the letter ‘n’ as well as
they can.
Next, facilitate the children while writing the letter ‘n’ independently in the last
two lines. However, do not hold their hand while they are writing. Let them
write on their own. They may take multiple attempts in correcting their letter
writing.

58 1
 Lesson 17 (page 48) Letter O o

Materials required
Select any activity style, depending on the resources available:
• student’s book
• chart paper/A4 size sheet
• rice/lentils
• glue
• round-tipped safety scissors
• play dough/clay
• pencil
• a picture of a bottle of oil/orange on an A4 sized sheet

Pre-activity preparation
Prepare the cut-outs of the letter ‘o’ (instructions are present in lesson 1).

Revision: Start the class by revising the previously discussed topic.

Introduction
Circle Time – Introducing the letter ‘o’: Divide the children into groups of four
and give each group one lentils/rice cut-out of the letter ‘o’ (which you have
prepared prior to the class). Move your fingers slowly through the pasted lentils/
rice. Start from the starting point of the letter ‘o’ and move slowly through the
cut-out as if you are writing the letter. Ask the children to follow your hand
movement with the cut-outs that they have present in front of them by taking
turns.

Student activity
Sandbox activity: Bring out the sandboxes. Show the children
how they have to make a curving line exactly like a circle to
make the letter ‘o’. Encourage the children to trace patterns in
the sandbox with their forefinger first. Pay attention that the
children are designing the pattern of the letter correctly. Take
multiple attempts and let the children work on the sandbox.

1 59
You may also mix and match and let the children write any of the letters ‘a’, ‘b’,
‘c’, ‘d’, ‘e’, ‘f’, ‘g’, ‘h’, ‘i’, ‘j’, ‘k’, ‘l’, ‘m’, and ‘n’ as well, if you wish.
Play dough activity (optional): Provide children with play dough. Help the
children in making the letter ‘o’ with the play dough/clay. Ask other children if
they can recognise the letter from the play dough mould.

Class activity
Once this exercise has been done a few times, ask the children to take their
seats, and help them to open their student’s books to page 48. Introduce the
vocabulary words given on the page beginning with the letter o. Try and
connect the new words with the objects or animals they may have seen in their
day-to-day life. Go through all four vocabulary words on the page in a similar
manner.
Rhyme time: Before reading the poem make the children stand in a circle, and
practise the hand gestures that the whole class will use while reading the poem.
Read out the poem at the bottom of page 48 with clarity. While reading the
poem aloud, emphasise on the beginning sound as well as the middle sounds
for some words. Pronounce each word carefully and slowly so that the children
can follow your words easily. Repeat the poem 5 to 6 times or as much as is
required for the children to read/recite it fluently. You may ask the children to
memorise the poem if you wish.

Student’s book activity

Next, ask the children to sit straight, then place their hands as has been the
practice, and hold their pencils properly.
Help the children to turn to page 49. Point and read out the names of all four
objects present on the page. Read the names of the objects and animals out
loud one by one. Repeat the sound of the letter ‘o’, for example, ‘awh’ and then
say the name of each of the four objects on page 49. For example: point to the
picture of the king and say ‘awh’, then ask the children whether it sounds the
same. Correct any responses if required otherwise move on to the next picture.
Once all four pictures have been identified, ask the children which picture starts
with the sound ‘awh’? Repeat the words again, emphasising on the beginning
sound. Encourage the children to answer yes or no. Once all four pictures are
done again, point to the pictures of the orchard and the owl, and ask the
children to circle these pictures as their beginning sounds are ‘awh’. Facilitate

60 1
the children with drawing the circle around the pictures. As they have had
practise with activities of this kind, you can expect that it will take less time and
attempts to get the desired result.
Ask the children to trace the letters at the bottom half of page 49 with a pencil.
Let the children have multiple attempts till they can trace the letter ‘o’ as well as
they can.
Next, facilitate the children while writing the letter ‘o’ independently in the last
two lines. However, do not hold their hand while they are writing. Let them
write on their own. They may take multiple attempts in correcting their letter
writing.

Lesson 18 (page 50) Letter P p

Materials required
Select any activity style, depending on the resources available:
• student’s book
• sandbox/tray
• chart paper/A4 size sheet
• rice/lentils
• glue
• round-tipped safety scissors
• pencil
• a picture of pen/pot on an A4 sized sheet

Pre-activity preparation
Keep sandboxes/trays ready.
Prepare the cut-outs of the letter ‘p’ (instructions are present in lesson 1).

Revision: Start the class by revising the previously discussed topic.

Introduction
Circle Time – Introducing the letter ‘p’: Divide the children into groups of four
and give each group one lentils/rice cut-out of the letter ‘p’ (which you have

1 61
prepared prior to the class). Move your fingers slowly through the pasted lentils/
rice. Start from the starting point of the letter ‘p’ and move slowly through the
cut-out as if you are writing the letter. Ask the children to follow your hand
movement with the cut-outs that they have present in front of them by taking
turns.

Student activity
Sandbox activity: Bring out the sandboxes. Show the children
how they have to make a straight line going down and then
upward to make a rounded curve to make the letter ‘p’.
Encourage the children to trace patterns in the sandbox with
their forefinger first. Pay attention that the children are
designing the pattern of the letter correctly. Take multiple
attempts and let the children work on the sandbox. You may
also mix and match and let the children write any of the letters
‘a’, ‘b’, ‘c’, ‘d’, ‘e’, ‘f’, ‘g’, ‘h’, ‘i’, ‘j’, ‘k’, ‘l’, ‘m’, ‘n’, and ‘o’ as well, if
you wish.

Class activity
Once this exercise has been done a few times, ask the children to take their
seats, and help them to open their student’s books to page 50. Introduce the
vocabulary words present on the page beginning with the letter p. Try and
connect the new words with the objects or animals they may have seen in their
day-to-day life. Go through all four vocabulary words on the page in a similar
manner.
Rhyme time: Before reading the poem, tell the class the story of Peter Pan. The
story is as follows: Peter Pan was a boy who loved to eat peas. He always asked
his mother to place them on his plate for lunch. He had a beautiful pink parrot
that he loved to play with, which frequently made him late for things as he
often forgot the time and ended up playing for longer than he intended. His
parrot loved to eat carrots, so Peter put the carrots for his pink parrot on a plate
for it to eat.
Read out the poem at the bottom of page 50 in a clear voice. While reading the
poem aloud, emphasise on the beginning sounds. Pronounce each word
carefully and slowly so that the children can follow your words easily. Repeat the

62 1
poem 5 to 6 times or as much as is required for the children to read/recite it
fluently. You may ask the children to memorise the poem if you wish.
Pre-cursor discussion
Ask the children if they can name any of the rules which they have to follow in
class or school, in general. Ask them if there are any rules which their parents
have asked to follow at home? Collect responses.
Inform the children that rules are present to manage discipline and peace
among the community, be it class, school, or home. Similarly, ask the children, if
they have ever noticed traffic lights on the roads when coming from or going to
school? Ask them if these traffic lights are important? What job do they do? Ask
the children about the significance of zebra crossing as well. Inform the children
about traffic rules and how it is important that people walk on zebra crossing
when crossing the roads..
Things I see in a classroom activity: Turn to page 52 to have a class activity,
where you have a discussion with the children regarding what they see in the
classroom. Discuss what its happening in the classroom in the picture, and
compare it with the classroom that the children are in. Are they the same? Ask
the children to name certain things in the classroom. Encourage contributions
by each one of the children, and encourage them to speak in English.
Picture comprehension activity: Move on to page 54. Ask the children to
observe the picture and decide what items in the list they can see. Talk to the
children about sharing activities, and the importance of sharing and caring.
Make the children sit in a circle and talk about healthy food and junk food.

Student’s book activity

Next, ask the children to sit straight, then place their hands as has been the
practice, and hold their pencils properly.
Help the children to turn to page 51. Point and read out the name of all four
objects on the page. Read the names of the objects and animals out loud one
by one. Repeat the sound of the letter ‘p’, for example, ‘pha’ and then say the
name of each of the four objects. For example: point to the picture of the owl
and say ‘pha’, then ask the children whether it sounds the same. Correct any
responses if required, otherwise move on to the next picture. Once all four
pictures have been identified, ask the child which picture starts with the sound
‘pha’? Repeat the words again, emphasising on the beginning sound. Encourage
the children to answer yes or no. Once all four pictures are done, point to the

1 63
picture of the peas and the parrot, and ask the children to circle these pictures
as their beginning sounds are ‘pha’. Facilitate the children with drawing a circle
around the pictures. As they have had practise with activities of this kind you
can expect that it will take less time and fewer attempts to get the desired
result.
Ask the children to trace the letters at the bottom half of page 51 with a pencil.
Let the children have multiple attempts till they can trace the letter ‘p’ as well as
they can.
Next, facilitate the children to write the letter ‘p’ independently in the last two
lines. However, do not hold their hand while they are writing. Let them write on
their own, they may take multiple attempts in correcting their letter writing.
Position words activity: Move to the position words activity on page 56. Read
out the examples of the position words, and discuss the pictures they describe.
Then, encourage the children to match the picture with the correct position
word. You can provide assistance where required but let the children have a
chance to try to find the correct match by themselves. Keep repeating the
position word phrases given as examples by referring to the adjacent pictures.
Make sure you are loud and clear, and stress upon the position word itself.

Lesson 19 (page 57) Letter Q q

Materials required
Select any activity style, depending on the resources available:
• student’s book
• chart paper/A4 size sheet
• rice/lentils
• glue
• round-tipped safety scissors
• paint/colour pencils/crayons
• pencil
• a picture of a quail/queen on an A4 sized sheet

Pre-activity preparation
Prepare the cut-outs of the letter ‘q’ (instructions are present in lesson 1).

64 1
Revision: Start the class by revising the previously discussed topic.

Introduction
Circle Time – Introducing the letter ‘q’: Divide the children into groups of four
and give each group one lentils/rice cut-out of the letter ‘q’ (which you have
prepared prior to the class). Move your fingers slowly through the pasted lentils/
rice. Start from the starting point of the letter ‘q’ and move slowly through the
cut-out as if you are writing the letter. Ask the children to follow your hand
movement with the cut-outs that they have present in front of them by taking
turns.
Air writing – Letter ‘q’: Ask the children to put some distance
between them and their classmates, as they have been doing
for some time now. Demonstrate the actions in front of the
children but first let the children try on their own. Next point
with your index finger in the air. Mimic drawing the letter ‘q’. You
should observe if all the children are able to follow instructions
and draw the ‘q’ pattern in the air. Let the children have multiple
attempts to ensure that they are close to drawing the letter ‘q’.

Student activity
Finger-painting: Provide paint bottles of any colour, and recycled chart papers
to the children (you may use the backside of any previously used chart paper).
Demonstrate to the children how they can write the letter ‘q’ using their
forefinger. Dip your forefinger into the paint and write the letter ‘q’ on the chart
paper. Ask the children to copy your movements and look carefully if everyone
can write the letter ‘q’, help the children who need further assistance.
If paint is unavailable, you may use colour pencils or crayons instead.

Class activity
Once this exercise has been done a few times, ask the children to take their
seats, and help them to open their student’s books to page 57. Introduce the
vocabulary words present on the page beginning with the letter ‘q’. Try and
connect the new words with the objects or animals they may have seen in their
day-to-day life. For example: draw a picture of a quail on an A4 size sheet as an
example, and say the word ‘quail’ out loud while emphasising on the beginning
sound, ask the children to tell you what a quail is and what sound it makes.

1 65
Then move on to the word ‘queen’ say the word ‘queen’ out loud, again
emphasising on the ‘qua’ beginning sound and talk about a queen. Ask them
about who they think is the current queen and where she lives. Go through all
four vocabulary words present on the page in the similar manner.
Rhyme time: Before reading the poem, discuss the words ‘queen’ and ‘knave’
and ask the children what you think their jobs are.
Read the poem present at the bottom of page 57 in a clear voice. While reading
the poem aloud, emphasise on the beginning sounds. Pronounce each word
carefully and slowly so that the children can follow your words easily. Repeat the
poem 5 to 6 times or as much as is required for the children to read/recite it
fluently. You may ask the children to memorise the poem if you wish.

Student’s book activity

Next, ask the children to sit straight, the place their hands as has been the
practice, and hold their pencils properly.
Help the children to turn to page 58. Point and read out the name of all four
objects on the page. Read the names of the objects and animals out loud one
by one. Repeat the sound of the letter ‘q’, for example, ‘qua’ and then say the
name of each of the four objects. For example: point to the picture of the pot
and say ‘qua’, then ask the children whether it sounds the same. Correct any
responses if required, otherwise move on to the next picture. Once all four
pictures have been identified, ask the child which picture starts with the sound
(qua)? Repeat the words again and emphasise on the beginning sound.
Encourage the children to answer yes or no. Once all four pictures are done,
point to the pictures of the queen and the quill, and ask the children to circle
these pictures as their beginning sounds are ‘qua’. Facilitate the children with
drawing a circle around the pictures. As they have had practise with activities of
this kind, you can expect that it will take less time and fewer attempts to get the
desired result.
Ask the children to trace the letters at the bottom half of page 58 with a pencil.
Let the children have multiple attempts till they can trace the letter ‘q’ as well as
they can.
Next, facilitate the children to write the letter ‘q’ independently in the last two
lines. However, do not hold their hand while they are writing. Let them write on
their own, they may take multiple attempts in correcting their letter writing.

66 1
 Lesson 20 (page 59) Letter R r

Materials required
Select any activity style, depending on the resources available:
• student’s book
• sandbox/tray
• chart paper/A4 size sheet
• rice/lentils
• glue
• round-tipped safety scissors
• pencil
• a picture of a rainbow/rabbit on an A4 size sheet

Pre-activity preparation
Keep sandboxes/trays ready.
Prepare the cut-outs of the letter ‘r’ (instructions are present in lesson 1).

Revision: Start the class by revising the previously discussed topic.

Introduction
Circle Time – Introducing the letter ‘r’: Divide the children into groups of four
and give each group one lentils/rice cut-out of the letter ‘r’ (which you have
prepared prior to the class). Move your fingers slowly through the pasted lentils/
rice. Start from the starting point of the letter ‘r’ and move slowly through the
cut-out as if you are writing the letter. Ask the children to follow your hand
movement with the cut-outs that they have present in front of them by taking
turns.
Air writing – Letter ‘r’: Ask the children to put some distance
between them and their classmates, as they have been doing
for some time now. Demonstrate the actions in front of the
children but first let the children try on their own. Next point
with your index finger in the air. Mimic drawing the letter ‘r’.
Observe if all the children are able to follow instructions and

1 67
draw the ‘r’ pattern in the air. Let the children have multiple attempts to ensure
that they are close to drawing the letter ‘r’.

Student activity
Sandbox activity: Bring out the sandboxes. Show the children how they have
to make a straight line going down and then upward, curving towards the right
to make the letter ‘r’. Encourage the children to trace patterns in the sandbox
with their forefinger first. Pay attention that the children are designing the
pattern of the letter correctly. Take multiple attempts and let the children work
on the sandbox. You may also mix and match and let the children write any of
the letters ‘a’, ‘b’, ‘c’, ‘d’, ‘e’, ‘f’, ‘g’, ‘h’, ‘i’, ‘j’, ‘k’, ‘l’, ‘m’, ‘n’, ‘o’, ‘p’, ‘q’, and ‘r’ as well,
if you wish.

Class activity
Once this exercise has been done a few times, ask the children to take their
seats, and help them to open their student’s books to page 59. Introduce the
vocabulary words on the page beginning with the letter ‘r’. Try and connect the
new words with the objects or animals they may have seen in their day-to-day
life. For example: draw a picture of a rabbit on an A4 size sheet as an example,
and say the word ‘rabbit’ out loud while emphasising on the beginning sound.
Ask the children to tell you what a rabbit is and if they have ever seen it as
someone’s pet, or on TV, or at a farm. Then move on to the word ‘rainbow’, say
the word ‘rainbow’ out loud, again emphasising on the beginning sound ‘rha’
and talk about rainbows. Ask them if they have ever seen a rainbow, and when
it appears in the sky. Go through all four vocabulary words on the page in the
similar manner.
Rhyme time: Before reading the poem, ask the children, if they have ever been
on a boat. Choose four or five children from the class, and ask them to mime the
rowing action in front of everyone. Make them do the actions to the poem.
Read the poem at the bottom of page 59 in a clear voice. While reading the
poem aloud, emphasise on the beginning sounds. Pronounce each word
carefully and slowly so that the children can follow your words easily. Repeat the
poem 5 to 6 times or as much as is required for the children to read/recite it
fluently. You may ask the children to memorise the poem if you wish.

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Student’s book activity
Next, ask the children to sit straight, place their hands as has been the practice,
and hold their pencils properly.
Help the children to turn to page 60. Point and read out the names of all four
objects on the page. Read the names of the objects and animals out loud one
by one. Repeat the sound of the letter ‘r’, for example, ‘rha’ and then say the
names of each of the four objects. For example: point to the picture of the pot
and say ‘rha’, then ask the children whether it sounds the same. Correct any
responses if required, otherwise move on to the next picture. Once all four
pictures have been identified, ask the child which picture starts with the sound
‘rha’? Repeat the words again, emphasising on the beginning sound. Encourage
the children to answer in yes or no. Once all four pictures are done, point to the
picture of the rabbit and the rose, and ask the children to circle these pictures as
their beginning sounds are ‘rha’. Facilitate the children with drawing the circle
around the pictures. As they have had practise with activities of this kind, you can
expect that it will take less time and fewer attempts to get the desired result.
Ask the children to trace the letters at the bottom half of page 60 with a pencil.
Let the children have multiple attempts till they can trace the letter ‘r’ as well as
they can.
Next, facilitate the children to write the letter ‘r’ independently in the last two
lines. However, do not hold their hand while they are writing. Let them write on
their own, they may take multiple attempts in correcting their letter writing.

Lesson 21 (page 61) Letter S s

Materials required
Select any activity style, depending on the resources available:
• student’s book
• sandbox/tray
• chart paper/A4 size sheet
• rice/lentils
• glue
• round-tipped safety scissors
• pencil
• a picture of a snake/strawberry on an A4 sized sheet

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Pre-activity preparation
Keep sandboxes/trays ready.
Prepare the cut-outs of the letter ‘s’ (instructions are present in lesson 1).

Revision: Start the class by revising the previously discussed topic.

Introduction
Circle Time – Introducing the letter ‘s’: Divide the children into groups of four
and give each group one lentils/rice cut-out of the letter ‘s’ (which you have
prepared prior to the class). Move your fingers slowly through the pasted lentils/
rice. Start from the starting point of the letter ‘s’ and move slowly through the
cut-out as if you are writing the letter. Ask the children to follow your hand
movement with the cut-outs that they have present in front of them by taking
turns.
Air writing – Letter ‘s’: Ask the children to put some distance
between them and their classmates, as they have been doing
for some time now. Demonstrate the actions in front of the
children but first let the children try on their own. Next, point
with your index finger in the air. Mimic drawing the letter ‘s’.
Observe if all the children are able to follow instructions and
draw the ‘s’ pattern in the air. Let the children have multiple
attempts to ensure that they are close to drawing the letter ‘s’.

Student activity
Sandbox activity: Bring out the sandboxes. Show the children how they have
to make a curved line facing right then twisting to curve towards the left to
make the letter ‘s’. Encourage the children to trace patterns in the sandbox with
their forefinger first. Pay attention that the children are designing the pattern of
the letter correctly. Take multiple attempts and let the children work on the
sandbox. You may also mix and match and let the children write any of the
letters ‘a’, ‘b’, ‘c’, ‘d’, ‘e’, ‘f’, ‘g’, ‘h’, ‘i’, ‘j’, ‘k’, ‘l’, ‘m’, ‘n’, ‘o’, ‘p’, ‘q’, and ‘r’ as well, if
you wish.

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Class activity
Once this exercise has been done a few times, ask the children to take their
seats, and help them to open their student’s books to page 61. Introduce the
vocabulary words present on the page beginning with the letter ‘s’. Try and
connect the new words with the objects or animals they may have seen in their
day-to-day life. Go through all four vocabulary words present on the page in the
similar manner.
Rhyme time: Before reading the poem, talk to the children about a trip to the
sea. Discuss the things people do on the beach, such as collecting sea shells,
and playing in the sand.
Read the poem at the bottom of page 61 in a clear voice. While reading the
poem aloud, emphasise on the beginning sounds. Pronounce each word
carefully and slowly so that the children can follow your words easily. Repeat the
poem 5 to 6 times or as much as is required for the children to read/recite it
fluently. You may ask the children to memorise the poem if you wish.

Student’s book activity

Next, ask the children to sit straight, place their hands as has been the practice,
and hold their pencils properly.
Help the children turn to page 62. Point and read out the name of all four
objects on the page. Read the names of the objects and animals out loud one
by one. Repeat the sound of the letter ‘s’, for example, ‘sah’ and then say the
name of each of the four objects present on page 62. For example: point to the
picture of the hand and say ‘sah’, then ask the children whether it sounds the
same. Correct any responses if required, otherwise move on to the next picture.
Once all four pictures have been identified, ask the children which picture starts
with the sound ‘sah’? Repeat the words again, emphasising on the beginning
sound. Encourage the children to answer yes or no. Once all four pictures are
done again, point to the pictures of the sun and stars, and ask the children to
circle these pictures as their beginning sounds are ‘sah’. Facilitate the children
with drawing the circle around the pictures. As they have had practise with
activities of this kind, you can expect that it will take less time and fewer
attempts to get the desired result.
Ask the children to trace the letters at the bottom of page 62 with a pencil. Let
the children have multiple attempts till they can trace the letter ‘s’ as well as
they can.

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Next, facilitate the children to write the letter ‘s’ independently in the last two
lines. However, do not hold their hand while they are writing. Let them write on
their own, they may take multiple attempts in correcting their letter writing.

Lesson 22 (page 63) Letter T t

Materials required
Select any activity style, depending on the resources available:
• student’s book
• chart paper/A4 size sheet
• rice/lentils
• glue
• round-tipped safety scissors
• paint/colour pencils/crayons
• pencil
• a picture of a tree/teapot on an A4 size sheet

Pre-activity preparation
Prepare the cut-outs of the letter ‘t’ (instructions are present in lesson 1).

Revision: Start the class by revising the previously discussed topic.

Introduction
Circle Time – Introducing the letter ‘t’: Divide the children into groups of four and
give each group one lentils/rice cut-out of the letter ‘t’ (which you have prepared
prior to the class). Move your fingers slowly through the pasted lentils/rice. Start from
the starting point of the letter ‘t’ and move slowly through the cut-out as if you are
writing the letter. Ask the children to follow your hand movement with the cut-outs
that they have present in front of them by taking turns.
Air writing – Letter ‘t’: Ask the children to put some distance
between them and their classmates, as they have been doing
for some time now. Demonstrate the actions in front of the
children but first let the children try on their own. Next point
with your index finger in the air. Mimic drawing the letter ‘t’.

72 1
Observe if all the children are able to follow instructions and draw the ‘t’ pattern
in the air. Let the children have multiple attempts to ensure that they are close
to drawing the letter ‘t’.

Student activity
Finger-painting: Provide paint bottles of any colour, and recycled chart papers
to the children (you may use the backside of any previously used chart paper).
Demonstrate to the children how they can paint the letter ‘t’ using their
forefinger. Dip your forefinger into the paint and write the letter ‘t’ on the chart
paper. Ask the children to copy your movements and look carefully if everyone
can write the letter ‘t’. Help the children who need further assistance.
If paint is unavailable, you may use colour pencils or crayons instead.

Class activity
Once this exercise has been done a few times, ask the children to take their
seats, and help them to open their student’s books to page 63. Introduce the
vocabulary words present on the page beginning with the letter ‘t’. Try and
connect the new words with the objects or animals they may have seen in their
day-to-day life. Go through all four vocabulary words present on the page in a
similar manner.
Rhyme time: Before reading the poem, talk to the children about stars, and
when they are visible in the sky. Discuss the ways people look at the stars, and
ask the children if they have ever observed stars. Discuss how the sun is also a
star.
Read the poem at the bottom of page 63 in a clear voice. While reading the
poem aloud, emphasise on the beginning sounds. Pronounce each word
carefully and slowly so that the children can follow your words easily. Repeat the
poem 5 to 6 times or as much as is required for the children to read/recite it
fluently. You may ask the children to memorise the poem if you wish.

Student’s book activity

Next, ask the children to sit straight, place their hands as has been the practice,
and hold their pencils properly.
Help the children to turn to page 64. Point and read out the names of all four
objects on the page. Read the names of the objects and animals out loud one
by one. Repeat the sound of the letter ‘t’, for example, ‘tuh’ and then say the

1 73
name of each of the four objects. For example: point to the picture of the sun
and say ‘tuh, then ask the children whether it sounds the same. Correct any
responses if required, otherwise move on to the next picture. Once all four
pictures have been identified, ask the children which picture starts with the sound
‘tuh’? Repeat the words again and emphasise on the beginning sound. Encourage
the children to answer yes or no. Once all four pictures are done, point to the
pictures of the train and turtle, and ask the children to circle these pictures as their
beginning sounds are ‘tuh’. Facilitate the children with drawing a circle around the
pictures. As they have had practise with activities of this kind, you can expect that
it will take less time and fewer attempts to get the desired result.
Ask the children to trace the letters at the bottom half of page 64 with a pencil.
Let the children have multiple attempts till they can trace the letter ‘t’ as well as
they can.
Next, facilitate the children to write the letter ‘t’ independently in the last two
lines. However, do not hold their hand while they are writing. Let them write on
their own. They may take multiple attempts in correcting their letter writing.

Lesson 23 (page 65) Letter U u

Materials required
Select any activity style, depending on the resources available:
• student’s book
• sandbox/tray
• chart paper/A4 size sheet
• rice/lentils
• glue
• round-tipped safety scissors
• pencil
• a picture of a unicorn/unzipped object on an A4 size sheet

Pre-activity preparation
Keep sandboxes/trays ready.
Prepare the cut-outs of the letter ‘u’ (instructions are present in lesson 1).

74 1
Revision: Start the class by revising the previously discussed topic.

Introduction
Circle Time – Introducing the letter ‘u’: Divide the children into groups of four
and give each group one lentils/rice cut-out of the letter ‘u’ (which you have
prepared prior to the class). Move your fingers slowly through the pasted lentils/
rice. Start from the starting point of the letter ‘u’ and move slowly through the
cut-out as if you are writing the letter. Ask the children to follow your hand
movement with the cut-outs that they have present in front of them by taking
turns.

Student activity
Sandbox activity: Bring out the sandboxes. Show the children
how they have to make a straight line going down and then
curving towards the right, going up and then coming down
with a flick on the right side to form the letter ‘u’. Encourage
the children to trace patterns in the sandbox with their
forefinger first. Pay attention that the children are designing
the pattern of the letter correctly. Take multiple attempts and
let the children work on the sandbox. You may also mix and match and let the
children write any of the letters ‘a’, ‘b’, ‘c’, ‘d’, ‘e’, ‘f’, ‘g’, ‘h’, ‘i’, ‘j’, ‘k’, ‘l’, ‘m’, ‘n’, ‘o’,
‘p’, ‘q’, ‘r’, ‘s’, and ‘t’ as well, if you wish.

Class activity
Once this exercise has been done a few times, ask the children to take their
seats, and help them to open their student’s books to page 65. Introduce the
vocabulary words present on the page beginning with the letter ‘u’. Try and
connect the new words with the objects or animals they may have seen in their
day-to-day life. Go through all four vocabulary words present on the page.
Rhyme time: Before reading the poem, ask the children to recount experiences
where they experienced the motion of going up and down (like going up and
down in an elevator, a ride at an amusement park, going up and down the
steps, etc.).
Read the poem at the bottom of page 65 in a clear voice. While reading the
poem aloud, emphasise on the beginning sounds. Pronounce each word
carefully and slowly so that the children can follow your words easily. Repeat the

1 75
poem 5 to 6 times or as much as is required for the children to read/recite it
fluently. You may ask the children to memorise the poem if you wish.

Student’s book activity

Next, ask the children to sit straight, place their hands as has been the practice,
and hold their pencils properly.
Help the children to turn to page 66. Point and read out the names of all four
objects present on the page. Read the names of the objects and animals out
loud one by one. Repeat the sound of the letter ‘u’, for example, ‘uh’ and then
say the name of each of the four objects. For example: point to the picture of
the turtle and say ‘uh’, then ask the children whether it sounds the same.
Correct any responses if required otherwise move on to the next picture. Once
all four pictures have been identified, ask the children which picture starts with
the sound (uh)? Repeat the words again, emphasising on the beginning sound.
Encourage the children to answer yes or no. Once all four pictures are done,
point to the pictures of the umbrella and the unicorn and ask the children to
circle these pictures as their beginning sounds are ‘uh’. Facilitate the children
with drawing a circle around the pictures. As they have had practise with
activities of this kind, you can expect that it will take less time and fewer
attempts to get the desired result.
Ask the children to trace the letters written at the bottom half of page 66 with
the help of a pencil. Let the children have multiple attempts till they can trace
the letter ‘u’ as well as they can.
Next, facilitate the children to write the letter ‘u’ independently in the last two
lines. However, do not hold their hand while they are writing. Let them write on
their own, they may take multiple attempts in correcting their letter writing.

Lesson 24 (page 67) Letter V v

Materials required
Select any activity style, depending on the resources available:
• student’s book
• sandbox/trays
• chart paper/A4 size sheet
• rice/lentils

76 1
• glue
• round-tipped safety scissors
• pencil
• a picture of a violin/vase on an A4 size sheet

Pre-activity preparation
Keep sandboxes/trays ready.
Prepare the cut-outs of the letter ‘v’ (instructions are present in lesson 1).

Revision: Start the class by revising the previously discussed topic.

Introduction
Circle Time – Introducing the letter ‘v’: Divide the children into groups of four
and give each group one lentils/rice cut-out of the letter ‘v’ (which you have
prepared prior to the class). Move your fingers slowly through the pasted lentils/
rice. Start from the starting point of the letter ‘v’ and move slowly through the
cut-out as if you are writing the letter. Ask the children to follow your hand
movement with the cut-outs that they have present in front of them by taking
turns.

Student activity
Sandbox activity: Bring out the sandboxes. Show the children
how they have to make a straight line going down diagonally
and then going back up diagonally towards the right to form
the letter ‘v’. Encourage the children to trace patterns in the
sandbox with their forefinger first. Pay attention that the
children are designing the pattern of the letter correctly. Take
multiple attempts and let the children work on the sandbox. You may also mix
and match and let the children write any of the letters ‘a’, ‘b’, ‘c’, ‘d’, ‘e’, ‘f’, ‘g’, ‘h’,
‘i’, ‘j’, ‘k’, ‘l’, ‘m’, ‘n’, ‘o’, ‘p’, ‘q’, ‘r’, ‘s’, ‘t’, and ‘u’ as well, if you wish.

Class activity
Once this exercise has been done few times, ask the children to take their seats,
and help them to open their student’s books to page 67. Introduce the
vocabulary words present on the page beginning with the letter ‘v’. Try and

1 77
connect the new words with the objects or animals they may have seen in their
day-to-day life. Go through all four vocabulary words present on the page in a
similar manner.
Rhyme time: Before reading the poem, make the children sit in a circle and talk
about transport vehicles and what they are used for. Discuss what sounds are
made by different transport vehicles. You can also extend the discussion to
include road safety awareness, and discuss the rules of the road that need to be
followed in order to stay safe. Examples include looking both ways before
crossing a street, and crossing the street by walking on the demarcated
pedestrian crossings (white and black ‘zebra’ lines).
Read the poem at the bottom of page 67 in a clear voice. While reading the
poem aloud, emphasise on the beginning sounds. Pronounce each word
carefully and slowly so that the children can follow your words easily. Repeat the
poem 5 to 6 times or as much as is required for the children to read/recite it
fluently. You may ask the children to memorise the poem if you wish.
Pre-cursor discussion
Ask the children if they know about different cultures and religions in Pakistan.
Ask the children which cultural aspects are special to their household, such as,
clothing, language, lifestyle, food, traditions and customs or helping their
parents around the house.
Have an open discussion with the children regarding the different kinds of
families, cultures, and religions in Pakistan. Start off by asking the children if
they are aware of the religion that is practised in their homes and can they
name it? Do they know that doing your own work at home is a practice followed
by Hazrat Muhammad ( )?
Then introduce the names a few other religions in Pakistan. Inform the children
that there are different religions practiced throughout Pakistan and we should
respect people coming from every religion and cultural background. Talk about
how, just like Islam, every other religion teaches about peace, love, care,
friendship, tolerance, kindness, and respect for others. For Muslims there are a
few basic strands which are a must for the children at this age to know, for
example, the five pillars of Islam, the first Kalimah, small dua’as and why they
need to be recited like Bismillah, etc.
If you have any non-Muslim children in class, then talk about their festivals and
cultural aspects as well. Talk about how everyone should be patient and
respectable and tolerant towards other’s believes and customs.

78 1
Last but certainly not the least, develop basic knowledge about Pakistani culture
in the children. Inform them about things, such as, about national game, flag,
flower, languages, and different kinds of folk dances, etc. Encourage the children
to extend their ideas by providing details about their topic, they can even talk
about their daily routine which is specific to their culture.
Picture comprehension activity
After completing the activities specific to the letter ‘v’, ask the children to turn
to page 69. On this page is a picture comprehension activity based on the
theme of ‘Helping Others’. Ask the children what they think is happening in the
pictures, and how the father is helping the mother to cut the vegetables, and in
the subsequent pictures how the children are helping their parents clean up.
Discuss the importance of helping people out.

Student’s book activity

Next, ask the children to sit straight, and place their hands as has been the
practice, and hold their pencils properly.
Help the children to turn to page 68. Point and read out the names of all four
objects present on the page. Read the names of the objects and animals out
loud one by one. Repeat the sound of the letter ‘v’, for example, ‘vuh’ and then
say the name of each of the four objects on page 68. For example: point to the
picture of the person going ‘upstairs’ and say ‘vuh’, then ask the children
whether it sounds the same. Correct any responses if required otherwise move
on to the next picture. Once all four pictures have been identified, ask the
children which picture starts with the sound ‘vuh’? Repeat the words again,
emphasising on the beginning sound. Encourage the children to answer yes or
no. Once all four pictures are done, point to the pictures of the van and vase,
and the vest and ask the children to circle these pictures as their beginning
sounds are ‘vuh’. Facilitate the children with drawing a circle around the
pictures. As they have had practise with activities of this kind you can expect
that it will take lesser time and attempts to get the desired result.
Ask the children to trace the letters at the bottom half of page 68 with a pencil.
Let the children have multiple attempts till they can trace the letter ‘v’ as well as
they can.
Next, facilitate the children to write the letter ‘v’ independently in the last two
lines. However, do not hold their hand while they are writing. Let them write on
their own, they may take multiple attempts in correcting their letter writing.

1 79
Vegetable activity: Ask the children to turn to page 71, and ask them to read
out the names of the various vegetables. As an added exercise, ask them to
identify the beginning sounds of the vegetables to their corresponding alphabets,
such as ‘o’ for onion. Then, ask the children to pick up their pencils and use them
to match the vegetables in the former row with the same vegetables in the latter
row. All the while, discuss with them the difference between healthy food and
junk food, and why eating healthy food, such as vegetables, is a better choice
especially as we all want to grow up strong and healthy.

Lesson 25 (page 72) Letter W w

Materials required
Select any activity style, depending on the resources available:
• student’s book
• chart paper/A4 size sheet
• rice/lentils
• glue
• round-tipped safety scissors
• paint/crayons/colour pencils
• pencil
• a picture of a watch/water on an A4 size sheet

Pre-activity preparation
Prepare the cut-outs of the letter ‘w’ (instructions are present in lesson 1).

Revision: Start the class by revising the previously discussed topic.

Introduction
Circle Time – Introducing the letter ‘w’: Divide the children into groups of four
and give each group one lentils/rice cut-out of the letter ‘w’ (which you have
prepared prior to the class). Move your fingers slowly through the pasted lentils/
rice. Start from the starting point of the letter ‘w’ and move slowly through the cut-
out as if you are writing the letter. Ask the children to follow your hand movement
with the cut-outs that they have present in front of them by taking turns.

80 1
 Air writing – Letter ‘w’: Ask the children to put some
distance between them and their classmates, as they
have been doing for some time now. Demonstrate the
actions in front of the children but first let the children
try on their own. Next point with your index finger in
the air. Mimic drawing the letter ‘w’. Observe if all the
children are able to follow instructions and draw the
‘w’ pattern in the air. Let the children have multiple attempts to ensure that they
are close to drawing the letter ‘w’.

Student activity
Finger-painting: Provide paint bottles of any colour, and recycled chart papers
to the children (you may use the backside of any previously used chart paper).
Demonstrate to the children how they can paint the letter ‘w’ using their
forefinger. Dip your forefinger into the paint and draw the diagonal lines of the
letter ‘w’ on the chart paper. Ask the children to copy your movements and look
carefully if everyone can write the letter ‘w’. Help the children who need
assistance.
If paint is unavailable, you may use colour pencils or crayons instead.

Class activity
Once this exercise has been done a few times, ask the children to take their
seats, and help them to open their student’s books to page 72. Introduce the
vocabulary words present on the page beginning with the letter ‘w’. Try and
connect the new words with the objects or animals they may have seen in their
day-to-day life. Go through all four vocabulary words present on the page in a
similar manner.
Rhyme time: Before reading the poem, discuss with the children the importance
of washing hands thoroughly as a way of staying healthy. You may even
demonstrate the correct way of washing hands before moving on with the
exercise.
Read the poem at the bottom of page 72 in a clear voice. While reading the
poem aloud, emphasise on the beginning sounds. Pronounce each word
carefully and slowly so that the children can follow your words easily. Repeat the
poem 5 to 6 times or as much as is required for the children to read/recite it
fluently. You may ask the children to memorise the poem if you wish.

1 81
Student’s book activity
Next, ask the children to sit straight, and place their hands as has been the
practice, and hold their pencils properly.
Help the children to turn to page 73. Point and read out the names of all four
objects on the page. Read the names of the objects and animals out loud one by
one. Repeat the sound of the letter ‘w’, for example, ‘woh’ and then say the name
of each of the four objects on page 73. For example: point to the picture of the
elephant and say ‘woh’, then ask the children whether it sounds the same. Correct
any responses if required, otherwise move on to the next picture. Once all four
pictures have been identified, ask the children which picture starts with the sound
‘woh’. Repeat the words again, emphasising on the beginning sound. Encourage
the children to answer yes or no. Once all four pictures are done, point to the
pictures of the watermelon and wolf, and ask the children to circle these pictures
as their beginning sounds are ‘woh’. Facilitate the children with drawing a circle
around the pictures. As they have had practise with activities of this kind, you can
expect that it will take less time and fewer attempts to get the desired result.
Ask the children to trace the letters at the bottom half of page 73 with a pencil.
Let the children have multiple attempts till they can trace the letter ‘w’ as well as
they can.
Next, facilitate the children to write the letter ‘w’ independently in the last two
lines. However, do not hold their hand while they are writing. Let them write on
their own, they may take multiple attempts in correcting their letter writing.

Lesson 26 (page 74) Letter X x

Materials required
Select any activity style, depending on the resources available:
• student’s book
• sandbox/tray
• chart paper/A4 size sheet
• rice/lentils
• glue
• round-tipped safety scissors
• pencil
• a picture of an X-ray/xylophone on an A4 size sheet

82 1
Pre-activity preparation
Keep sandboxes/trays ready.
Prepare the cut-outs of the letter ‘x’ (instructions are present in lesson 1).

Revision: Start the class by revising the previously discussed topic.

Introduction
Circle Time – Introducing the letter ‘x’: Divide the children into groups of four
and give each group one lentils/rice cut-out of the letter ‘x’ (which you have
prepared prior to the class). Move your fingers slowly through the pasted lentils/
rice. Start from the starting point of the letter ‘x’ and move slowly through the cut-
out as if you are writing the letter. Ask the children to follow your hand movement
with the cut-outs that they have present in front of them by taking turns.

Student activity
Play dough activity (optional): Provide children with play dough.
Help the children in making the letter ‘x’ with the play dough/clay.
Ask other children if they can recognise the letter from the play
dough mould.

Class activity
Once this exercise has been done a few times, ask the children to take their
seats, and help them to open their student’s books to page 74. Introduce the
vocabulary words present on the page beginning with the letter ‘x’. Try and
connect the new words with the objects or animals they may have seen in their
day-to-day life. Go through all four vocabulary words on the page in a similar
manner.
Rhyme time: Before reading the poem, ask the children who they think a
woodcutter is. Arrange a role-play in class, using props ask the children to sing
the song.
Read the poem at the bottom of page 74 in a clear voice. While reading the
poem aloud, emphasise on the beginning sounds. Pronounce each word
carefully and slowly so that the children can follow your words easily. Repeat the
poem 5 to 6 times or as much as is required for the children to read/recite it
fluently. You may ask the children to memorise the poem if you wish.

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Student’s book activity
Next, ask the children to sit straight, place their hands as has been the practice,
and hold their pencils properly.
Help the children to turn to page 75. Point and read out the names of all four
objects present on the page. Read the names of the objects and animals out
loud one by one. Repeat the sound of the letter ‘x’, for example, ‘xaa’ and then
say the name of each of the four objects present on page 75. For example: point
to the picture of the wolf and say ‘xaa’, then ask the children whether it sounds
the same. Correct any responses if required, otherwise move on to the next
picture. Once all four pictures have been identified, ask the children which
picture starts with the sound ‘xaa’. Repeat the words again, emphasising on the
beginning sound. Encourage the children to answer yes or no. Once all four
pictures are done again, point to the pictures of the X-ray and xylophone, and
ask the children to circle these pictures as their beginning sounds are ‘xaa’.
Facilitate the children with drawing a circle around the pictures. As they have
had practise with activities of this kind you can expect that it will take less time
and fewer attempts to get the desired result.
Ask the children to trace the letters at the bottom half of page 75 with a pencil.
Let the children have multiple attempts till they can trace the letter ‘x’ as well as
they can.
Next, facilitate the children to write the letter ‘x’ independently in the last two
lines. However, do not hold their hand while they are writing. Let them write on
their own, they may take multiple attempts in correcting their letter writing.

Lesson 27 (page 76) Letter Y y

Materials required
Select any activity style, depending on the resources available:
• student’s book
• chart paper/A4 size sheet
• rice/lentils
• glue
• round-tipped safety scissors
• play dough/clay
• pencil
• a picture of a yo-yo/yam on an A4 size sheet

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Pre-activity preparation
Prepare the cut-outs of the letter ‘y’ (instructions are present in lesson 1).

Revision: Start the class by revising the previously discussed topic.

Introduction
Circle Time – Introducing the letter ‘y’: Divide the children into groups of four
and give each group one lentils/rice cut-out of the letter ‘y’ (which you have
prepared prior to the class). Move your fingers slowly through the pasted lentils/
rice. Start from the starting point of the letter ‘y’ and move slowly through the cut-
out as if you are writing the letter. Ask the children to follow your hand movement
with the cut-outs that they have present in front of them by taking turns.

Student activity
Play dough activity: Provide children with play dough. Help the
children in making the letter ‘y’ with the play dough/clay. Ask
other children if they can recognise the letter from the play dough
mould.

Class activity
Once this exercise has been done a few times, ask the children to take their seats,
and help them to open their student’s books to page 76. Introduce the vocabulary
words present on the page beginning with the letter ‘y’. Try and connect the new
words with the objects or animals they may have seen in their day-to-day life. Go
through all four vocabulary words on the page in a similar manner.
Rhyme time: Before reading the poem, review the importance of eating healthy
foods such as apples and yams.
Read the poem present at the bottom of page 76 in a clear voice. While reading
the poem aloud, emphasise on the beginning sounds. Pronounce each word
carefully and slowly so that the children can follow your words easily. Repeat the
poem 5 to 6 times or as much as is required for the children to read/recite it
fluently. You may ask the children to memorise the poem if you wish.

Student’s book activity

Next, ask the children to sit straight, place their hands as has been the practice,
and hold their pencils properly.

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Help the children to turn to page 77. Point and read out the name of all four
objects present on the page. Read the names of the objects and animals out
loud one by one. Repeat the sound of the letter ‘y’, for example, ‘yeh’ and then
say the name of each of the four objects on page 77. For example: point to the
picture of the turtle and say ‘yeh’, then ask the children whether it sounds the
same. Correct any responses if required, otherwise move on to the next picture.
Once all four pictures have been identified, ask the children which picture starts
with the sound ‘yeh’. Repeat the words again, emphasising on the beginning
sound. Encourage the children to answer yes or no. Once all four pictures are
done, point to the picture of the yacht and the yarn and ask the children to
circle these pictures as their beginning sounds are ‘yeh’. Facilitate the children
with drawing a circle around the pictures. As they have had practise with
activities of this kind you can expect that it will take lesser time and attempts to
get the desired result.
Ask the children to trace the letters at the bottom half of page 77 with a pencil.
Let the children have multiple attempts till they can trace the letter ‘y’ as well as
they can.
Next, facilitate the children to write the letter ‘y’ independently in the last two
lines. However, do not hold their hand while they are writing. Let them write on
their own, they may take multiple attempts in correcting their letter writing.

Lesson 28 (page 78) Letter Z z

Materials required
Select any activity style, depending on the resources available:
• student’s book
• sandbox/tray
• chart paper/A4 size sheet
• rice/lentils
• glue
• round-tipped safety scissors
• pencil
• a picture of a zebra crossing/zig-zag on an A4 size sheet

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Pre-activity preparation
Keep sandboxes/trays ready.
Prepare the cut-outs of the letter ‘z’ (instructions are present in lesson 1).

Revision: Start the class by revising the previously discussed topic.

Introduction
Circle Time – Introducing the letter ‘z’: Divide the children into groups of four
and give each group one lentils/rice cut-out of the letter ‘z’ (which you have
prepared prior to the class). Move your fingers slowly through the pasted lentils/
rice. Start from the starting point of the letter ‘z’ and move slowly through the cut-
out as if you are writing the letter. Ask the children to follow your hand movement
with the cut-outs that they have present in front of them by taking turns.
Air writing – Letter ‘z’: Ask the children to put some distance
between them and their classmate, as they have been doing for
some time now. Demonstrate the actions in front of the children
but first let the children try on their own. Next point with your
index finger in the air. Mimic drawing the letter ‘z’. Observe if all
the children are able to follow instructions and draw the ‘z’
pattern in the air. Let the children have multiple attempts to
ensure that they are close to drawing the letter ‘z’.

Student activity
Sandbox activity: Bring out the sandboxes. Show the children how they have to
make a straight line going right, then make it go diagonally to the left, moving
on to go right in a straight line to form the letter ‘z’. Encourage the children to
trace patterns in the sandbox with their forefinger first. Pay attention that the
children are designing the pattern of the letter correctly. Take multiple attempts
and let the children work on the sandbox. You may also mix and match and let
the children write any of the letters from the alphabet, if you wish.

Class activity
Once this exercise has been done few times, ask the children to take their seats,
and help them to open their student’s books to page 78. Introduce the
vocabulary words present on the page beginning with the letter ‘z’. Try and

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connect the new words with the objects or animals they may have seen in their
day-to-day life. Go through all four vocabulary words on the page in a similar
manner.
Rhyme time: Before reading the poem, talk to the class about zebras, and
whether they have ever seen a zebra, either on a TV or in a zoo. Ask the class to
describe the unique colouring of a zebra.
Read the poem at the bottom of page 78 in a clear voice. While reading the
poem aloud, emphasise on the beginning sounds. Pronounce each word
carefully and slowly so that the children can follow your words easily. Repeat the
poem 5 to 6 times or as much as is required for the children to read/recite it
fluently. You may ask the children to memorise the poem if you wish.

Student’s book activity

Next, ask the children to sit straight, place their hands as has been the practice,
and hold their pencils properly.
Help the children to turn to page 79. Point and read out the names of all four
objects on the page. Read the names of the objects and animals out loud one by
one. Repeat the sound of the letter ‘z’, for example, ‘zeh’ and then say the name
of each of the four objects on page 79. For example: point to the picture of the
parrot and say ‘zeh’, then ask the children whether it sounds the same. Correct
any responses if required, otherwise move on to the next picture. Once all four
pictures have been identified, ask the children which picture starts with the
sound ‘zeh’. Repeat the words again and emphasise on the beginning sound.
Encourage the children to answer yes or no. Once all four pictures are done, point
to the pictures of the zebra and zip, then ask the children to circle these pictures
as their beginning sounds are ‘zeh’. Facilitate the children with drawing a circle
around the pictures. As they have had practise with activities of this kind you can
expect that it will take less time and fewer attempts to get the desired result.
Ask the children to trace the letters at the bottom half of page 79 with a pencil.
Let the children have multiple attempts till they can trace the letter ‘z’ as well as
they can.
Next, facilitate the children to write the letter ‘z’ independently in the last two
lines. However, do not hold their hand while they are writing. Let them write on
their own. They may take multiple attempts in correcting their letter writing.
Ask the children to move on to page 80. Instruct them to match the small letters
to the corresponding capital letters by making lines with a pencil.

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 Lesson 29 (page 81) Let’s Revise

Ask the children to open page 81, with a pencil in hand. Instruct them to look at
the pictures carefully. Make sure you call out the names of each of the pictures,
slowly and carefully pronouncing each word. Then encourage the children to
circle the beginning letter of each picture.
Move on the second part of the exercise. This time, encourage the children to
identify the pictures, and say the words out loud, carefully pronouncing each
naming word. Carefully monitor the class, and help those out who need support
help by pronouncing the words. Ask the children to write down the beginning
letter of the word in the space below each picture.

Lesson 30 (page 82) My Routine

Ask the children to turn to over to page 82. Before starting the activity, ask the
children to talk about their daily routines. You can begin with your example, by
telling the children what time you get up, have breakfast, and get ready for
school. Encourage the children to take turns and talk about how they spend
their day. Remind the children of the need of having a daily routine, and the
importance of following it.
Instruct the children to pick up their pencils and then write the times indicated
in the picture within the given space.
Sing the rhyme given on page 83 about the weekdays. Encourage the children
to learn the words and practise the actions to perform in class.
Give the children access to colour pencils or crayons, and ask them to fill in the
colour of each box indicating a particular day keeping the instructions in mind.
Talk to the children about the seven days of the week, and what days make up
the weekend. To reinforce this concept, you can even put up a chart indicating
the days of the week somewhere in the classroom where the children can see it
with ease.

Lesson 31 (page 84) Let’s Revise

Motivate the children to raise their hands up in the air and practise air writing.
Ask the children to put some distance between them and their classmate, as

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they have been doing for some time now. Say a letter of the alphabet and then
as the children to try to write it in the air on their own. Give the children a few
minutes, and then you may help remind them if you wish, but first let the
children try on their own. Observe if all the children are able to follow
instructions and draw different letters of the alphabets in the air.
(Optional): Bring out the sandboxes. Demonstrate to the children how they can
make straight and curved lines to show multiple things. Encourage the children
to trace different letters of the alphabet in the sandbox with their forefinger. Pay
attention that the children are forming the letter correctly.
Then, ask the children to turn to page 84, and then pick up their pencils to
carefully trace the small and capital letters of each of the alphabets.
As an added activity, you can also sing the alphabet song during this exercise.

Lesson 32 (page 86) Grass, Root, and Sky Letters

Explain to the children the concept of sky, root, and grass letters, and how they
fall on a four lined page. You can ask the children to practise on their own four
line notebooks separately to reinforce the concept.

Lesson 33 (page 87) Well Done!

As the children finish the revision exercises, you can ask them to turn to page 87
and do the final activity there. Ask them to sing the alphabet song as they join
the dots in the correct alphabetical order. You may also help the children who
need the support. After the children are done joining the dots, encourage them
to use crayons, or colour pencils to fill in the colours of the picture they have
completed. Encourage them to colour within the lines. In order to reinforce and
review the alphabetical order you can also allow the children to sing the
alphabetical song while colouring.

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 Activity Bank

Activity 1: Word Maze

Clear some space in the classroom, and draw a maze using chalk on the floor.
There should be a blue path, a green path, and an orange/ brown path made on
the floor using the chalk. Divide the class in three groups, and then ask them to
choose the person they want to send in the maze. One group will be the blue
group, the green group, and the third will be the orange group.
Tell the children that today they will be playing a new game called ‘Word Maze’.
Explain to them how the activity works. The child chosen by the group would
have to stand at the starting line of the maze.
The rest of the group would have to head over to the table where there are 26
cards, each containing one letter of the alphabet. Ask the children in the blue
group to collect all the sky letters, and put them in their basket. Similarly, ask
the green group to collect all the grass letters, and the orange group to collect
all the root letters, and place them in their respective baskets. Remind the
children not to push each other, but to help those in their team. Encourage
children to sound out each letter they choose before placing them in the
baskets. Make sure that at least one letter is chosen by each child to place in the
group basket.
After the letters have been chosen and placed in the baskets, tell the children of
each group to take the baskets to their teammate waiting at the start of the
maze. The team would have to give the basket to the child they have chosen,
who would have to take the basket through the maze. The child from the blue
team would follow the blue path, the child from the green team would follow
the green path, and the child from the orange team would follow the orange
path.
Skills learnt: Building vocabulary, cognitive development, social development

Activity 2: Letter Genius

Make some space in the classroom by clearing the desks and tables, and placing
them to the side. Ask the children to join hands and make a circle. Remind them
not to push or pull each other, but calmly hold each other’s hands, and then sit

1 91
down carefully on the ground. Make sure that each child has enough space to
move and place their arms and legs comfortably. There should be a little gap
between each individual child to ensure their comfort.
Tell the children to settle down and to listen carefully to your instructions. Tell
the children that you are playing a new game today. Tell them that the name of
the activity game is ‘Letter Genius’. Ask the children what they think a genius is.
Give the children the chance to respond by raising their hands and waiting
patiently for their turn to speak. Remind them of the importance of listening
carefully to what others have to say. After everyone has had their turn, tell them
that a genius is someone who is very smart.
The activity begins by one child saying the letter ‘a’ and then saying the name
of a thing starting with the letter ‘a’ to the child sitting on the right. The child on
the right would then have to say the letter ‘b’ and one thing that begins with
the letter to the child sitting on his/her right, and so on. Go on with the game
until all the letters of the alphabet have been covered. If there are still some
children left who have not had their turn, you can start the alphabet all over
again until everyone has had a chance.
If some children are having trouble giving an example, give some support and
encourage them to answer. You can make the sound of the letter, and tell them
to look around the classroom and see if they can see anything that starts with
the same sound.
After the activity is done, you can even have the children sing the alphabet to
reinforce the concept. Tell the children that they are all letter geniuses.
Skills learnt: Building vocabulary, four skills of language learning, social
development

Activity 3: Magic Carpet

Ask the children to sit on the classroom mat and make sure there is enough
space for them to move their arms and legs. Remind them not to disturb those
sitting next to them, but sitting calmly and quietly on the mat. Ask them to
close their eyes and imagine that they are sitting on a magic carpet that can
take them somewhere wonderful in the blink of an eye.
Talk to the children about what a magic carpet can do. A magic carpet is a
powerful thing that can take them wherever they want to go within seconds. It
can go to the beach, the mountains, or even to outer space!

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Ask the children to go to their table, and sit properly on their chair, making sure
that they don’t disturb anyone. Tell them to use the crayons and colour pencils
placed on the table before them to draw on a piece of paper, a place they
would like to visit on a magic carpet. Make sure that each child thinks carefully
about the place they want to visit on their magic carpet, and who they would
like to take on their journey and why.
You can move around the class to make sure that the children have understood
the task at hand. If children are having trouble deciding a place, encourage
them to sit on the mat and close their eyes to imagine where they want to go.
After everyone has drawn their place, ask them to come in front of the class one
by one and talk about why they would like to visit the place they have drawn,
and who they would like to take with them and why.
If there is time, you can even encourage the children to write down the
beginning sound letters of the places they want to visit next to their drawing.
Skills learnt: Personal, social, and emotional development; four skills of
language learning.

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 Assessment Guide

Research indicates that formal tests and examinations are not at all accurate
when measuring a toddler’s abilities. Many young children do not perform well
in situations where they must answer specific questions or complete tasks
because they may not be familiar with the testing language, they may be shy or
just frightened. When a young child does not perform well, he/she is labelled as
a below average child.
The comparison between two young children is fruitless as children of such age
grow and progress at their own pace. Young children’s progress should be
measured by the teacher’s on-going observations during the entire year. Their
progress should be compared to their own development and not to that of
other children.
– Children Assessment and Record-keeping
The teachers are requested to observe each child as they participate in different
activities. Although at times they may step back and observe, however, more so
than usual, they may have to be involved with the children. Teachers will have
to develop this skill, to be actively involved and pick up cues from the children.
What is the teacher supposed to look for? The teacher observes the children and
assesses the different areas of learning and development.
The following methods of assessment and record-keeping are strongly
recommended:
– Checklist of the child’s progress
– Maintain a portfolio of the child’s work
– Progress reports for parents
The Assessment Guide contains:
• Worksheets (informal assessment)
• Observation checklists (the teacher will observe the points mentioned in the
observation checklists and then fill it at the mid and end of the year).

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Worksheet – 1: Pattern and Tracing

Teacher’s note: The review worksheets can be given to the children as

homework, which they can easily do at home.

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Worksheet – 2: Capital and Small Letters
Match the capital letter to the correct small letter.

D a

C e

A f

E d

G c

F b

H g

B h

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Worksheet – 3: Point and Match
Point to each picture and say what it is. Match each picture to the correct
starting letter.

Aa

Bb

Cc

Dd

Ee

Ff

Gg

Hh

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Worksheet – 4: Grass, Root, and Sky letters
Colour the boxes with the sky letters blue.

aceimno
sky grass root

g j p q y
sky grass root

bdfhklt
sky grass root

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Worksheet – 5: Fruits
Match each name with its picture. Colour to finish the worksheet.

apple

strawberry

grapes

orange

banana

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 Worksheet – 6: Beginning Sounds
Identify each picture and circle its initial sound letter (first the small then the
capital).

, a , c , u, d , u, b, r, f
b, g x, h

B, X,
G , A , C, U, D H, U , B, R, F

, q, e, o, p , s, d, w, v
k, s l, h

K, L,
S , Q , E , O, P H , S , D , W, V

, w, o, y, j t, g, e, u
z, q c, l ,

Z, C,
Q , W, O , Y, J L , T, G , E , U

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Worksheet – 7: Beginning Sounds
Look through the pictures carefully and colour the objects starting from the
mentioned letter.

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 Worksheet – 8: Capital and Small Letters
Match the capital letter to the correct small letter.

X z

V v

Y x

W y

Z w

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Worksheet – 9: Beginning Sounds
Identify and write the beginning sounds of the following pictures. Colour to
complete your work.

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 Worksheet – 10: Position Words
Match the picture to the correct word, describing its position.

duck

in / out

bag
on / in

doll
under / over

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Worksheet – 11: Position Words
Match the pictures to the correct words.

duck and duckling

lion and cub

sheep and lamb

cat and kitten

hen and chick

cow and calf

dog and pup

’

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 Mid-of-Year Teacher’s Observation Checklist
Consider the child’s strengths and the areas in which they can improve. Use the checklist to
record their development.

CATEGORIES

ACADEMIC
Recognises sounds of letters
Recognises rhyming words
Identifies position words
Remembers everyday life vocabulary introduced in the book to some extent
LANGUAGE DEVELOPMENT
Expresses needs adequately in mother tongue
Asks questions in combination of gestures
Writes and identifies colours
Recognises upper case and lower case letters
Listens and comprehends simple instructions to some extent
FINE MOTOR DEVELOPMENT
Holds a pencil/crayon
Holds a book
GROSS MOTOR DEVELOPMENT
Performs basic self-care tasks (washes hands after visiting the washroom)
Maintains balance while walking to some extent
Stacks building blocks and carries toys/books in their place
TEAMWORK AND GROUP BEHAVIOUR
Plays and interacts well with friends
Shares stationery and toys with friends
Recognises classmates
SOCIAL AWARENESS
Shows awareness of personal safety (does not socialise with strangers) to some
extent
Uses basic greetings for elders (teachers and parents) some times

Teacher’s note: This rubric can help you report the progress of the children. It is by no
means exhaustive and can be changed as per need. The star stands for satisfactory, the
moon is for good, and the sun is for excellent.

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End-of-Year Teacher’s Observation Checklist
Consider the child’s strengths and the areas in which they can improve. Use the checklist to
record their development.

CATEGORIES

ACADEMIC
Recognises sounds, blend letters
Recognises rhyming words, sings, and enacts poems
Identifies position words and their usage
Remembers everyday life vocabulary introduced in the book
LANGUAGE DEVELOPMENT
Expresses needs adequately in mother tongue and English
(a few words)
Asks questions in combination of words and gestures
Writes within quad lines, and identifies colours
Recognises and writes all upper case and lower case letters
Listens and comprehends simple instructions
FINE MOTOR DEVELOPMENT
Holds a pencil/crayon with adequate grip
Holds a book and turns pages
GROSS MOTOR DEVELOPMENT
Performs basic self-care tasks (washes hands after visiting the washroom and
is mindful of their belongings)
Changes direction and maintains balance while walking
Stacks building blocks, carries and places toys/books in their place
TEAMWORK AND GROUP BEHAVIOUR
Plays and interacts well with classmates
Shares stationery and toys with classmates
Recognises classmates and their names
SOCIAL AWARENESS
Shows awareness of personal safety (does not socialise with strangers)
Uses basic greetings for elders (teachers and parents)

Teacher’s note: This rubric can help you report the progress of the children. It is by no
means exhaustive and can be changed as per need. The star stands for satisfactory, the
moon is for good, and the sun is for excellent.

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 L
Single National Curriculum Alignment

PERSONAL AND SOCIAL AND Book

EMOTIONAL DEVELOPMENT Expected Learning Outcomes Reference
Competency 1: Children will a. Share what they like about themselves and what they p. 17, 22,
develop an understanding of their like about a friend and others. 54-55, 89
likes, dislikes, strengths, emotions
and self-grooming, decision
making and problem solving skills.
Children will further enhance
their positive sense of self-identity
and see themselves as capable
learners.
b. Identify different occasions when they feel happy, p. 89
sad, scared, loved, angry, excited and bored.
c. Choose and talk about an activity/work that they pp. 55, 89
enjoy doing the most in class.
d. Express their likes and dislikes and talk about their pp. 22, 54
strengths and areas of improvement.
e. Develop and understand that as individuals, they have p. 89
their unique needs, interests and abilities and that
they are separate from each other.
f. Develop and understand how to dress up, know about pp. 55,
eating habits, proper posture while walking, talking 71-72, 88
and sitting.
g. Take care of his/her and others’ belongings. p. 88
h. Perceive himself/herself in a positive way. pp. 88-89
i. Ask for help when needed. p. 89
j. Develop problem solving skills by identifying the pp. 45, 89
problems and finding the best solutions through
participating in different activities.
Competency 2: Children will a. Show an understanding and respect for the feelings of pp. 69-70,
be willing to share and work in their peers and others. 89
collaboration with their peers,
teachers, family members and
neighbours, regardless of any
differences, such as, in gender,
ability, culture, language and
ethnicity.

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PERSONAL AND SOCIAL AND Book
Expected Learning Outcomes
EMOTIONAL DEVELOPMENT Reference
b. Cooperate with peers, teachers, family and pp. 26,
community members. 69-70, 89

c. Work cooperatively and share materials and ideas pp. 26,

amicably in groups. 54-55, 89

d. Form friendly and interactive relations with peers and pp. 17, 26,
adult around them. 54-55, 69-
70, 89
e. Learn to respect others’ opinion while pp. 38, 89
communicating.
f. Learn to take turns. pp. 26,
54-55, 89
g. Cooperate with and be sensitive to peers, elders, and pp. 69-70,
neighbours who may be differently abled. 89
h. Work in collaboration, in groups/project work to pp. 26,
promote leadership skills. 69-70
Competency 3: Children will a. Talk about the cultural aspects of their lives, such pp. 55, 89
learn about and appreciate as, language, clothing, lifestyle, food, traditions and
their heritage and culture and customs.
develop acceptance, respect and
appreciation for the diversity of
cultures and languages.
b. Talk about the key cultural practices to resolve *TG
conflicts and issues and celebrate festivals.
c. Recognize historical and cultural places. TG

d. Narrate stories heard from elders. TG

e. Play local games (hide and seek, jumping, gudda- p. 52
guddi ki shaadi, ghar ghar khail, tug of war, clay
modelling, cat’s cradle etc.)
f. Develop basic knowledge about Pakistani culture. (i.e. TG
know about the national game, flag, flower, food, folk
dances, languages etc.)
g. Respect the feelings and views of others irrespective pp. 69-70,
of their religion, caste, colour, creed and people with 89
special need.

* TG - Teaching Guide

1 109
 PERSONAL AND SOCIAL AND Book
Expected Learning Outcomes
EMOTIONAL DEVELOPMENT Reference
Competency 4: Children will a. Recognise, appreciate and respect similarities and pp. 69-70,
develop an understanding of their differences among people. 89
own religious values and
practices as well as respect for
others’ religious values and
practices, with acceptance and
appreciation for the differences
that exist.
b. Associate and mingle with children having diverse p. 88
abilities and backgrounds.
c. Know and understand that the religion of most of the TG
people in Pakistan is Islam.
d. Recognize that other religions exist in Pakistan as well. TG
e. Name their religion. TG
f. Appreciate “peace” (love, care, friendship, tolerance, pp. 69-70,
kindness and respect for others) as a common value 88-89
across religions.

g. Muslim children will:

• Believe that Allah is the Sole Creator and Prophet
Muhammad is His last and most beloved Prophet.
• Believe that Islam stands for peace and harmony.
• Recite the first Kalma.
• Recite small dua’as and know why they should be
recited.
h. Non-Muslim children will learn and practice about TG
their own religion Respect other religions and have
tolerance for other religions.

Competency 5: Children a. Manage small tasks leading to self-reliance. p. 88

will demonstrate a sense of
responsibility for self and others
in class, school, home and
neighbourhood.
b. Take care of their own belongings and put classroom p. 88
materials back in the right place after use.

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c. Identify and implement small tasks leading to a sense pp. 88-89
of responsibility for school, community and public
property.
d. Recognise that water, food, electricity and paper pp. 20, 55,
are very important resources and need to be used 88-89
responsibly.
e. Recognise and practice their responsibility in pp. 72,
keeping the environment, home, classroom and 88-89
neighbourhood clean.
f. Take care of peers in class, school and pp. 26, 39,
neighbourhood. 55, 88
Competency 6: Children will use a. Speak politely. pp. 55,
common courtesy expressions like 88-89
greetings, please, welcome, thank
you, sorry, excuse me.
b. Take turns when speaking and respect the right of pp. vii, 26,
others to speak. 39, 54
c. Respect everyone. pp. 69-70,
88-89
d. Take initiative to greet others. p. 88

e. Use courtesy words as per situation. pp. 55,

88-89
f. Facial expression and body language should be in pp. v, 88
accordance with the greeting words.
Competency 7: Children will a. Recognise the fact that rules are important/required p. 67
learn and develop a sense of in the classroom, school, home and community.
citizenship.
b. Understand why rules are necessary and how they p. 67
help us.
c. Identify some basic traffic rules (traffic lights, zebra p. 67
crossing, etc).
d. Exhibit the understanding that individuals have pp. vii, 26,
different opinions and learn the importance of 39, 54
listening to others’ ideas and point of view patiently.
e. Identify their responsibilities with respect to each pp. 88-89
right (go to school regularly and do homework, take
care of the play equipment and environment).

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Competency 8: Children will a. Develop an understanding of the term kindness and pp. 37-39,
develop and demonstrate ethical the importance of being kind to others. 69-70
and moral values such as honesty,
inner accountability, social
justice, empathy, compassion and
respect.
b. Understand the importance of sharing and list the pp. 54-55,
things they can share with others (toys/lunch). 88
c. Understand that mistakes are a part of learning and TG
nothing to be ashamed of or to make fun of.
d. Develop the ability to think about and take personal p. 89
accountability for actions.
e. Develop and understanding of truthfulness, honesty, Covered
fairness and trustworthiness in their actions. in book 2

Book
LANGUAGE AND LITERACY Expected Learning Outcomes
Reference
LISTENING AND SPEAKING SKILLS a. Listen attentively in small and large groups and share p. 89
Competency 1: Children will their views about every event and special occasions.
engage confidently with others
using language in a variety of
ways for a variety of purposes and
contexts.
b. Respond to others in a variety of verbal and non- pp. 37-39,
verbal ways for a variety of purposes, for example 54-55, 72,
exchanging ideas, expressing feelings, and a variety 89
of contexts, plan-work-clean-up-review, group work
time’.
c. Talk about their experiences and feelings with peers pp. 37-39,
and adults by using complete sentences. 89
d. Respond to and verbally express a range of feelings, pp. 37-39
such as, joy and sorrow, wonder and anger.
e. Show respect for a variety of ideas and beliefs by p. 89
listening and responding appropriately.
f. Wait for their turn to speak and not interrupt when pp. 26, 55,
others are talking. 89
g. Initiate conversations with peers and adults. pp. 55, 89

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h. Recognition of letters with their initial sounds (there pp. vi-vii,
are more examples of this SLO throughout the book). 6, 8, 10,
13, 15
i. Recognise and differentiate between sounds in the pp. vi-vii,
environment. 34
j. Understand and follow instructions. pp. 12, 67,
89
k. Use correct pronunciation. (there are more examples pp. 6, 8,
of this SLO throughout the book). 10, 13, 61
l. Draw on words from enhanced vocabulary, and pp. 12, 18,
making new words through blending sounds. 30, 89
m. Make appropriate use of body language (eye contact, p. 65
hands movements, facial expressions etc.) while
speaking to the audience.
Competency 2: Children will a. Name things in their environment. (there are more pp. 19, 25,
describe objects, events and their examples of this SLO throughout the book). 39, 71, 81,
plans for the day. 89
b. Describe and talk about pictures, drama, animated pp. 25-26,
video etc. 37-39, 52-
55,69-70
c. Share their plans for the day and describe the pp. 22,
previous or upcoming events and days. 83,89

d. Express their ideas with clarity. (there are more pp. 17, 19,
examples of this SLO throughout the book). 26, 55, 89
e. Extend their ideas or accounts by providing some pp. 17, 19,
detail about their topic and daily routine (there are 26, 59, 89
more examples of this SLO throughout the book).
f. Describe a picture by using appropriate words or pp. 25-26,
simple sentences. 37-39, 52-
55, 69-70
Competency 3: Children will enjoy a. Retell and respond to stories, songs and rhymes by pp. 65, 74
listening to stories and poems/ joining verbally or with actions as appropriate.
rhymes and make up their own
stories and rhymes.
b. Recognise and differentiate between sounds in the pp. vi-vii,
environment. 34

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c. Appreciate the concept of words, rhymes and syllables. pp. 6, 8,
(there are more examples of this SLO throughout the 10, 13, 15
book).
d. Make up their own stories and rhymes. pp. vi-vii,
74
READING SKILLS a. Hold, open and turn pages of a book with care. p. 88
Competency 4: Children will enjoy
age appropriate books and handle
them carefully.
b. Enjoy skimming/scanning through age appropriate big p. vi
books.
c. Predict the story by looking at the cover page and pp. 37-39,
flipping through pages. 54
d. Predict what comes next in stories. pp. 37-39,
54
e. Ask open ended questions about the story to support pp. 37, 39,
critical and logical thinking. 54-55, 89
f. Repeat simple repetitive sequences in traditional and TG
popular children’s stories.
g. Tell a simple story by looking at pictures. pp. 37-39
h. Retell a favourite story in the correct sequence. TG
Competency 5: Children will a. Differentiate between the parts of a book (the cover, TG
understand how books are the title and the end).
organized.
b. Understand and demonstrate the usage and TG
significance of different parts of a book.
c. Know that some books tell stories and others give TG
information.
d. Know that Urdu is read from right to left and top to N/A
bottom.
e. Know that English is read from left to right and top to p. vi
bottom.

f. Know that regional languages (where applicable) are N/A

read from right to left and top to bottom).

Competency 6: Children will a. Understand that words and pictures carry meaning. pp. vi, 6,
recognise letters and familiar (there are more examples of this SLO throughout the 8, 10, 13
words in simple texts. book).

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b. Identify and name the characters in a story. pp. 37-39
c. Recognise their names in print (Urdu & English). pp. i, vi
d. Begin to recognise letters of the Alphabet. (there are pp. 6, 8,
more examples of this SLO throughout the book). 10, 13, 15
e. Identify sight words that are meaningful for them. pp. 17-18,
(there are more examples of this SLO throughout the 52-53, 89
book).
f. Identify letter sounds through words that have pp. 6, 8,
personal meaning for them. (there are more examples 10, 13, 15
of this SLO throughout the book).
g. Associate initial letter sounds with names of objects p. 89
in their classroom environment.
h. Think of a variety of objects beginning with a single pp. vi-vii,
letter of the alphabet. (there are more examples of 6, 8, 89
this SLO throughout the book).
WRITING SKILLS a. Make marks and scribble to communicate meaning pp. 1-4, 7,
Competency 7: Children will use (there are more examples of this SLO throughout the 9, 11
pictures, symbols and familiar book).
letters and words to communicate
meaning, show awareness of some
(symbols, letters and words), for
the different purposes of writing.
b. Use some clearly identifiable letters in their writing pp. 81,
to communicate meaning, representing some sounds 84-85
correctly and in sequence.
c. Draw pictures to communicate meaning. pp. 3, 84
d. Hold writing tools properly to develop a comfortable pp. v, 88
and efficient pencil grip.
e. Colour a simple picture keeping within designated pp. 5, 12,
space. 83, 87
f. Trace, copy, draw and colour different shapes, such as pp. 1-5,
circles, squares, triangles and rectangles. 12, 83, 87
g. Trace and draw vertical, horizontal and wavy lines and pp. 1-5,
simple patterns made up of lines, circles, semi circles 87
and other simple shapes.
h. Trace, copy and write the letter of Urdu alphabet. N/A

i. Trace, copy and write the letters of the English pp. 7, 9,

alphabet. (there are more examples of this SLO 11, 84-86
throughout the book).

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j. Trace, copy and write the letters of reginal languages N/A
(where applicable).

k. Know that print carries meaning and in English, it is p. vi

written from left to right, begins at the top left corner
of the page and moves across and down, and words
are separated by space.
l. Know that print carries meaning and in Urdu, it is N/A
written from right to left, begins at the top right
corner of the page and moves across and down, and
words are separated by space.
m. Write their own names in English & Urdu and their p. 88
native language with appropriate use of upper and
lower case letters.
n. Write a word or a sentence while describing a picture. Covered
in book 3

Note: SNC alignment tables at the end of each Teaching Guide represent the alignment of the book at that
level, hence the competencies not covered in this table are all adequately represented in the other books
in this series. The SNC alignment tables of English Level 2 and Level 3 are present at the end of their own
respective Teaching Guides. Each book also contains value-added content which adds on to the topics
recommended for teaching in the Single National Curriculum.

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