(ENGLISH)

Grade 1 Subject English

Unit 1 Writing Techniques Page # 07
SLO Write small and capital letters in series and in random order. Take dictation of alphabets.
Name of Writer Jamila Fatima

Assessment Task 2

Item Rubric (English) :

Instructions:

1. Teacher will ask students to open page no. 7 of the textbook.

2. Dictate them with different alphabets and ask them to write in the given place.
3. [Given homework as remedial] Parents/guardians are encouraged to assist only when necessary but should let the student practice alphabet in
series and random order independently.

Materials: Book, Lead Pencil

Rubrics for Assessment:

Criteria Exceeds Expectations (4 Meets Expectations (3 Approaching Expectations Below Expectations (1

points) points) (2 points) point)

Writing alphabets Writes all alphabets Writes five or Writes two or one Unable to write alphabets
correctly four alphabets correctly alphabets correctly correctly

Rubric Explanation:

1. Writing alphabets: This measures the writing ability of students. A student who is at ‘Exceeds Expectations’ will write all dictated alphabets
correctly, while students who are at ‘Approaching Expectations’ will feel difficulty in writing. Students who are at ‘Below Expectations’ will not
be able to write random alphabets.

3
 (ENGLISH)
Grade 1 Subject English
Unit 4 NAMING WORDS (Nouns) Page # 37
SLO Recognize and change the number of simple naming words by adding or removing “s” (singular/plural).
Name of Writer Muhammad Naveed Sarwar

Assessment Task 9

Item Rubric (English) :

Instructions:

1. Each student will open page no. 37 of the book for this activity, or the teacher will draw the same activity on the whiteboard.
2. The teacher will ask the students to make plurals of the given words.
3. [Given homework as remedial] Students will be asked to do the same activity at home. Parents/guardians are encouraged to assist only when
necessary but should let the student write the plurals independently.

Material: Textbook, whiteboard

Rubrics for Assessment

Criteria Exceeds Expectations (4 Meets Expectations (3 Approaching Below Expectations (1 point)

points) points) Expectations (2 points)
Making Able to make plurals of all Able to make plurals of Able to make plurals of Unable to make plurals or make
plurals the given words. 3 to 5 words. 1 to 2 words. wrong plurals of all the words.

Rubric Explanation:

1. Making plurals: This criterion assesses students' ability to accurately make plurals of the given words. A student who 'Exceeds
Expectations' will make all plurals accurately, while a student who falls 'Below Expectations' will struggle to do so.

4
 (ENGLISH)
Grade 1 Subject English
Gather and Locate specific
Unit 9 Page # 86
Information
SLO Locate texts/ lessons by looking at titles and pictures.
Name of Writer Namal Ansar

Assessment Task 10

Item Rubric (English) :

Instructions:

1. Teacher will ask students to look at the activity given in the textbook on page no. 86.
2. Teacher will ask the students to read and match the books with their titles.
3. (Given homework as remedial) Parents/guardians are encouraged to assist only when necessary and let the students perform the activity
independently.

Material: Textbook, Lead Pencil

Rubrics for Assessment:

Criteria Exceeds Expectations (4 Meets Expectations (3 Approaching Expectations Below Expectations (1

points) points) (2 points) point)

Matching the Matches all the pictures Matches at least three Matches at least one or Unable to match the
picture with the title with the correct titles pictures with the correct two pictures with correct pictures with titles
title titles
Rubric Explanation:

1. Matching the picture with the title: This measures the student's ability to match the titles with the picture correctly. A student who ‘Exceeds
Expectationsʼ will match all the titles with pictures correctly, while a student who is ʻApproaching Expectationsʼ will miss match a few of
them. The student who is ʻBelow Expectationsʼ will unable to do it at all.

5
 (ENGLISH)
Grade 1 Subject English
Unit 6 Formulaic Expressions Page # 58
Recognize the different categories of some:simple action words, naming words e.g. animals, fruits, vegetables, parts of
SLO body, objects, colours, shapes, size, directions (left/right), numbers in words and first, second and third, etc.,In
pictures, classroom, at home and in immediate environment.
Name of Writer Haroon Haider

Assessment Task 31

Item Rubric (English) :

Instructions:

1. The teacher will ask the students to open the book at page no. 58.
2. Teacher will ask the students to identify the objects in the picture.
3. Teacher will ask the students to categorize the objects into fruits and vegetables.
4. (Given Homework as remedial) The teacher will ask the students to write five more fruit and vegetable names.

Material: Textbook
Rubrics for Assessment:
Criteria Exceeds Expectations Meets Expectations (3 Approaching Below Expectations (1
(4 points) points) Expectations (2 points) point)
Identification of the Identifies all the objects Identifies two to three of the Identifies one of the Unable to identify the
objects in the picture correctly objects in the picture objects in the picture objects in the picture
correctly correctly
Recognition of the Correctly recognizes Correctly recognizes Correctly recognizes Unable to recognize the
category of objects category of all the category of two to three of category one of the category of the objects
objects the objects objects

Rubric Explanation:

1. Identification of the objects: This criterion assesses the student's ability to identify the objects in the picture. A student who "Exceeds
Expectations" will accurately identify all the objects, while a student who falls "Below Expectations" will struggle to do so.
2. Recognition of the category of objects: This measures the student's ability to correctly recognize the category of the given objects e.g. fruits
and vegetables. A student who "Exceeds Expectations" will correctly recognize the category of all objects, while a student who is "Approaching
Expectations" or "Below Expectations" will struggle to do so.

6
 (ENGLISH)
Grade 2 Subject English
Unit 10 Basic Sounds and Patterns Page # 96
SLO Recognize sounds in the plural form of a word.
Name of Writer Namal Ansar

Assessment Task 13

Item Rubric (English) :

Instructions:

1. Teacher will ask students to look at the activity given in the book on page no. 96.
2. Students will read and match the plural nouns with correct ending sounds.
3. (Given homework as remedial) Parents/guardians are encouraged to assist only when necessary but should let the student match the sounds
independently.

Materials: Textbook, Lead pencil

Rubrics for assessment:

Criteria Exceeds Expectations (4 Meets Expectations (3 Approaching Expectations Below Expectations (1

points) points) (2 points) point)

Matching the words Matches all the words Matches at least 4-5 words Matches at least 1-2 words Unable to match the
with ending sounds with correct ending with correct ending with correct ending words with correct ending
sounds sounds sounds sounds

Rubric Explanation:

1. Matching the words with ending sounds: This measures the student's ability to match the words with the correct ending sounds. A student
who is at ʻExceeds Expectationsʼ will match all the words with correct ending sounds, while a student who is at ʻApproaching Expectationsʼ will
miss match a few of them. The student who is at ʻBelow Expectationsʼ will be unable to do it at all.

7
 (ENGLISH)
Grade 2 Subject English
Unit 6 Fluency and Enjoyment Page # 57
SLO Point out/name some common objects in a picture or an illustration. Describe them in a word or two, or a sentence.
Name of Writer Tahmina Shahzadi

Assessment Task 20

Item Rubric (English) :

Instructions:

1. Teacher will ask the students to open page no. 57 of the textbook.
2. Teacher will ask the students to look at the picture and notice the action in the picture.
3. Teacher will ask the students to write a sentence about each picture using an adjective and action word.
4. [Given homework as remedial] Teacher will ask the students to practice the activity at home. Parents/guardians are encouraged to assist only
when necessary but should let the student write the sentences independently.

Materials: Textbook, lead pencil

Rubrics for Assessment:

Criteria Exceeds Meets Expectations Approaching Below Expectations
Expectations (4 (3 points) Expectations (2 (1 point)
points) points)
Write sentences using the action and Write all Writes all the Write only one Unable to write all
describing words sentences using sentences using sentences using the sentences by using
the action and action word but action and describing the action and
describing words misses the words describing words
correctly describing word correctly correctly
correctly

Rubric Explanation:

1. Write sentences using the action and describing words: This criterion assesses the student’s ability to write sentences using an adjective and
action word. A student who “Exceeds Expectations” will write all sentences using the action and describing words
correctly, while students who fall “Approaching Expectations” or “Below Expectations” will make some errors or struggle with this task.

8
 (ENGLISH)
Grade 2 Subject English
Unit 3 NAMING WORDS (Nouns) Page # 25
SLO Classify naming words into different categories such as person, pet, animal, place or thing.
Name of Writer Tahmina Shahzadi

Assessment Task 21

Item Rubric (English) :

Instructions:

1. Teacher will ask the students to open page no.25 of the textbook.
2. The teacher will ask the students to classify the names of fruit and vegetable.
3. Then teacher will ask the students to write the name of fruit and vegetable in the given space.
4. [Given homework as remedial] The teacher will ask the students to practice the activity at home. Parents/guardians are encouraged to assist
only when necessary but should let the student attempt to read and learn the names of the fruits and vegetables.

Materials: Textbook, lead pencil

Rubrics for Assessment:
Criteria Exceeds Meets Expectations Approaching Below Expectations
Expectations (4 (3 points) Expectations (2 (1 point)
points) points)
Identification and classification of the fruits Identifies and Identifies and Identifies and Unable to identify
and vegetable names classifies all fruits classifies five to classifies two to four and classify fruits
and vegetables eight fruits and fruits and vegetables and vegetables
names correctly vegetables names names correctly names
correctly
Writing the names of fruit and vegetable Writes all the Writes five to eight Writes two to four Unable to write any
names correctly names correctly names correctly name correctly

Rubric Explanation:

1. Identification and classification of the fruit and vegetable names: This criterion assesses the student's ability to identify and classify the
fruits and vegetable names accurately. A student who "Exceeds Expectations" will accurately identify and classify the fruits and vegetable
names, while a student who falls "Below Expectations" will struggle to do so.
2. Writing the names of fruit and vegetable. This criteria assesses the studenrs ability to write the name of fruit and vegetable correctly. A student
who "Exceeds Expectations" will accurately write all names of the given fruit and vegetable , while a student who falls "Below Expectations" or "
Approching Expectations" will struggle to do so.

9
 (ENGLISH)
Grade 2 Subject English
Unit 9 Writing Techniques Page # 89
SLO Write ordinal numbers “first to tenth” in words.
Name of Writer Haroon Haider

Assessment Task 35

Item Rubric (English) :

Instructions:

1. Teacher will ask the students to open page no.89 of textbook.

2. Teacher will ask the students to recall ordinal numbers and answers the given questions.
3. [If given as homework]: Teacher will ask the students to practice activity at home.The teacher will ask the students to do the same activity on
books or notebooks as homework.

Materials: Textbook,pencil.

Rubrics for Assessment:

Criteria Exceeds Expectations (4 Meets Expectations (3 Approaching Below Expectations (1
points) points) Expectations (2 points) point)
Knowledge of Correctly identifies all the Correctly identifies three Correctly identifies two Struggled in identification
ordinal numbers. ordinal numbers. ordinal numbers. ordinal numbers. of ordinal numbers.
Writing the Correctly writes all of the Correctly writes three of Correctly writes two Struggled in writing
correct ordinal ordinal numbers in given the ordinal numbers in ordinal numbers in given theordinal numbers in
thegiven spaces
numbers. spaces. given spaces. spaces.

Rubric Explanation:
Knowledge of ordinal numbers: This criterion assesses the student's knowledge of the ordinal numbers. A student who "Exceeds Expectations" will
accurately identify all of ordinal numbers i.e ‘first’ to ‘tenth’, while a student who falls in “Approaching Expectations” or "Below Expectations" will
struggle to do so.
Writing the correct ordinal numbers.: This criterion assesses the student's ability to accurately write the ordinal numbers i.e ‘first’ to ‘tenth’. A
student who "Exceeds Expectations" will accurately write all of the ordinal numbers, while a student who falls in “Approaching Expectations” or
"Below Expectations" will struggle to do so.

10
11
 ‫)‪(URDU‬‬
‫‪Grade‬‬ ‫‪1‬‬ ‫‪Subject‬‬ ‫‪Urdu‬‬
‫‪Unit‬‬ ‫‪4‬‬ ‫یسک‬ ‫‪Page #‬‬ ‫‪92‬‬
‫‪SLO‬‬ ‫وصتریدھکیرکاسںیموموجداایشےکانمھکلںیکس‬
‫‪Name of Writer‬‬ ‫‪TARIQ MAHMOOD‬‬

‫وسالربمن‪:1‬وصتریںیموموجداپچناایشےکانمںیھکل۔‬

‫آمٹیروربک(اردو)‪:‬‬
‫دہاایت‪:‬‬

‫‪ .1‬ہبلطوکاصنیباتکبےکقبسربمن‪۴‬ہحفصربمن‪۹۲‬اکوحاہلدایاجےئاگ۔‬
‫‪ .2‬ہبلطوصتریدھکیرکاپچناپچنزیچوںےکانمھکلںیکس۔‬
‫‪ .3‬ااسذتہیکوحہلصازفایئیکاجیتےہہکوہرصفرضورتڑپےنرپہبلطیکدمدرکںی۔‬
‫‪” .4‬تنحمیکرضورتےہ“واےلاکملںیمآےنواےلابلطوکوہمورکدایاجےئاگ۔‬

‫دتریسیاعموانت‪:‬دریساتکب‪،‬ہتخترحتری‪،‬اکیپاوریچکلسنپوریغہ‬
‫‪:‬روربسک‬
‫‪Below Expectations (1‬‬ ‫‪Approaching Expectations‬‬ ‫‪Meets Expectations (3‬‬
‫)‪Exceeds Expectations (4 points‬‬ ‫‪Criteria‬‬
‫)‪point‬‬ ‫(‪)points 2‬‬ ‫)‪points‬‬
‫اکررکدیگاک‬
‫تنحمیکرضورتےہ‬ ‫زمدیااھچرکےتکسںیہ۔‬ ‫ایھچاکررکدیگ‬ ‫اٰیلعاکررکدیگ‬
‫ایعمر‬
‫وصتریدھکیرکیسکیھبزیچاکانمںیہنھکل‬ ‫وصتریدھکیرکنیتزیچوںےکانمھکلاتکس‬ ‫وصتریدھکیرکاپچنےسزادئزیچوںےکدرتسانمھکلاتکس وصتریدھکیرکاپچنزیچوںےکانمھکلاتکس‬
‫درتسانمانھکل‬
‫اتکس۔‬ ‫ےہ۔‬ ‫ےہ۔‬ ‫ےہ۔‬
‫اسریاالمطلغرکاتےہ۔‬ ‫االمیکزایدہرتایطلغںرکاتےہ۔‬ ‫االمیکوکیئدنچایطلغںرکاتےہ۔‬ ‫االمیکوکیئیطلغںیہنرکاتےہ۔‬ ‫درتساالم‬

‫‪:‬روربسکیکواضتح‬

‫‪ .1‬وصتریدھکیرکزیچوںےکدرتسانمانھکل‪:‬اسایعمرںیماطِبلملعیکاقتیلباکاجزئہایلاجاتےہہکوہوصتریدھکیرکاپچنےسزادئزیچوںےکدرتسانمھکلاتکسےہ۔وہاطِبلملعوجوصتریدھکیرکاپچنزیچوںےکدرتسانمھکلاتکس‬
‫ےہوہ”اٰیلعاکررکدیگ“اوروجوصتریدھکیرکیسکیھبزیچاکانمںیہنھکلاتکس۔وہ”تنحمیکرضورتےہ“واےلاکملںیمآےئاگ۔‬
‫‪ .2‬درتساالم‪:‬اسایعمرںیماطِبلملعیکاقتیلباکاجزئہایلاجاتےہہکوہاالمیکوکیئیطلغںیہنرکات۔وہاطِبلملعوجاالمیکوکیئیطلغںیہنرکاتوہ”اٰیلعاکررکدیگ“اوروجاسریاالمطلغرکاتےہوہ”تنحمیکرضورتےہ“واےلاکملںیم‬
‫آےئاگ۔‬

‫‪12‬‬
 ‫)‪(URDU‬‬
‫‪Grade‬‬ ‫‪1‬‬ ‫‪Subject‬‬ ‫‪Urdu‬‬
‫‪Unit‬‬ ‫‪1‬‬ ‫نس‬ ‫‪Page #‬‬ ‫‪76‬‬
‫‪SLO‬‬ ‫ارفنادیٓ وازںینسرکدرتسرطےقیےسظفلانبںیکس۔الثمن‪+‬ا‪+‬نںینسوتاںیھنالمرکظفلانننبںیکس‬
‫‪Name of Writer‬‬ ‫‪TARIQ MAHMOOD‬‬

‫وسالربمن‪ُ:2‬رُحوفالِمرکَاافلظانبںیئاورِدےیوہےئاخےنںیمںیھکل۔‬

‫آمٹیروربک(اردو)‪:‬‬
‫‪:‬دہاایت‬

‫‪ .1‬ہبلطوکاصنیباتکبےکقبسربمن‪۱‬ہحفصربمن‪۷۶‬اکوحاہلدایاجےئاگ۔‬
‫‪ُ .2‬رُحوفالِمرکَاافلظانبںیکساوراناافلظوکِدےیوہےئاخےنںیمدرتسھکلںیکس۔‬
‫‪ .3‬ااسذتہیکوحہلصازفایئیکاجیتےہہکوہرصفرضورتڑپےنرپہبلطیکدمدرکںی۔‬
‫‪” .4‬تنحمیکرضورتےہ“واےلاکملںیمآےنواےلابلطوکوہمورکدایاجےئاگ۔‬

‫دتریسیاعموانت‪:‬دریساتکب‪،‬ہتخترحتری‪،‬اکیپاوریچکلسنپوریغہ۔‬

‫‪Below Expectations (1‬‬ ‫‪Approaching Expectations (2‬‬ ‫‪Meets Expectations (3‬‬ ‫‪Exceeds Expectations (4‬‬
‫‪Criteria‬‬
‫)‪point‬‬ ‫)‪points‬‬ ‫)‪points‬‬ ‫)‪points‬‬
‫اکررکدیگاکایعمر‬
‫تنحمیکرضورتےہ‬ ‫زمدیااھچرکےتکسںیہ۔‬ ‫ایھچاکررکدیگ‬ ‫اٰیلعاکررکدیگ‬
‫رحوفالمرکاافلظ‬
‫وکیئیھبرحفالمرکظفلںیہنانباتکسےہ۔‬ ‫دنچرحوفالمرکاافلظانباتکسےہ۔‬ ‫زایدہرترحوفالمرکاافلظانباتکسےہ۔‬ ‫امتمرحوفالمرکاافلظانباتکسےہ۔‬
‫انبان۔‬
‫وکیئیھبظفلدرتسںیہناتھکل۔‬ ‫دنچاافلظدرتساتھکلےہ۔‬ ‫زایدہرتاافلظدرتساتھکلےہ۔‬ ‫درتساافلظانھکل۔ اامتماافلظدرتساتھکلےہ۔‬

‫‪:‬روربسکیکواضتح‬

‫‪ .1‬رحوفالمرکاافلظانبان‪:‬اسایعمرںیماطِبلملعیکاقتیلباکاجزئہایلاجاتےہہکوہرحوفالمرکاافلظانباتکسےہ۔وہاطِبلملعوجامتمرحوفالمرکاافلظانباتکسےہوہ”اٰیلعاکررکدیگ“اوروجوکیئیھبرحفالمرکظفلںیہنانباتکسےہ۔وہ”تنحمیک‬
‫رضورتےہ“واےلاکملںیمآےئاگ۔‬
‫‪ .2‬درتساافلظانھکل‪:‬اسایعمرںیماطِبلملعیکاقتیلباکاجزئہایلاجاتےہہکوہدرتساافلظانھکلےہ۔وہاطِبلملعوجاامتماافلظدرتساتھکلےہوہ”اٰیلعاکررکدیگ“اوروجوکیئیھبظفلدرتسںیہناتھکلوہ”تنحمیکرضورتےہ“واےلاکمل‬
‫ںیمآےئاگ۔‬

‫‪13‬‬
 ‫)‪(URDU‬‬
‫‪Grade‬‬ ‫‪1‬‬ ‫‪Subject‬‬ ‫‪Urdu‬‬
‫‪Unit‬‬ ‫‪14‬‬ ‫‪Page #‬‬ ‫‪148‬‬
‫‪SLO‬‬ ‫ض‬
‫‪Name of Writer‬‬ ‫‪MUHAMMAD ZAHID‬‬
‫خت‬
‫وسالربمن‪:9‬دےیوہےئولمجںےکآرخںیم مہ(۔)ایوساہیل(؟)اکاشنناگلںیئ۔‬

‫آمٹیروربک(اردو)‪:‬‬
‫‪:‬دہاایت‬

‫‪ .1‬ہبلطوکاساکمےکےیلدریساتکبےکہحفصربمن(‪)۱۴۸‬اکوحاہلدایاجےئ۔‬
‫‪ .2‬ہبلطوکاسدہاورااہفتسہیمولمجںںیمرفقاھجمسںیئ۔‬
‫خت‬
‫‪ .3‬ااسذتہاسوکینیقیانبںیئہکہبلطدےیوہےئولمجںےکآرخںیم مہ(۔)ایوساہیل(؟)اکاشنناگلںیکس۔‬
‫‪ .4‬ااتسدانوچبںوکوہمورکدےاگوج"تنحمیکرضورتےہ"ےکایعمررپآرےہںیہ۔‬

‫‪:‬روربسک‬
‫زمدیااھچرکاتکسےہ‬ ‫اکررکدیگاکایعمر‬
‫تنحمیکرضورتےہ۔‬ ‫ایھچاکررکدیگ‬ ‫اٰیلعاکررکدیگ‬
‫(‪۲‬رسک)‬ ‫(‪)Criteria‬‬
‫(‪۱‬امرسک)‬ ‫(‪۳‬امرسک)‬ ‫(‪۴‬امرسک)‬
‫(‪Approaching‬‬
‫(‪)Below expectations‬‬ ‫(‪)Meets expectations‬‬ ‫(‪)Exceeds expectations‬‬
‫‪)expectations‬‬
‫خت‬ ‫خت‬ ‫خت‬
‫یسکیھبےلمجےکآرخںیم مہ(۔)ای‬ ‫دنچولمجںےکآرخںیم مہ(۔)ای‬ ‫خت‬ ‫امتمولمجںےکآرخںیم مہ(۔)ای‬ ‫خولمجںےکآرخںیم‬
‫زایدہرتولمجںےکآرخںیم مہ(۔)ای‬ ‫ت‬
‫وساہیل(؟)اکدرتساشننںیہناگلاتکس‪/‬‬ ‫وساہیل(؟)اکدرتساشنناگلاتکس‪/‬یتکس‬ ‫مہ(۔)ایوساہیل(؟)اکاشنن وساہیل(؟)اکدرتساشنناگلاتکس‪/‬یتکس‬
‫وساہیل(؟)اکدرتساشنناگلاتکس‪/‬یتکسےہ۔‬
‫یتکس۔‬ ‫ےہ۔‬ ‫ےہ۔‬ ‫اگلان‬

‫واضتح‬ ‫‪:‬روربسکیک‬
‫خت‬ ‫خت‬
‫وساہیل(؟)اکدرتساشنناگلاتکس‪/‬یتکسےہ۔وہاطِبلملعوجدےیوہےئامتمولمجںےک‬ ‫ےکآرخںیم مہ(۔)ایوساہیل(؟)اکاشنناگلان‪:‬اسایعمرںیماطِبلملعیکاقتیلباکاجزئہایلاجاتےہہکوہدےیوہےئولمجںےکآرخںیم مہ(۔)ای‬ ‫ولمجں‬
‫ہ(‬ ‫ہ(‬
‫مںیتخ م ۔)یا وسایلہ)؟( کادسرت شنال نگاکس تکس‪/‬اتےہ یو ہ"اعلیاک ٰررکدیگ"ےک عمیپررارآےئ اگ‪/‬یگ وارجوطلا بلعمید ےہئوکےیسھب یمج لےک ےخآرمںیتخ م ۔)یا وسایلہ)؟( کادسرت شنان نہیگل ںاتکسکس‪/‬اتہو ی"محنیک ترضوترآخر‬
‫ےہ"ےکایعمررپآےئاگ‪/‬یگ۔‬

‫‪14‬‬
 ‫)‪(URDU‬‬
‫‪Grade‬‬ ‫‪1‬‬ ‫‪Subject‬‬ ‫‪Urdu‬‬
‫‪Unit‬‬ ‫‪11‬‬ ‫‪Page #‬‬ ‫‪134‬‬
‫‪SLO‬‬ ‫اکیٹنممکازمکاتنپسیلاافلظرپلمتشمابعرترواینےسڑپھںیکس۔‬
‫‪Name of Writer‬‬ ‫‪MUHAMMAD ZAHID‬‬

‫وسالربمن‪:19‬دیوہیئابعرتوکدرتسظفلتاوررواینےسڑپںیھ۔‬

‫آمٹیروربک(اردو)‪:‬‬
‫‪:‬دہاایت‬

‫‪ .1‬ابلطوکاساکمےکےیلاصنیباتکبےکہحفصربمن(‪)۱۳۴‬وکوھکےنلاکاہکاجےئاگ۔‬
‫‪ .2‬ابلطاکیٹنمںیممکازمکاتنیپسیلاافلظرپلمتشماسدہابعرترواینےسڑپھںیکس۔‬
‫‪ .3‬ااسذتہیکوحہلصازفایئیکاجیتےہہکوہرصفرضورتڑپےنرپابلطیکدمدرکںی۔‬
‫‪ .4‬ااتسدُانوچبںوکوہمورکدےاگوج"تنحمیکرضورتےہ"واےلاکملںیمآرےہںیہ۔‬

‫دتریسیاعموانت‪:‬دریساتکب۔‬
‫‪:‬روربسک‬
‫زمدیااھچرکاتکسےہ‬ ‫اکررکدیگاکایعمر‬
‫تنحمیکرضورتےہ۔‬ ‫ایھچاکررکدیگ‬ ‫اٰیلعاکررکدیگ‬
‫(‪۲‬رسک)‬ ‫(‪)Criteria‬‬
‫(‪۱‬امرسک)‬ ‫(‪۳‬امرسک)‬ ‫(‪۴‬امرسک)‬
‫(‪Approaching‬‬
‫(‪)Below expectations‬‬ ‫(‪)Meets expectations( )Exceeds expectations‬‬
‫‪)expectations‬‬
‫اکیٹنمںیماتنیپسیلاافلظرواینےس اکیٹنمںیمامتماافلظرواینےس اکیٹنمںیمزایدہرتاافلظرواینےس اکیٹنمںیمدنچاافلظرواینےس اکیٹنمںیموکیئیھبظفلرواینےسان‬
‫ڑپانھ‬ ‫ڑپانھ‬ ‫ڑپانھ‬ ‫ڑپانھ‬ ‫ڑپانھ‬

‫‪:‬روربسکیکواضتح‬
‫اکیٹنمںیماتنیپسیلاافلظرواینےسڑپانھ‪:‬اسایعمرںیماطِبلملعیکاقتیلباکاجزئہایلاجاتےہہکوہاکیٹنمںیماتنیپسیلاافلظرواینےسڑپھےکس۔وہاطِبلملعوجاکیٹنمںیماتنیپسیلاافلظرواینےسڑپاتھےہوہ"اٰیلعاکررکدیگ"اوروج‬
‫اکیٹنمںیموکیئیھبظفلرواینےسانڑپھےکسوہ"تنحمیکرضورتےہ"واےلاکملںیمآےئاگ۔‬

‫‪15‬‬
 ‫)‪(URDU‬‬
‫‪Grade‬‬ ‫‪2‬‬ ‫‪Subject‬‬ ‫‪Urdu‬‬
‫�‬
‫‪Unit‬‬ ‫‪15‬‬ ‫�رى د�� ا� � �۔)�(‬ ‫‪Page #‬‬ ‫‪96‬‬
‫‪SLO‬‬ ‫اکیےسسیتکتیتنگاردودنہوسںاوروظفلںںیمھکلںیکس۔‬
‫‪Name of Writer‬‬ ‫‪Shehla Parveen‬‬

‫وسالربمن‪:7‬دییئگوصتریںیماخیلوہگجںرپیظفلاوردنہیسیتنگںیھکل۔‬

‫آمٹیروربک(اردو)‪:‬‬
‫دہاایت‪:‬‬

‫‪ .1‬ہبلطوکاصنیباتکبےکقبسربمن‪۱۵‬ہحفصربمن‪۹۶‬اکوحاہلدایاجےئاگ۔‬
‫‪ .2‬ہبلطوصتریںیماخیلوہگجںرپیظفلاوردنہیسیتنگھکلںیکس۔‬
‫‪ .3‬ااسذتہیکوحہلصازفایئیکاجیتےہہکوہرصفرضورتڑپےنرپہبلطیکدمدرکںی۔‬
‫‪” .4‬تنحمیکرضورتےہ“واےلاکملںیمآےنواےلابلطوکوہمورکدایاجےئاگ۔‬

‫دتریسیوماد‪:‬دریساتکب‪،‬اکیپ‪،‬لسنپوریغہ۔‬
‫روربسک‪:‬‬
‫‪Below‬‬ ‫‪Criteria‬‬
‫‪Approaching Expectations‬‬ ‫‪Meets Expectations‬‬ ‫‪Exceeds Expectations‬‬
‫‪Expectations‬‬ ‫اکررکدیگےک‬
‫(‪)points 2‬‬ ‫(‪)3points‬‬ ‫(‪)points 4‬‬
‫(‪)points 1‬‬ ‫ایعمر‬
‫زمدیااھچرکاتکسےہ۔‬ ‫ایھچاکررکدیگ‬ ‫ایلعاکررکدیگ‬
‫تنحمیکرضورتےہ‬
‫ایگرہےسسیبکتامتمدنہوسںوکیظفلیتنگ ایگرہےسسیبکتزایدہرتدنہوسںوکیظفلیتنگ ایگرہےسسیبکتدنچدنہوسںوکیظفلیتنگ ایگرہےسسیبکتیسکدنہےسوکیظفلیتنگںیم‬
‫یظفلیتنگانھکل‬
‫ںیہنھکلاتکسےہ۔‬ ‫ںیمھکلاتکسےہ۔‬ ‫ںیمھکلاتکسےہ۔‬ ‫ںیمھکلاتکسےہ۔‬
‫دنہوسںںیمیتنگ ایگرہےسسیبکتامتموظفلںوکدنہیسیتنگ ایگرہےسسیبکتزایدہرتوظفلںوکدنہیسیتنگ ایگرہےسسیبکتدنچوظفلںوکدنہیسیتنگ ایگرہےسسیبکتیسکظفلوکدنہیسیتنگںیمںیہن‬
‫ھکلاتکسےہ۔‬ ‫ںیمھکلاتکسےہ۔‬ ‫ںیمھکلاتکسےہ۔‬ ‫ںیمھکلاتکسےہ۔‬ ‫انھکل‬

‫روربسکیکواضتح‪:‬‬

‫‪ .1‬وصتریںیماخیلہگجرپیظفلیتنگانھکل‪:‬اسایعمرںیماطِبلملعیکاقتیلباکاجزئہایلاجاتےہہکوہایگرہےسسیبکتدنہوسںوکیظفلیتنگںیمھکلاتکسےہ۔وہاطِبلملعوجایگرہےسسیبکتامتمدنہوسںوکیظفلیتنگںیمھکلاتکسےہ۔وہ”اٰیلع‬
‫اکررکدیگ“اوروجایگرہےسسیبکتیسکدنہےسوکیظفلیتنگںیمںیہنھکلاتکسےہ۔وہ”تنحمیکرضورتےہ“واےلاکملںیمآےئاگ۔‬
‫‪ .2‬وصتریںیماخیلہگجرپدنہیسیتنگانھکل‪:‬اسایعمرںیماطِبلملعیکاقتیلباکاجزئہایلاجاتےہہکوہایگرہےسسیبکتامتموظفلںوکدنہیسیتنگںیمھکلاتکسےہ۔۔وہاطِبلملعوجایگرہےسسیبکتامتموظفلںوکدنہیسیتنگںیمھکلاتکسےہ۔‬
‫وہ”اٰیلعاکررکدیگ“اوروجایگرہےسسیبکتیسکظفلوکدنہیسیتنگںیمںیہنھکلاتکسےہ۔وہ”تنحمیکرضورتےہ“واےلاکملںیمآےئاگ۔‬

‫‪16‬‬
 ‫)‪(URDU‬‬
‫‪Grade‬‬ ‫‪2‬‬ ‫‪Subject‬‬ ‫‪Urdu‬‬
‫انھجمس‬
‫‪Unit‬‬ ‫‪18‬‬ ‫‪Page #‬‬ ‫‪113‬‬

‫‪SLO‬‬ ‫وااعقتایاہکاینںنسرکوصخمصردلمعاکااہظررکںیکس۔‬
‫‪Name of Writer‬‬ ‫‪Shehla Parveen‬‬

‫وسالربمن‪:9‬دییئگاہکینوغرےسںینساورآرخرپدےیےئگوساالتےکوجاابتدںی۔‬

‫آمٹیروربک(اردو)‪:‬‬
‫دہاایت‪:‬‬

‫‪ .1‬ہبلطوکاصنیباتکبےکقبسربمن‪۱۸‬ہحفصربمن‪۱۱۳‬اکوحاہلدایاجےئاگ۔‬
‫‪ .2‬ہبلطدییئگاہکینوکنسرکوساالتےکوجاابتدےںیکس۔‬
‫‪ .3‬ااسذتہیکوحہلصازفایئیکاجیتےہہکوہرصفرضورتڑپےنرپہبلطیکدمدرکںی۔‬
‫‪” .4‬تنحمیکرضورتےہ“واےلاکملںیمآےنواےلابلطوکوہمورکدایاجےئاگ۔‬

‫دتریسیاعموانت‪:‬دریساتکب‪،‬اکیپ‪،‬یچکلسنپاورہتختءرحتریوریغہ۔‬
‫‪Below‬‬ ‫‪Approaching‬‬
‫‪Meets Expectations Exceeds Expectations‬‬ ‫‪Criteria‬‬
‫‪Expectations‬‬ ‫‪Expectations‬‬
‫(‪)3points‬‬ ‫(‪)points 4‬‬ ‫اکررکدیگےکایعمر‬
‫(‪)points 1‬‬ ‫(‪)points 2‬‬
‫ایھچاکررکدیگ‬ ‫ایلعاکررکدیگ‬
‫تنحمیکرضورتےہ۔‬ ‫زمدیااھچرکاتکسےہ۔‬
‫یناس نک رسکب یھس یولاکہ‬ ‫اہکیننسرکدنچوساالت‬ ‫اہکیننسرکزایدہرتوساالت‬ ‫اہکیننسرکامتموساالت‬ ‫اہکیننسرکوساالت‬
‫اکوجاباندےےکس۔‬ ‫ےکوجاابتدےےکس۔‬ ‫ےکوجاابتدےےکس۔‬ ‫ےکوجاابتدےےکس۔‬ ‫ےکوجاابتدانی۔‬

‫روربسکیکواضتح‪:‬‬

‫‪ .1‬اہکیننسرکوساالتےکوجاابتدانی۔‪:‬اسایعمرںیماطِبلملعیکاقتیلباکاجزئہایلاجاتےہہکوہاہکیننسرکوساالتےکوجاابتدےاتکسےہ۔وہاطِبلملعوجاہکیننسرکامتموساالتےکوجاابتدےےکس۔وہ”اٰیلع‬
‫اکررکدیگ“اوروجاہکیننسرکیسکیھبوسالاکوجاباندےےکس۔وہ”تنحمیکرضورتےہ“واےلاکملںیمآےئاگ۔‬

‫‪17‬‬
 ‫)‪(URDU‬‬
‫‪Grade‬‬ ‫‪2‬‬ ‫‪Subject‬‬ ‫‪Urdu‬‬
‫‪Unit‬‬ ‫‪12‬‬ ‫اس‬ ‫‪Page #‬‬ ‫‪74‬‬
‫‪SLO‬‬ ‫ےلمجںیمافلع‪،‬لعف‪،‬وعفملیکاچہپنرکںیکس۔‬
‫‪Name of Writer‬‬ ‫‪Shehla Parveen‬‬

‫وسالربمن‪ :10‬دےیےئگولمجںںیمےسافلع‪،‬لعفاوروعفملاچہپنرکاگلاگلںیھکل۔‬

‫دہاایت‪:‬‬

‫‪ .1‬ہبلطوکاصنیباتکبےکقبسربمن‪۱۲‬ہحفصربمن‪۷۴‬اکوحاہلدایاجےئاگ۔‬
‫‪ .2‬ہبلطوصتریںیمدےیےئگولمجںںیمےسلعف‪،‬افلعاوروعفملوکاگلاگلرکںیکس۔‬
‫‪ .3‬ااسذتہیکوحہلصازفایئیکاجیتےہہکوہرصفرضورتڑپےنرپہبلطیکدمدرکںی۔‬
‫‪” .4‬تنحمیکرضورتےہ“واےلاکملںیمآےنواےلابلطوکوہمورکدایاجےئاگ۔‬

‫دتریسیوماد‪:‬دریساتکب‪،‬اکیپ‪،‬لسنپوریغہ۔‬

‫روربسک‪:‬‬

‫‪Below‬‬
‫‪Approaching Expectations‬‬ ‫‪Meets Expectations‬‬ ‫‪Exceeds Expectations‬‬ ‫‪Criteria‬‬
‫‪Expectations‬‬
‫(‪)points 2‬‬ ‫(‪)3points‬‬ ‫(‪)points 4‬‬ ‫اکررکدیگےکایعمر‬
‫(‪)points 1‬‬
‫زمدیااھچرکاتکسےہ‬ ‫ایھچاکررکدیگ‬ ‫ایلعاکررکدیگ‬
‫تنحمیکرضورتےہ‬
‫ےلمجںیملعف‪،‬افلعاوروعفمل امتمولمجںںیمافلع‪،‬وعفملاورلعفیک زایدہرتولمجںںیمافلع‪،‬وعفملاورلعفیک دنچولمجںںیمافلع‪،‬وعفملاورلعفیک یسکیھبےلمجںیملعف‪،‬افلعاوروعفملیسکیک‬
‫اچہپنںیہنرکاتکس۔‬ ‫اچہپنرکاتکسےہ۔‬ ‫اچہپنرکاتکسےہ۔‬ ‫اچہپنرکاتکسےہ۔‬ ‫یکاچہپنرکان۔‬
‫ےلمجںیمافلع‪،‬وعفملاورلعف امتمولمجںںیمافلع‪،‬وعفملاورلعفوک زایدہرتولمجںںیمافلع‪،‬وعفملاورلعفوک دنچولمجںںیمافلع‪،‬وعفملاورلعفوک یسکیھبےلمجںیملعف‪،‬افلعاوروعفملیسکوک‬
‫اگلںیہنرکاتکس۔‬ ‫اگلرکاتکسےہ۔‬ ‫اگلرکاتکسےہ۔‬ ‫اگلرکاتکسےہ۔‬ ‫وکاگلرکان۔‬

‫روربسکیکواضتح‪:‬‬

‫‪ .1‬افلع‪،‬وعفملاورلعفیکاچہپنرکان‪:‬اسایعمرںیماطِبلملعیکاقتیلباکاجزئہایلاجاتےہہکوہےلمجںیملعف‪،‬افلعاوروعفملیکاچہپنرکاتکسےہ۔وجاطِبلملعاممولمجںںیمافلع‪،‬وعفملاورلعفیک‬
‫اچہپنرکاتکسےہ۔وہ”اٰیلعاکررکدیگ“اوروجیسکیھبےلمجںیملعف‪،‬افلعاوروعفملیسکیکاچہپنںیہنرکاتکس۔وہ"تنحمیکرضورتےہ"واےلاکملںیمآےئاگ۔‬
‫‪ .2‬ےلمجںیمےسافلع‪،‬وعفملاورلعفوکاگلرکان‪:‬اسایعمرںیماطِبلملعیکاقتیلباکاجزئہایلاجاتےہہکوہلعف‪،‬وعفملاورافلعوکاگلرکاتکسےہ۔وہاطِبلملعوجامتمولمجںںیمافلع‪،‬وعفملاورلعفوک‬
‫اگلرکاتکسےہ۔وہ”اٰیلعاکررکدیگ“اوروجیسکیھبےلمجںیملعف‪،‬افلعاوروعفملیسکوکاگلںیہنرکاتکس۔وہ"تنحمیکرضورتےہ"واےلاکملںیمآےئاگ۔‬

‫‪18‬‬
 ،

1
9
Instructions:

1. The teacher will ask the students to open the page number _'(/JL/11.) ,r,..,..c:r"'-'�,t:-1 . I
11 of textbook. _'(£/L/�i,;:v\!J"A-0,1...,1 "'-,L,lb,t::.1 .2
2. The teacher will ask the students to identify the numbers in ‫� � � � �۔‬ � ‫' �ا�د � � ا�اد � ��ں‬3
numerals. �
� � ��‫�� � � آزادا� �ر ا�اد � � �� � �� �د‬
‫��۔‬ � ‫ا�د‬
� .4
3. The teacher will ask the students to write the numbers in
numerals. -Lv.J'J'\...f'�i4.)J1,-,,;:,,-{11.)j-L..,..c:r;,Y'(J,,(�) .s
4. Let the students attempt to write the numbers independently.
5. (Given Homework as remedial): The students will complete :,rr
the question no 4 at notebook which is at page number 11 -...f'�.J.,,1..,..c:r(.)JJ

Material:
Textbook and notebook. ("'-.a:-{Ji ...,,:)L.:.,i,;} JllvL.:.-tJi ,,hJ"'-.:.,1,i}
(.!£1{1) (tf11,2) (tf1{3) �
(tfit',4)
Rubric for assessment:

Exceeds Meets Approaching Below

,.j.l)Y"M, (,1_,,1 i)Y",i;,,(,,. ..,,J;
Criteria �xpectations�xpectations Expectations Expectations uyµ,/,,...,,;.,v UYµ,/,1_...,1(') ,./.l)J",h/,1...,1
i�t"'-j,,, J-li..t"'-j,,,,._t. (,,_�"'-j,,.,,._t. l,,�"'-j1,.,,.j.
(4 points) (3 points) (2 points) (1 point)
J'.?I ✓-v�tf (./��

Read some
Read Read all the Read most of numbers in Struggled to
,._(.(.)},,-,/
Numbers numbers in numbers in numerals read (.)Y,,..,/,/,,.1;,,h; UY,,;.:/,1_,.1(')
l.)':.i)J"P:I,,...,, J:.(.)Y,i;,;/,1_...,1
in numerals numerals fluently, but numbers in l!:-).:.,,'1,,.j. 1: ).:.,,',,,._(. .:.-,lfJ'�
J'.?IJ'� tfJ-1,f(..O'
Numerals fluently fluently made several numerals i.,I"'- i.,I"'-
(.)-
�w,.i;
errors
Correctly Wrote numbers
Correctly Struggled to
wrote the in numerals in :.:.,.,i,j,-JJ,t, N
Writing wrote all the write the
numbers in some cases,
Skill numbers in numbers in ...fi-rt--b'J,;1,.:1 I(..::.:;>U,,i.l�t,1...,1 "'-j,,,0(' .,}U.,l,v.,:i..r-':(,r..r'.UY,,;,,/,1_...,1 . I
numerals in but made
numerals numerals "'"""wi"?.( ..;o....(i..f�,(e..�"'"j,,;/,1...,1r,;.,r""k;"'--=--i,;;;"?.( .,Jo.
mostly cases severa I errors .
_(r-JJ' f �L1-f1-.11"rf
:..:.

Rubric Explanation: --fi-rt-b".l,;t...11(..::.,;>ii.,{( .,)l!,�L�,.:.u,,,,;,,l,1...,1rv,1:v .,=.:.-Ati.f�.2

?.( ._,)l!,...fr/�,Ii'�v'.vYk{J}{j l,1...,1(,;"r""ki"'--=--i,;;"?.( .,Jo.
1. Read Numbers in Numerals: This criterion assesses the ,YIJUfr�'.J1h,fJv�l:...t�·rf"'"""w?\r"-, .} L:A,.;i" ✓

student's ability to read numbers in numerals fluently. A _(;_)

student who "Exceeds Expectations" will read all numbers in
numerals fluently, while a student who falls "Below
Expectations" will struggle to do so.
2. Writing Skill: This criterion measures the student's ability to
write all the numbers in numerals. A student who "Exceeds
Expectations" will correctly write all the numbers in numerals,
while a student who is "Approaching Expectations" or "Below
Expectations" will make some errors in writing, or struggle to
do this task.

30
Instructions:

1. The teacher will ask the students to open the page number 20 of -f.{JL/20,l J-'(..,.,crf,�,tc, .1
textbook. _'{.L.fL.lc)-:• .
v.,if,,,,,,..._:,,JJIL,i. <0.-ft,JI, ,L:-1 .2
2. The teacher will ask students to identify the smaller and greater _'{..,_,I.:;.,>i.i,J,,,.;LJ,,,,-,-..i;,tc, .3
numbers. _(.{.f;£v-J,>"";,:-iJ/,i_;;l <0-tt)b,L:-1 .4
3. The teacher will explain the concept of ascending order. / ‫<�� �د‬0.-..,....J( ..,_,Ji!,J-',,:-J\>i5,.,...f ;ifL,/,,./., L:t.,.;:,,,,;,_j//.:ii.,,, .5
4. The teacher will ask students to write the numbers in ascending -.:;;-'f(J.l,Yf.J;£v-ui,;,£.4:-,,,1L.�
order. _t..,.fuL.IJ'16/.J,,,-£.�,,,,,20,lrL..,.,,crJ--J,<0../,\Jb ,cJ,,r,11) .6
5. Teachers are encouraged to assist only, when necessary, but
should let the student attempt to recognize the smallest number
and write in the given box.
6 (Given Homework as remedial)· The students will solve the
question number 6 given on the page number 20 of textbook.

Material: Textbook and notebook. f�-=-t,;_;; -:-t.iL..:-t.ii J.11,,-,{_.;:,,t,;} .,;�;��.:.,1.J.i

C.i..trp) cJ,1,3)
1!,-,-
cJ,1,2) c.?rt4)
Rubric for Assessment:

Exceeds Meets Approaching Below ..,_z,,rL4£

,,,,,,,,_}.,,,L4 .,,,L,f;.,v <--.%hiL,f 'i
Criteria ExpectationsExpectations Expectatiom Expectations .:;,>�.::.,,,,,J,1,,,, l ,1,,,1..,_;u,1L,f
.:;,>I;.::-,-.,,...,( .:;:.,,.,,';,ij 1,;.J�}. .:;,> (;.;:...,',,IJJl-"I
.,
(4points) (3 points) (2 points) (1 point) u�u"'i:?,if .:;,>l;(j
,J,YfJL./
v!' ,J..:..31; ...,(
Identified
Correctly
Correctly most of Struggled to
dentification identified
identified all smaller and identify the .::-,' 1,/,, ;,"(Ii ,i<vLu�J ;d;/,,,,,,(,:;
of smaller most of ,.,::...,-'j)h,�r; ;�j
smaller and ;£,f,i5,r;d; ;d;.l,1,.1£ "'-"JJ()-1.)J, ., r.li,J.i5,,,,-,;d;
.,

the smaller greater

and greater smaller and i.Jiv-i5,r;d;
numbers
and greater
greater
numbers, bu1 greater if.Ylif i,Jii,J.J,� i.Ji<0-Ji,,.}
numbers made several numbers
numbers
mistakes
Accurately Accurately :..::,.>t;.,J'J/.JJ
Accurately wrote most wrote some Struggled to
Writting in wrote all of numbers numbers in write all JL.f..:..31).:,.,- ,,tf,,.,,,..._7.,,1L,f 0( ..,)ib,J,-, .,:..:..3(;1j,l_;;l..._;,,,,1L,f . I
ascending numbers in ascending ascending parts in J,1.,,1..._:,,,,1L,f (,:;£.�)H" r"h)<0-.;:,,l.il"?.( .,}lb....fi-";-t'b1,;r;;1(..::.,:>l),,
order in ascending order, with order. ascending u�£,:- "(<0....:-i,;;;"h'\..,.:}L.;:,,t,;l"?.( .,}lb....(if�,(..,_.f.:;,>1;.::-,-,,
order minor order _(J,Y/J'L.f(�'{..,_.f
mistakes rb1,;urs'..::.,:>V..-(>;£,,,..r,.j.-?.;i5,,,,-,J'(..,_,Ju.,i,., .-=-=-NJ';£,./-1,,,<,,,,-,;d; .2
..
Jf.,'t£<0-4-).;:./,,J.""" ./i5,,-/,,_..,(v ....r"h,<0-..:-w1....,,?.(..,_,Jtb....fi ..,:­
Rubric Explanation: "-f,Y /uL.l(�:(..._,f._,�£,:-"(<0.-.;:,,l.il"�"-:-t.j L..:-w?'?.( ..,_,J1J,..f1
_(
1. Identification of smaller and greater numbers: This criterion
assesses the student's ability to accurately identify the smaller
and greater numbers. A student who"Exceeds Expectations"
will accurately identify all the smaller and greater numbers,
while a student who falls"Approaching Expectations" or"Below
Expectations" will do some mistakes or struggle to do task.
2. Writting in ascending order: This criterion assesses the
student's ability to write numbers in ascending order. A student
who"Exceeds Expectations" will accurately write numbers in
ascending order of all parts, while a student who falls
"Approaching Expectations" or "Below Expectations" will do
some mistakes or struggle to do task.

32
 (MATH)
Grade 2 ISubject [Math
Unit
SLO
2 Joivision.
Recognize and u.se division symbols '+'..
I JPage# Js2

Name of Writer Kousar Hayat

Assessment Task 10
Solve the following:

��

� �

Instructions:

1. Teacher will ask to students to open page no. 82 from _,//J.1J...:.f1,t.£.fL/s2_). J-'LIY'JL.,,i ,::_ ,(), ,i;:.,. I
textbook. OR will write on whiteboard. • _(4'./2....l,,?,,,s�fv;/...:c.,�,i;:., .2
2. Teacher will ask the students to recognize and divide the _(�,..,,tJJL.f(?'.{,},;,1,1;1/(.,)U.St,,1 .3
numbers. ... ,�,tLJ,'(-"-=-w,,-,,?!{s2.) J--r--,., IY'�L.,,i,i;:., .4
3. Teachers will encourage the students to divide independently.
4. Teacher wit give Homework of remaining parts on page no. 82 _J,1_,.;}1,,...(d:,,.,...

from textbook :J/_1.J

. �.,,..,,

Material: Textbook, whiteboard.

Rubric for Assessment: "V"'--=-�,
(..:c.,.;;.,�, ,.;;.,�}(,;,- f---l:'/1(;{{-=--�"
(dip (✓rp) cJ,,3)
)�V

(✓1{4

Exceeds Meets �pproaching Below

Criteria Expectations Expectations Expectations Expectations
(4 points) (3 points) (2 points) (1 point)

r-
.. (
Jr<-ifl),# ,/., ()1)1"7;.,�, J,,_?0 v1"7 (Li
/.::.,,-JJ.J(-?' ..:c.Jr"fv?'L� J'.:YJJ.Jr<
Recognized ,::e..j1,Jur-iJ,1.: ,::e..j1JJ/I)?'!�
iJ?/J'L'5'.. (:)If.'.
-l ¥ ,:,• ':'•'
Recognized Recognized kfivision -l¥ -l¥
Struggled to
Recognitiondivision k!ivision �ymbols of
recognize the
of Division symbols of �ymbols of �ome parts
division
symbol all parts most parts �luently but
symbol
%ently �luently made several Iu1"7; ,,�,
?/J'L.1(-?' ..:;,,-,,/1)1"7 /., ..:w-,,/v1"7 (Li
'2rrors ""'-'"'JJ,,JL.I(?'
L ,:;e..:if:.)' -!!?
,::_:if:..) .:;,,-✓ ,
- ,::_:if:.}
Vi< -if?
Divided some
Divided all Divided most Struggled to
Division parts but
parts parts divide the
Skills made several
accurately �ccurately numbers :.::,>t;,,J'J,:,,
'2rrors
J?
._fL7t"b'J,iUl(-%' JJ,,0L�/..::,,'IJ,{i7 .,)U.,�v<=':(:/�0.:Y!J,0(-?'",
.
.,)u....fif�,(L�,::_jr,,fuP!),i lr- JI.!,,,.-,(Li" 7,,v,::_.,.;;.,�_;;"?.(.,Ju.
Rubric Explanation: _'f,....J? f,.fr.....�f• 7 fc..d;;}"?. ('_
r.lJ�iJ""'-'"'ivJL.I(?•'.::...?}-=---.JJlv,/."if(�.,)u."' :""'-'"'!.i,,J'L.Ir<•.2
1. Recognition of Division Symbol: This criterion assesses the ...£1,.f?,f�.I?..:c.4--)',.;;.,,",,lu,,,.-,(Li" 7,,�;,::_,.;;.,�?·?.(.,Ju....£1 +
student's ability to recognize the division symbol. A student
-'f'-J?/ifL.f,,_?.,r"f,::_,.;;.,�i''h'f--" -,<:jL-=-�i''?.( .,)U.
who "Exceeds Expectations" will fluently recognize division
symbols of all parts, while a student who falls "Below
Expectations" will struggle to recognize.
2. Division Skills: This measures the student's ability to
accurately divide the two numbers. A student who "Exceeds
Expectations" will accurately divide all parts, while a student
who is "Approaching Expectations" or "Below Expectations"
will make some errors in subtraction or struggle with the
concept of division.
33
 (MATH)
Grade 2 ISubject [Math
Unit
SLO
4 JMass.
I
Recognize the units of mass, i.e. kilogram, gram ..
JPage# 1111

Name of Writer MUHAMMAD AZHAR NAEEM RI.AZ

Assessment Task 15
In the following objects, which will be measured in kilograms (kg) and which will be measured in grams {g)?

i. The mass of a biscuit. D

ii. The mass of apples. D ,_..
iii. The mass of a geometry. □� #/'

iv. The mass of Mangos.

� � �
v. The mass of a sugar bag. D ‫ا��ء � �ام �� وزن �� �� �؟‬
� � ‫ا��ء � ��ام �� اور �ن‬
� � ‫ذ� ا�� �� �ن‬
� �‫�ر‬

f§4) o
D
□ c)J,(rJr-,j .ii i

34
36
 Subject: General knowledge One
Grade:
���‫وا‬ ‫اول‬
Things around us (Plants
Unit 13 and animals) Page # 46
‫�دےاور��ر‬
Identify some common domestic and wild animals.
SLO

Name of Tahira Fatima

writer ‫ہ‬
��‫��رہ‬
Assessment Task 1
From the given images, fill the box in front of wild animal with red color and fill the box in front of domestic
animals with green color.
‫ن‬ ‫خ‬
‫�و������ر���ڈ���خر��� ب ب‬
‫���پا���ر���ڈ���ر���۔‬ ‫دى� ى ر‬:1�‫�ال‬
Instructions: :‫�ا ى�ات‬
1. The teacher will ask each student to open page
number 46 of the book and fill the box with red � ‫ ��اور� اور �� ��روں ��� �با�� �خاور‬46 � � � ‫�� � � �ب‬ ‫ا�د ہ�ر ب‬.1
‫ت‬ ‫خ‬
and green colors in front of wild and domestic �‫�� ��اور � �� � ر‬ �‫ر�ں ��با� �� ���۔ا�د �ء ��اور �� ��روں‬
animals respectively. The teacher will ask the
students to identify wild and domestic animals ‫����۔‬
‫ت‬ ‫خ‬
and color the relevant box. ‫����آزادا��ر�����اورر�دے�۔‬ ‫ا�د�ف�ورت�����د�ے�اور ب‬.2
2. The teacher will help only when needed and let ‫ت‬
the student identify and color independently. �����46���‫ب ىا���ںان����ب‬ ‫وہ����ت� ر� ى ب‬:‫�ى��د ىا���م‬.3
3. Remedial Task/Home Work: Students who meet ‫�موركد�ىا���۔‬
or fall short of expectations will be given ‫ن‬ ‫ن‬
homework on the recognition activity on page 46 ‫���باورر�۔‬:‫�ر��و�ات‬
of the textbook.
Teaching Materials: Textbook and colors.
Rubric for Assessment: ‫ب ب‬ ‫سب ى��ب ن ٹ‬
:‫رو�رك‬ ‫ا‬
Criteria Exceeds Meets Approaching Below
Expectations Expectations Expectations Expectations
(4 points) (3 points) (2 points) (1 point) ‫�ر‬ �‫��ت‬ �‫��ت‬ �‫��ت‬ ��‫��ت‬
‫ق‬
Identific Correctly Correctly Correctly Struggled to identify
‫ز ى�ادہ‬ �� ‫ب‬‫ر� ى ب‬ (1 �‫)�ا‬
ation of identified all identified identified animals
wild and animals most some (4 �‫)�ا‬ (3 (2 �‫)�ا‬
domestic animals animals, but �‫)�ا‬
animals made several ‫ت‬ anls
errors �‫�اور�پا‬ ‫�م��روں‬ ‫ز ى�ادہ ر‬
� �‫�ں‬
‫ت‬ �‫��روں‬
‫��روں�ى‬ �‫�در‬ ‫��روں�ى‬ ���
‫خ ت‬
Colourin Correctly Correctly Correctly Struggled to colour ‫خ ت‬ ‫ت‬ ���
g the coloured all coloured coloured boxes ‫�ن‬ �� �‫در‬ �‫��روں‬
‫خ ت‬ ‫ت‬ ‫�ش‬
boxes boxes most boxes some boxes, �� �‫در‬
but made ‫خ ت‬
several ��
errors ‫ن‬ ‫ت‬ ‫ن‬
�‫ڈ�ں�ر‬ ‫�مڈ�ں‬. ‫ز ى�ادہ�ر‬ �‫�ں‬ �‫ڈ�ں�ر‬
‫ن‬
�‫� ا‬ ��‫�در‬ �‫ڈ�ں‬ ��� ���
‫ن‬
�‫��ر‬ �‫در‬ �‫ڈ�ں‬ ‫�ش‬
‫ن‬ ‫ن‬ ‫ن‬
�‫� ا‬ ��� ��
‫ر� ا‬
‫ن‬ ‫ن‬
�‫ر�� ا‬
Rubric Explanation: ‫ت‬ ‫ب‬
:��‫رو�رك�و‬
1. Identification of animals: This criterion assesses the student's ‫ت خ ت‬ ‫خ ت‬
ability to accurately identify wild and domestic animals. A ���‫�������روں�در‬ ‫��ر ب‬:���‫ �اور�پا���روں‬.1
‫ت‬ ‫ت‬
student who "Exceeds Expectations" will accurately identify ‫����"��ت�ز ى�ادہ�"�م��روں‬‫���۔ ىا� ب‬ ‫���ا�ازہ ا‬‫��� ى‬
all animals, while a student who falls "Below Expectations" ‫ت‬ ‫خ‬ ‫ت‬
will struggle to do so. �‫����"��ت���"ا‬ ‫�� ىا� ب‬‫ ب ب‬،�‫�در�������ے‬
2. Coloring the boxes: This measures the student's ability to ‫����ش�ے�۔‬
correctly color all the relevant boxes. A student who "Exceeds ‫ن‬ ‫ن‬
Expectations" will correctly color all boxes, while a student � �� � � ‫�� � � ��روں � �� ڈ�ں‬ ‫ � ب‬:‫ ڈ�ں � ر� ��ا‬.2
‫ت‬ ‫ت‬ ‫ن‬
who is "Approaching Expectations" or "Below Expectations" ‫��� �� وہ �دى�ر � وا��۔ ىا� ب‬
�� ‫����� ا‬ ‫ر� ��� ى‬
will make some errors or struggle with this task. ‫ن‬
�‫� � "��ت � ز ى�ادہ �" وہ ��روں � �� ڈ�ں � � �� � ر‬
‫ت‬
�"���‫ب"� ىا�"��ت‬ ‫����"��ت� ر� ى ب‬‫�� ىا� ب‬ ‫ ب ب‬،�‫�ے‬
‫�ں�ے� ىا�اس�م��ش�ے�۔‬
 General knowledge Grade One
Subject:
���‫وا‬ ‫اول‬
Things Around us (Plants
Unit 13 and animals) Page # 43
‫�دےاور��ر‬
Identify the things around them that are made up of plants/ trees.
SLO
Tahira Fatima
Name of writer ‫ہ‬
��‫��رہ‬
Assessment Task 2
Identify the things which are made from trees and tick (✓) them.
‫نش‬ ‫خ ت‬
‫ان�وں������در�ں���اوران �)✓(��ان��۔‬:2�‫�ال‬
Instructions: :‫�ا�ىات‬
1. The teacher will show the images of the above things on ‫نش‬ ‫ہ‬ ‫ٹ ٹىبب�ى ٹ‬
the school tablet and ask each student to identify the things ��‫����در�ں���وں��ا‬ ‫� ب‬ ‫��ل ى ىٹ�د���اور ر‬ ‫ا�د�ر��با��وں��و ى ر‬.1
that are made of trees. ‫�����۔‬
2. The teacher will help only when needed and let the student ‫خ ت‬
identify independently. ‫����آزادا��ر�����دے�۔‬ ‫ا�د�ف�ورت�����د�ے�اور ب‬.2
3. Remedial Task/Home Work: The teacher will assign �‫ا�د�ء��مورك���ے��وہ����پا�����در�ں‬:‫�ى��د ى�ا��م‬.3
homework to the students to write any five things that are ‫��ں۔‬
made up of trees. ‫ن‬
Teaching Materials: School Tab �‫�ل‬:‫�ر��و�ات‬
Rubric for Assessment: ‫ب ب‬ ‫سب ى��ب ن ٹ‬
:‫رو�رك‬ ‫ا‬
Criteria Exceeds Meets Approaching Below
Expectations Expectations Expectations Expectatio ‫�ر‬ �‫��ت‬ �‫��ت‬ �‫��ت� ��ت‬
‫ق‬
(4 points) (3 points) (2 points) ns ‫ز ى�ادہ‬ �� ‫ب‬‫ر� ى ب‬ �
(1 point)
Identificat Correctly Correctly Correctly Struggled (�‫�ا‬4) (�‫�ا‬3) (�‫�ا‬2) (�‫�ا‬1)
ion of identified identified identified one to identify ‫�ر�وں� در�ں‬ �‫��وں‬ �‫�ں‬ �‫�وں‬
things four things three things thing, but all things ‫ت‬ ‫ت خ ت‬ ‫خ ت‬
made made several �� �‫ا��� در��� در‬ ‫�� ى‬ ���
‫خ ت‬ ‫ت خ ت‬
from trees errors �‫�وں‬ �� ���‫در‬ ‫�ش‬
Mark tick Correctly Correctly Correctly Struggled ‫خ ت‬
to mark ��
(✓) things marked (✓) marked (✓) marked (✓)
four things three things one thing, but (✓)all �‫�وں‬ ‫�ر�وں‬. �‫ا���در‬ ‫ى‬ ‫�م�وں‬
made several things ‫�وں‬ �
�(✓) ��‫�در‬ (✓)��� ��‫�در‬
errors ‫نش ن‬ ��‫�در‬ ‫نش ن‬
Rubric Explanation: ‫��)✓(� �ان ا‬
�� �‫��)✓( ��ان� ا‬
1. Identification of things made from trees: This criterion assesses ‫نش ن‬ �(✓)�� ‫نش‬
�‫�ان� ا‬ ‫ش ن‬ ‫ن‬ ‫ان‬ � �
the student's ability to accurately identify different things. A student �‫�ان� ا‬
who "Exceeds Expectations" will accurately identify all things, ���
while a student who falls "Below Expectations" will struggle to do ‫�ش‬
so. ‫ت‬
2. Mark (✓) things: This measures the student's ability to correctly :��‫رو�رك�و‬ ‫ب‬
‫ت خ ت‬ ‫خ ت‬
mark (✓) each thing. A student who "Exceeds Expectations" will ������‫������وں�در‬ ‫��ر ب‬:���‫ در�ں���وں‬.1
‫ت‬
correctly mark (✓) all things, while a student who is "Approaching �� �‫�� � � "��ت � ز ى�ادہ �" �م �وںكوو در‬ ‫ت‬ ‫ت‬
‫ا� ب‬ ‫�� � ا�ازہ ��ا �۔ ى‬ ‫ى‬
Expectations" or "Below Expectations" will make some errors or ‫ت‬ ‫خ‬
struggle with this task. ‫����"��ت���"ا�����ش�ے�۔‬ ‫ا� ب‬ ‫�� ى‬ ‫ ب ب‬،�‫����ے‬
‫شن‬ ‫ت نش ن‬
��‫�����م�وں�������ان‬ ‫� ب‬:�� ‫�وں� )✓( در���ان ا‬.2
‫ت‬ ‫ت‬
� � ‫�� � � "��ت � ز ى�ادہ �" وہ �م �وں‬ ‫ا� ب‬ ‫�� � �� ��ا � ۔ ى‬ ‫� ى‬
‫ت‬ ‫شن‬
� � ‫ب" � ىا� "��ت‬ ‫�� � � "��ت � ر� ى ب‬ ‫ا� ب‬ ‫�� ى‬ ‫ ب ب‬،� �� ‫�� � �ان‬
‫�"��ں�ے� ى�ااس�م��ش�ے�۔‬
 General knowledge One
Grade Subject:
���‫وا‬ ‫اول‬
Plants and Animals
Unit 13 Page # 47
‫�دےاور��ر‬
SLO Recognize the importance of animals as a source of food, joy and transport.
Iqra Nazish
Name of writer ‫ق ز‬
‫ا�راء�ازش‬
Assessment Task 3
From the given images, identify the animals that we used as a source of food.
‫خ ت‬
‫�و��� ان��روں ��������راك��ر�ا�ل���۔‬ ‫دى� ى ر‬:3�‫�ال‬
Instructions: :‫�ا ى�ات‬
1. The teacher will show images of the above given animals to
the students on school tablet. ‫��ل��د���۔‬ ‫ ا�داو�دى���روں��و ى ر‬.1
‫خ ت‬
2. Teacher will ask each student one by one to identify the ‫�����بارى ا�برىان��روں� ى ر‬
‫�و������������راك‬ ‫� ب‬‫ا�د ہ ر‬.2
images of animals that we used as a source of food.
3. The teacher will help only when needed and let the student ‫��ر�ا�ل���۔‬
‫خ ت‬
identify independently. ‫����آزادا��ر�����دے�۔‬‫ا�د�ف�ورت�����د�ے�اور ب‬.3
4. Remedial Task/Home Work: The teacher will assign ‫ن‬
� � � ‫ ا�د �ء � �م ورك �� �ے � � وہ ��روں � �� � � �ام‬. 4
homework to the students to write any three names of
animals that we use as transport. ‫�ا�رٹ��ر�ا�ل���۔‬
Teaching Materials: School Tablet, Textbook. ‫ن‬
‫���ب۔‬،�‫�ل‬:‫�ر��و�ات‬

Rubric for Assessment: ‫ب ب‬ ‫سب ى��ب ن ٹ‬

:‫رو�رك‬ ‫ا‬
Criteria Exceeds Meets Approaching Below
Expectations Expectations Expectations Expectations ‫�ر‬ �‫��ت‬ �‫��ت‬ �‫��ت‬ ��‫��ت‬
‫ق‬
(4 points) (3 points) (2 points) (1 point) ‫ز ى�ادہ‬ �� ‫ب‬‫ر� ى ب‬ (�‫�ا‬1)
Identific Correctly Correctly Correctly Struggled to (4) (3)
ation of identified identified identified one identify (�‫�ا‬2)
Animals four animals three or two , but animals �‫�ا‬ �‫�ا‬
animals made several ‫��روں‬ ‫�ر��روں‬ � �‫�ں‬ �‫��روں‬
errors ‫ت‬ ‫خ ت‬
Rubric Explanation: ‫��ن‬ �‫�در‬ �‫��روں‬ ‫ا� ىا�دو‬
‫�� ى‬ ���
‫خ ت‬ ‫ت‬
1. Identification of Animals: This criterion assesses the student's �� �‫در‬ �‫��روں‬ ‫�ش‬
ability to accurately identify different animals. A student who ‫خ ت‬ ‫ت خ ت‬
"Exceeds Expectations" will accurately identify all the animals, �� ���‫در‬
‫ت‬
while a student who falls "Below Expectations" will struggle to do ‫ب‬
:��‫رو�رك�و‬
so. ‫ت خ ت‬ ‫خ ت‬
� �� �� �‫�� � � � ��روں � در‬‫ � �ر ب‬:�� � ‫ ��رو ں‬.1
‫ت‬ ‫ت‬ ‫ت‬
�‫����"��ت�ز ى�ادہ�"�م��روں�در‬ ‫ا� ب‬ ‫���ا�ازہ��ا�۔ ى‬‫ى‬
‫ت‬ ‫خ‬
‫�� ى‬
‫ا� ب‬
� �� �‫�� � � "��ت � � �" ا‬ ‫ ب ب‬،� ‫�� � �� �ے‬
‫�ش�ے�۔‬
 General knowledge One
Grade Subject:
���‫وا‬ ‫اول‬
Plants and Animals
Unit 13 Page # 46
‫�دےاور��ر‬
SLO Identify the homes of animals (desert, jungle, water, mountains etc.)
Iqra Nazish
Name of writer ‫ق ز‬
‫ا�راء�ازش‬
Assessment Task 4
Match the below-given images of animals with the names of their homes where they live.
‫ن‬
‫�ںوہر��۔‬،�����‫��ان��وں��ا�ں‬ ‫��روں�ذ��دى��و ى ر‬:5�‫�ال‬

Instructions: :‫�ا ى�ات‬

1. The teacher will show images of the above-given animals and the name ‫ن‬
of their homes to the students on school tablet. ‫�اوران��وں��امد���۔‬ ‫ ا�د�ل���ء���رہ��روں��و ى ر‬.1
‫ن‬
2. The teacher will ask each student one by one to match the images of �����‫��ان��وں��ام‬ ‫����ا ى�ا ى�����روں��و ى ر‬ ‫� ب‬ ‫ا ا�د ہ ر‬.2
animals with the name of their homes.
3. The teacher will help only when needed and let the student complete the ‫�� ۔‬
task independently. ‫����آزادا��ر��م��دے�۔‬ ‫ا�د�ف�ورت�����د�ے�اور ب‬.3
4. Remedial Task/Home Work: The teacher will assign homework to the ‫ن‬
‫ا�د�ء��مورك���ے��وہ��ر�وا���روں��پا��ام�۔‬.4
students to write five names of animals that live in forest. ‫ن‬
Teaching Materials: School Tablet, Textbook. ‫���ب۔‬،�‫�ل‬:‫�ر��و�ات‬
Rubric for Assessment: ‫ب ب‬ ‫سب ى��ب ن ٹ‬
:‫رو�رك‬ ‫ا‬
Criteria Exceeds Meets Approaching Below
Expectations Expectations Expectations Expectations ‫�ر‬ �‫��ت‬ �‫��ت‬ �‫��ت� ��ت‬
‫ق‬
(4 points) (3 points) (2 points) (1 point) ‫ز ى�ادہ‬ �� ‫ب‬‫ر� ى ب‬ �
Matching Correctly Correctly Correctly Struggled to
of matched matched matched one match (�‫�ا‬4) (�‫�ا‬3) (�‫�ا‬2) (�‫�ا‬1)
Animals four animals three or two animals � ‫���روں �ر��روں� ��روں‬ �‫��روں �ں‬
with their animals animals
homes , but made �‫در��� ىا� ان‬ ��‫�در‬ ‫ا� ىا�دو‬‫�در�� �� ى‬
several errors �‫�وں‬ �‫� ىا‬ �‫��روں‬ ���
Rubric Explanation: ‫ن‬
1. Matching of Animals with their homes: This criterion assesses the ‫ا‬ �� �‫در��� ىا‬ �‫�ش‬
‫ت‬
student's ability to accurately match animals with their homes. A student :��‫رو�رك�و‬ ‫ب‬
who "Exceeds Expectations" will accurately match all the animals with ‫ن‬
�‫�������روں�ان��وں‬ ‫��ر ب‬:‫��روں �ان��وں���ا‬.1
their homes, while a student who falls "Below Expectations" will struggle
‫ت‬ ‫ت‬
to do so. � ‫�� � � "��ت � ز ى�ادہ �" �م ��روں‬ ‫ا� ب‬ ‫�� � ا�ازہ ��ا �۔ ى‬ ‫�� � ى‬
‫ب‬ ‫ت‬
"� �� ‫�� � � "��ت‬ ‫ا� ب‬ ‫�� ى‬ ‫ ب‬،���� ‫در� �� �ان��وں‬
‫ا�����ش�ے�۔‬
 Two General knowledge
Grade Subject:
‫دوم‬ ���‫وا‬
Villages and Cities
Unit 2 Page # 15
�‫د�تاور‬
Identify some common professions of a village/city (tailor, butcher, cobbler, musician,
SLO etc.)
‫خ ت‬
(‫��رو�ہ‬،��،‫�ب‬،‫����م�ں�����)درزى‬/‫�ؤں‬
Khizer Ahmed Usama
Name of writer
��‫�ا�ا‬
Assessment Task 1

Understand the questions and match it with the relevant occupations. ‫ٴ‬
‫�ر�ل��اور�������۔‬/‫ �ر�ذ��ا�ت‬:1�‫�ال‬
‫آپ�ں���؟‬
Where will you go?
‫ش ت‬
�‫ڈا‬ ���
Doctor To take meat

‫ت‬ ‫ت‬
�� �‫�����وا‬
‫ا‬
Butcher To repair shoes

�� �‫�ے�ا‬
Cobbler To sewing clothes

‫درزى‬ �� �‫�ج�وا‬
Tailor To get treatment

4
Instructions: :‫�ا ى�ات‬
1. The teacher will draw the above table on the whiteboard. Students ‫ا�داو�د����� ئ ٹ‬
‫واب�رڈ����۔اس�������در��ب‬ .1
may also refer to the textbook page number 15 for this task. For a
better understanding of the question images of the above-shown ‫��������۔������د��� ى ر‬15���
‫�و��ل‬
profession can be displayed to the students on the school tab.
2. Ask the students to understand the question and draw a line to ‫��ذر���د����۔‬
match it with the relevant occupation. ‫���ال��اس��������������۔‬ .2
3. Teachers are encouraged to assist only when necessary but should ‫تذ‬
let the student attempt to understand and match independently. ‫ا��دہ�ف�ورت����د��� ب‬
���‫����آزادا��ر�� اور‬ .3
4. Remedial Task/Home Work: Students who meet or fall short of ‫��ش��د�۔‬
expectations will be given homework on the picture recognition ‫ت‬
activity on page 14 and the activity on page 15 of the textbook ‫وہ �� ��ت � ر� ى ب‬:‫�ى� �د ى�ا ��م‬
� �‫ب ى�ا��ںان �در��ب‬ .4
Teaching Materials: Textbook, whiteboard, and marker. ‫������موركد ى�ا���۔‬15��‫�و���ناور‬‫� ى ر‬14�
‫ ئ ٹ‬،‫در��ب‬:‫�و�ات‬
�‫واب�رڈاور�ر‬
‫ن‬
�‫�ر‬

Rubric for Assessment: ‫ب ب‬ ‫سب ى��ب ن ٹ‬

:‫رو�رك‬ ‫ا‬
Criteria Exceeds Meets Approaching Below
Expectations Expectations Expectations Expectations ‫�ر‬ �‫��ت‬ �‫��ت‬ �‫��ت‬ ��‫��ت‬
‫ق‬
(4 points) (3 points) (2 points) (1 point) ‫ز ى�ادہ‬ �� ‫ر� ى ب‬
‫ب‬ (1 point)
Underst Correctly Correctly Correctly Struggled to (4 (3 points) (2 points)
anding understand understand understand 1 understand points)
of all the three or 2, but questions
question questions questions made but stay �� ‫�م‬ �‫��ا�ت‬ �‫�ں‬ ���‫�ا�ت‬
‫ن‬
several unsuccessful ‫��ت‬ �‫�ا�ت‬ ����‫در‬ ‫ا� ىا�دو‬
‫�� ى‬ �‫�ش��ا‬
errors ‫ن‬
Matchin Correctly Correctly Correctly Struggled to ‫��ن‬ ��‫در‬ � ��‫�ا�ت‬ �‫��ب���پ اا‬
g with matched all matched matched 1 or match ���
relevant questions three 2 questions questions
occupati with questions with with �‫�ا�ت‬ ‫�م‬ �‫��ا�ت‬ �‫�ں‬ ��‫�ا�ت‬
on relevant with relevant relevant �� �‫�ا�ت‬ �� � �‫ ىا‬1�� ����
occupation relevant occupation occupation ‫ن‬
occupation but made but stay ��� �� ��‫��در‬ �‫�ا�ت‬2 �‫���ش� ا‬
‫ن‬ ‫ن‬
several unsuccessful �‫� ا‬ ��� ‫ا‬ �� ��� �‫���ب‬
errors ‫ن‬ ‫ن‬
��‫در‬ ‫�� ا‬
�� ‫ا‬ ��
‫ن‬
Rubric Explanation: ‫ا‬ ��
1. Understanding of questions: This criterion assesses the student's ‫ت‬
‫ب‬
:��‫رو�رك�و‬
ability to accurately understand the questions. A student who "Exceeds ‫ت‬ ‫ت‬
Expectations" will accurately understand all questions, while a student ‫�� � ا�ازہ ��ا �۔ ى‬
�‫ا‬ ‫�� � � د� � �ا�ت � � � ى‬
‫ � �ر ب‬:� � ‫ �ال‬.
who falls "Below Expectations" will struggle to do so. ‫ا� ب‬
‫�� � � "��ت‬ ‫ ب ب‬،� � � ‫�� � � "��ت �ز ى�ادہ�" وہ �م �ا�ت‬
‫�� ى‬ ‫ب‬
2. Matching with relevant occupations: This criterion measures the
student's ability to correctly match each question/situation with relevant ‫���"ا�����ش�ے�۔‬
occupations. A student who "Exceeds Expectations" will correctly ‫ن‬
� �� � �� � � � � ‫�ر�ل‬/‫�� � � �ا�ت‬ ‫ � ب‬: ‫ � � � ��ا‬.2
match all questions with relevant occupations, while a student who is ‫ت‬ ‫ت‬
"Approaching Expectations" or "Below Expectations" will make some � �‫����"��ت�ز ى�ادہ�"�م�ا�ت‬ ‫ا� ب‬ ‫���۔ ى‬ ‫����� ا‬ ‫��� ى‬
‫ت‬
errors or struggle with this task. ‫�� � � "��ت � ر� ى ب‬
‫ب" � ىا� "��ت‬ ‫ا� ب‬‫�� ى‬‫ ب ب‬،� �� � �‫� � �� در‬
‫���"��ں�ے� ى�ااس�م��ش�ے�۔‬

45
 General knowledge Two
Grade Subject:
���‫وا‬ ‫دوم‬
Villages and Cities
Unit 2 Page # 15
�‫د�تاور‬
Identify key characteristics of a city.
SLO ‫خ ت‬
‫��ا���ت�����۔‬
Khizer Ahmed Usama
Name of writer
��‫�ا�ا‬
Assessment Task 2

Identify the following urban features and match them to the city by drawing a line.

‫ �ر�ذ����ى��ت��ن��اور��������۔‬:1�‫�ال‬

Pure Air

‫���ا‬
Wide
Airport
Roads
‫ا��رٹ‬ ‫ڑڑ‬
��‫ب�ى‬

City
Farmer � Noise

‫�ن‬ �‫�رو‬

Smoke of Springs
Cars and Well

‫�ڑ�ں�د�اں‬ ��‫�اور‬

46
Instructions: :‫�ا ى�ات‬
1. The teacher will draw the above-shown image on the ‫�� � ئ ٹ‬
15� � � ‫واب �رڈ � �� �۔ اس ��� � � � � در� �ب‬ ‫ا�د او� د�� � ى ر‬ .1
whiteboard. Students may also be referred to the
textbook page number 15 for this task. ‫��������۔‬
2. Ask students to identify each characteristic of a city and ‫خ ت‬
draw a line to match it with the word “City” written in �����"�"����‫�����م��ت �������اورا�در�ن‬ .2
the middle. ‫������۔‬
3. Teachers will assist only when necessary but let the ‫خ ت‬ ‫تخ‬
student attempt to identify and match independently. ‫ا��دہ�ف�ورت����د��� ب‬
��‫����آزادا��ر���اور�����ش‬ .3
4. Remedial Task/Home Work: Students who meet or ‫د�۔‬
below expectations will be given homework on the ‫ت‬
picture recognition exercise from pages 12 and 13 and ‫وہ����ت� ر� ى ب‬:‫�ى��د ىا���م‬
�13‫اور‬12���‫ب ى�ا��ںان�در��ب‬ .4
the activity from page 15 of the textbook. ‫������موركد ى�ا���۔‬15��‫�و��ذر���ن��اور‬ ‫ىر‬
Materials: Textbook, whiteboard, and marker. ‫ٹ‬ ‫ئ‬ ‫ن‬
�‫واب�رڈاور�ر‬،‫در��ب‬،:‫�ر��و�ات‬

Rubric for Assessment: ‫ب ب‬ ‫سب ى��ب ن ٹ‬

:‫رو�رك‬ ‫ا‬
Criteria Exceeds Meets Approaching Below
Expectations Expectations Expectations Expectations ‫�ر‬ �‫��ت‬ �‫��ت‬ �‫��ت‬
‫ق‬ �‫��ت‬
(4 points) (3 points) (2 points) (1 point) ‫ز ى�ادہ‬ �� ‫ر� ى ب‬
‫ب‬
Identificat Correctly Correctly Correctly Struggled to (4 points) (3 points) (2 points) �
ion of identified all identified identified 1 or identify (1
characteri characteristics three 2 characteristics point)
stics of of the city characteristics characteristics of the city
the city of the city of the city, �� ‫�� � م‬ � �� �‫�ں‬ ��
but made ‫��ت‬ �‫��ت‬ �‫��ت‬ �‫ ىا‬1���� �‫��ت‬
several errors ‫ت خ ت‬ ‫ت خ ت‬ ‫خ ت‬
Matching Correctly Correctly Correctly Struggled to ‫��ن‬ ���‫در‬ ���‫در‬ �‫��ت‬2 ���
‫خ ت‬
the matched all matched three matched 1 or match the �� ‫�ش‬
characteri characteristics characteristics 2 characteristics
stics of of the city of the city characteristics of the city �� ‫���م‬ � �� ��
�‫�ں‬
the city with the word with the word of a city with with the word ‫��ت‬ �‫��ت‬ �‫��ت‬ �‫��ت‬
with the “City” “City” the word “City” �‫ ىا‬1����
word “City”, but "�"�� ���‫در‬ ���‫در‬ "�"�
‫ن‬ ‫ن‬ ‫ن‬ �‫��ت‬2
“City” made several ��
‫� ا‬ �‫"�"�� ا‬ �‫"�"�� ا‬ �
errors �"�"�
‫ن‬ ‫���ش‬
‫ا‬ �� ‫ن‬
Rubric Explanation: ‫ا‬ ��
1. Identification of characteristics of the city: This criterion assesses ‫ت‬
:��‫رو�رك�و‬‫ب‬
the student's ability to accurately identify characteristics of the city. A ‫ت‬ ‫خ‬ ‫ت‬ ‫ت‬ ‫خ‬
student who "Exceeds Expectations" will accurately identify all �����‫���� �� ��ت �در‬ ‫��ر ب‬:��� ‫ � � ��ت‬.1
characteristics of the city, while a student who falls "Below ‫ت‬ ‫ت‬
� ‫�� � � "��ت � ز ى�ادہ �" � � �م ��ت‬‫ا� ب‬ ‫�� � ا�ازہ ��ا �۔ ى‬‫� ى‬
Expectations" will struggle to do so. ‫ت‬ ‫خ‬ ‫ت‬
2. Matching with the word “City”: This criterion measures the � �� �‫�� � � "��ت � � �" ا‬‫ا� ب‬‫�� ى‬ ‫ ب ب‬،� ‫در� �� � �� �ے‬
student's ability to correctly match each characteristic of the city with ‫�ش�ے�۔‬
the word “City”. A student who "Exceeds Expectations" will correctly ‫ن‬
match all characteristics of the city with the word “City”, while a � "�" � �‫����� � ��ت‬ ‫� ب‬:‫ � � ��ت � � "�" � ����ا‬.2
student who is "Approaching Expectations" or "Below Expectations" ‫ت‬ ‫ت‬
�"�‫���"��ت �ز ى�ادہ‬‫ا�� ب‬ ‫�� �۔ ى‬ ‫����� ا‬‫������� ى‬
will make some errors or struggle with this task. ‫ت‬
‫�� ��"��ت� ر� ى ب‬
"‫ب‬ ‫ا� ب‬‫�� ى‬ ‫ ب ب‬،� �� �� �"�" � � ‫� �م ��ت‬
‫� ى�ا"��ت���"��ں�ے� ى�ااس�م��ش�ے�۔‬

47
 Two General knowledge
Grade Subject:
‫دوم‬ ���‫وا‬
Role and Responsibilities
Unit 3 ‫ض‬ Page # 20
�‫�قو�را‬
Identify some goods and services that the government provides for the people (health,
education, clean water, infrastructure, utilities, safety and security, parks and playgrounds,
etc.)
SLO ‫ف‬ ‫ت‬ ‫نش‬ ‫خ‬
‫ پ�ار�اور‬،�‫��اور‬،‫�دى��ت‬،��‫�دىڈ‬،�‫�ف پ�ا‬،�،�)����‫�ا�اور�د�ت��ا���������ں���را‬
‫���انو�ہ(۔‬
Khizer Ahmed Usama
Name of writer
��‫�ا�ا‬
Assessment Task 3
Some of the facilities are listed below. Please () the facilities which are available and () which are not available
in your area.
‫نش‬
‫(��ان��۔‬)�‫(اور�د�ب�ان‬)�‫ ذ�����تدرج�۔آپ�������تد�ب�ان‬:1�‫�ال‬
Airport Hospital
‫ا��رٹ‬ ‫�ل‬
School Police Station
‫�ل‬ ���
Clean Water Park
�‫�ف�پا‬ ‫�پارك‬
Post Office Bus Stop
��‫ڈا‬ ‫�اڈہ‬
Instructions: :‫دا ى�ات‬
1. The teacher will write the above facilities on the whiteboard. ‫ا�د ئ ٹ‬
� ��20���‫واب�رڈ�او�دى��م��ت�� ىا� ��در��ب‬ .1
Students may also refer to the textbook page number 20 for this
task. ‫����۔‬
2. Ask the students to mark () on the facilities that are available
and () which are not available in your area. �‫(اور�د�ب‬)�‫�� ����ان�������تد�ب�ان‬ .2
‫نش‬
3. Teachers are encouraged to assist only when necessary but ‫(��ان��۔‬)�‫ان‬
should let the student attempt independently. The teacher will ‫نش‬ ‫تذ‬
assess this activity by keeping in mind the facilities available in ‫ا��دہ �ف �ورت �� � �د �� � ب‬
� �� ‫�� � � آزادا� �ر � �ان‬ .3
‫ئز‬
the student’s locality. ‫�ش��د�۔�����د�ب��ت���ر��اس������رہ‬
4. Remedial Task/Home Work: Students who meet or below
expectations will be given homework to recognize and ‫�۔‬
‫ق‬
understand the facilities provided by the government on page ‫ وہ � � ��ت � ر� ى ب‬:‫�ى � � د ى�ا � �م‬
� � ‫ب ى�ا � �ں ان � در� �ب‬ .4
number 18 and the activity on page 20 of the textbook.
‫ى‬
‫�و�ر� ذر� �ن اور‬ � ‫��ر� � �ف � دى �� وا� ��ت‬18�
Teaching materials: Textbook, whiteboard, and marker.
‫������موركد ى�ا���۔‬20��
‫ ئ ٹ‬،‫در��ب‬:‫�و�ات‬
�‫واب�رڈاور�ر‬
‫ن‬
�‫�ر‬
‫ٹ‬ ‫ن‬
Rubric for Assessment: ‫اسب ى��بب ب‬
:‫رو�رك‬
Criteria Exceeds Meets Approaching Below
Expectations Expectations Expectations Expectations ‫�ر‬ �‫��ت‬ �‫��ت‬ �‫��ت‬ �‫��ت‬
‫ق‬
(4 points) (3 points) (2 points) (1 point) ‫ز ى�ادہ‬ �� ‫ب‬‫ر� ى ب‬ �
Recognition Correctly Correctly Recognize 4 Struggled to
of the recognize all recognize 6 or 5 recognize (�‫�ا‬4) (�‫�ا‬3) (�‫�ا‬2) (�‫�ا‬1)
facilities the facilities facilities facilities, but facilities ‫��ت��ن‬ �‫�م��ت‬ �‫�ں‬ �‫��ت‬
made �‫��ت‬6
several ����‫در‬ �‫ ىا‬4�� ���
��‫در‬
errors ‫�ن‬ �‫��ت‬5 ‫�ش‬
Marking of Correctly Correctly Marked 4 or Struggled to ‫���ن‬
available marked all marked 6 5 facilities,mark ‫�ن‬
and available available but made facilities ‫ا‬ ����‫در‬ ‫د�باور‬
unavailable and and several �‫د�باور‬ ��‫در‬ �‫�ں‬
facilities unavailable unavailable errors ‫�مد�باور‬ ‫�د�ب‬
‫د�ب��ت‬ 6�� 5�‫ ىا‬4��
facilities facilities
‫نش ن‬ ‫�د�ب‬ �‫��ت‬
Rubric Explanation: ‫��ان ا‬
�� ‫نش‬ ‫د�باور‬ ‫د�باور‬ ‫نش‬
‫��ت��ان‬ ��‫�ان‬
1. Recognition of the facilities: This criterion assesses the student's ‫ن‬ ‫�د�ب‬ ‫�د�ب‬
ability to accurately recognition of the facilities. A student who ‫ا‬ �� ‫��ش‬
"Exceeds Expectations" will accurately recognize all the facilities, �‫��ت‬ �‫��ت‬ ‫ن‬
‫نش ن‬ ‫نش ن‬ ‫ا‬ ��
while a student who falls "Below Expectations" will struggle to do ‫�ان ا‬
�� ‫�ان ا‬
��
so.
‫ت‬
2. Marking of available and unavailable facilities: This criterion ‫ب‬
:��‫رو�رك�و‬
measures the student's ability to correctly mark the available and ‫ت‬ ‫ت‬
�� ‫���۔ ى‬
‫ا� ب‬ ‫���ا�ازہ ا‬‫���� ��ت ��ن � ى‬
‫��ر ب‬:‫ ��ت � �ن‬.1
unavailable facilities. A student who "Exceeds Expectations" will
correctly mark all the available and unavailable facilities, while a ‫ا� ب‬
��‫����"��ت‬ ‫ ب ب‬،� �� � ‫��"��ت�ز ى�ادہ�" وہ�م��ت‬
‫�� ى‬
student who is "Approaching Expectations" or "Below Expectations" ‫�"ا�����ش�ے�۔‬
will make some errors or struggle with this task. ‫غ‬ ‫غش‬
� ‫���� د�ب اور � د�ب ��ت‬‫� ب‬: ‫ د�ب اور � د�ب ��ت � �ان ��ا‬.2
‫ت‬ ‫ت‬ ‫نش‬
‫��� �"��ت�ز ى�ادہ�"�مد�ب اور‬
‫ا� ب‬ ‫�� �۔ ى‬‫��� �� ا‬ ‫�ان �� � ى‬
‫ت‬ ‫نش‬
‫����"��ت� ر� ى ب‬
‫ب"� ىا�"��ت‬ ‫ا� ب‬ ‫�� ى‬ ‫ ب ب‬،� �� ‫� د�ب ��ت� �ان‬
‫���"��ں�ے� ىا�اس�م��ش�ے�۔‬
 Two General knowledge
Grade Subject:
‫دوم‬ ���‫وا‬
Role and Responsibilities
Unit 3 ‫ض‬ Page # 19
�‫�قو�را‬
List three rights of the citizens (Right to food, free education, protection, equality and
SLO health care)
(‫�واتاور��د��ل‬،�،��،��‫��ں���قدرج��)�راك‬
Khizer Ahmed Usama
Name of writer
��‫�ا�ا‬
Assessment Task 4

Identify the rights of citizens among the following.

‫ذش‬
‫ �ر�ذ�����ں��ق��ا����۔‬:1�‫�ال‬

Good environment, housing, education, security and health facilities

‫�اور����ت‬،�،�،،‫ا���ل‬

Supply of electricity, gas and clean drinking water

‫ف‬
�‫�اور���ف�پا���را‬،�

Follow the rules

‫ن‬
��
‫�ا��� ا‬

Freedom of occupation
‫�ا�ر���آزادى‬

Do not damage government or non-government goods

‫غ‬
��
‫��رىو���رىا�ء��ن� ا‬

Shelters for destitute persons

‫ف‬
��‫��رہآ�راد���ہ‬
Instructions: :‫�ا ى�ات‬
1. The teacher will write the above table on the ‫ٹ‬ ‫ئ‬
whiteboard. Students may also refer to the textbook ‫�������۔‬20���‫ ا�دواب�رڈ�او�دى���� ى�ا��در��ب‬.1
page number 19 for this task. �() � ‫( اور � ��ں � �ق � � ان‬) � ‫ � � � �� � � � ��ں � �ق‬.2
2. Ask the students to mark () the rights of a citizen and ‫نش‬
() which are not the rights of a citizen. ‫�ان��۔‬
‫نش‬ ‫تذ‬
3. Teachers are encouraged to assist only when necessary �� ‫�� � � آزادا� �ر � �ان �� � �ش‬ ‫ ا��دہ �ف �ورت �� � �د �� � ب‬.3
but should let the student attempt independently.
4. Remedial Task/Home Work: Students who meet or ‫د�۔‬
‫ت‬
below expectations will be given homework to 19� � � ‫ب ى�ا � �ں ان � در� �ب‬ ‫ وہ � � ��ت � ر� ى ب‬:‫ �ى � � د ى�ا � �م‬.4
recognize and understand the rights of the citizen on
textbook page number 19. ‫���ں��ق��ناور���موركد ى�ا���۔‬
Teaching materials: Textbook, whiteboard, and marker. ‫ ئ ٹ‬،‫در��ب‬:‫�و�ات‬
�‫واب�رڈاور�ر‬
‫ن‬
�‫�ر‬
‫ٹ‬ ‫ن‬
Rubric for Assessment: :‫رو�رك‬‫اسب ى��بب ب‬
Criteria Exceeds Meets Approaching Below
Expectations Expectations Expectations Expectations ‫�ر‬ �‫��ت‬ �‫��ت� ��ت� ��ت‬
‫ق‬
(4 points) (3 points) (2 points) (1 point) ‫ز ى�ادہ‬ �� ‫ر� ى ب‬
‫ب‬ �
Identification Correctly Correctly Identify 1 or Struggled to
of rights of identified all identified 3 2 rights of identify (�‫�ا‬4) (�‫�ا‬3) (�‫�ا‬2) (�‫�ا‬1)
the citizens rights of rights of citizens, but rights of a �‫��ں‬ ��‫در‬ ��‫��ں� �ں� در‬
citizens citizens made citizen
several �‫��ں� ����ں ����ں �ق‬ �‫�ق‬
‫ن‬ ‫نش‬ ‫نش‬
errors‫ا‬ ‫��م�ق �ا�� ا‬
�� ‫�ق‬3� ‫�ق‬2�‫ ىا‬1 ���‫�ا‬
‫ن‬ ‫نش‬ ‫ن‬ ‫نش‬ ‫نش‬ ‫ن‬
Rubric Explanation: �‫��ا��� ا� ��ا��� ا‬ ��‫�ش��ا ��ا‬
1. Identification of rights of citizens: This criterion measures the ‫ن‬
student's ability to correctly identify the rights of citizens. A student ‫��ا‬
‫ت‬
who "Exceeds Expectations" will correctly identify all rights of :��‫رو�رك�و‬ ‫ب‬
citizens. In contrast, a student who is "Approaching Expectations" or ‫ت‬ ‫ش‬ ‫س‬
‫ى‬ �� ‫ب‬
"Below Expectations" will make some errors or struggle with this task. ���� ‫��ر���� �ر�ں��ق ��ن‬:‫ ��ں��ق��ن‬.1
‫ت‬
،� �� � ‫����"��ت�ز ى�ادہ�" وہ ��ں� �م�ق‬ ‫ا� ب‬ ‫ا�ازہ��ا�۔ ى‬
‫ا� ب‬
‫����"��ت���"ا�����ش�ے�۔‬ ‫ب ب‬
‫�� ى‬
52
 Teacher Guide Lesson Plan
Grade-1 44
UNIT 11: LOVE ANIMALS
TOPIC: RHYMING WORDS

Duration: 80 Minutes

Students Learning Outcomes:

• Identify and articulate simple rhyming words in text.
➢ Recognize and write rhyming words from a poem.

Materials:
• chart papers
• coloured markers

Information for Teachers:

• Rhyming words have same ending sound.
• Rhyming words may have same ending spellings but they rhyme because of ending
sound.
• Rhyming words are very helpful in reading words.
• They do our automatic correction and build reading fluency by recognizing sound
patterns of a language.
• The words one and fun have same ending sound but different spellings.
• Display the poem chart papers in the class. Use same colour for the pairs of rhyming
words.

Introduction:
• Ask any student to sing the poem for the class.
Clap for the volunteer.
• Let the class sing it together softly. Clap for the
class.
• Then ask:
▪ Why do you still remember this
poem?
▪ Is there any magic in this
poem/rhyme?
• Listen to all the answers and appreciate it if
someone tells about rhyme or the same sound.

Development:
Activity 1:
• Prepare the following rhyme display chart with the same colours for the rhyming words.
• Tape the chart on the board.
• Give the following directions to the students:

53
 ▪ Close your eyes and listen to the words. (The teacher will say ‘star’ ‘are’.
▪ Now look at the red words in the poem. Do you feel anything the same?
▪ Close your eyes and listen to the words. (The teacher will say ‘high’ ‘sky’)
▪ Try to feel the same ending sound and share with the class.
• Tell the students that rhyming words also help in reading correctly. They also help in
memorizing rhymes and poems.
• Tell students that ‘star’ and ‘are’ are rhyming words.
• Ask them if they can think of more rhyming words.
• Give the example of the words ‘high’ and ‘sky’ which are rhyming words.
• Ask students to say a word that rhymes with them.

Activity 2:
• Prepare the following chart for the lesson and class
display.
• Sing the poem for the students one time.
• Then ask the class to sing along.
• Now point to the words, read and explain the poem.
• Help the students find and learn the pairs of rhyming
words in this poem.
• Write one word on the board and call the students to
write the other one.
1. five alive
2. ten again
3. go so
4. bite right

Conclusion/ Sum up/ Wrap up:

• Same ending sound words are called rhyming words.
• Rhyming words help in reading and memorizing rhymes and poems.

Assessment:
• Write the given words on the board.
• Call students randomly to the board.
• Say a word and ask the students to find its rhyming word/s.
• Give feedback/make corrections on the spot.

1. star pen car jam hat far

2. high book van sky why what
3. five drive bee hive alive put
4. yes no not dress gas mess
5. right rat tight bite light rope

Follow up:
• Homework: Discuss the English textbook, parts ii and iii of Language Focus, on page 113
and give as homework.
• Learn the spellings of all the rhyming words done in grade 1.

54
 Teacher Guide Lesson Plan
Grade-1 18
UNIT 4: LET’S HAVE FUN
TOPIC: ARTICLES

Duration: 80 Minutes

Students Learning Outcome:

➢ Recognize that plural nouns do not take the articles ‘a’ or ‘an’.

Materials:

• Chart papers
• Colours

Information for Teachers:

same as given in LP 17 (a)

Introduction:
• Ask the class to listen carefully to this game.
• Say some nouns present in the class.
• Ask the students to jump on the noun beginning with a vowel sound and clap once on the
noun starting with a consonant sound. (Word Bank: book, door, eraser, pencil, desk,
chair, ant, eye, notebook, bag, ear, elbow, fan, etc).
• Write any 3 of the class objects on the board with some numbers. For example: four
books, six chairs, and two erasers.
• Explain that these are now more than one which means plural.
• Ask the students to think about what is missing to make them plural.
• Make the students think and add ‘s’ at the end of each noun to make them plural.

Development:
Activity 1:
• Ask the class to open the textbook pg. 64 part vii.
• Make the students read and understand the rule of not using ‘a’ or ‘an’ with plural nouns.
• Help them do the exercise.
• Make corrections on the spot.

Activity 2:
• Guide the students to learn that most nouns become plural by adding‘s’ at the end.
• Write singular nouns on the board and call the students on turns to write the plurals and
drawing pictures on the board.

Singular (one) Plural (more than one)

an apple
a turnip
an onion

55
 an apricot
a brinjal
a pineapple
a carrot
a watermelon
a cucumber

Conclusion/ Sum up/ Wrap up:

• Help the students understand and say:
▪ Plural nouns do not take ‘a’ or ‘an’.
▪ Recap no use of ‘a’ and ‘an’ with plurals.

Assessment:
• Ask students to open textbook pg. 64.
• Make them recall the rules and do the exercise viii on their own.
• Give feedback/make corrections on the spot.

Follow up:
• Write a/an in notebook for the following words:
roads, balloon, pineapples, desks, computer, paper

56
 Teacher Guide Lesson Plan
Grade-1 19

UNIT 5: SHARING IS CARING

TOPIC: CATEGORIES OF ACTION AND NAMING WORDS

Duration: 40 Minutes

Students Learning Outcomes:

• Recognize the different categories of some:
▪ Simple action words
➢ Naming words e.g. animals, fruits, vegetables, parts of body, objects, colours, shapes, size, in
pictures, classroom, at home and in immediate environment.

Materials:
• A toy box/paper bag/basket with plastic animals, fruits, vegetables and shapes.
• Students’ belongings in a classroom like pencils, rulers, crayons, water bottle, book, pouch,
hair clip, eraser, etc.

Information for Teachers:

• A naming word is the name of a person, place, object, etc.
• Every object, place and person has a name. It is called “Naming Word”.
• We can find different objects, shapes, colours, fruits, vegetables, persons, etc.
• An action word shows action.

Introduction:
• Show the students different fruits, vegetables, shapes, etc. and ask their names to
reinforce their prior knowledge.
• Explain to them that things around us, e.g. fruits, vegetables, animals, colours, shapes
and people have names. Names (the words that refer to names) of everything are called
naming words.
• Explain the words run, jump, fly etc. refer to the action/doing words.
• Ask students to do different actions like clap, sit, stand, jump, hop.
• Do different movements/actions with different toy animals like jumping, hopping, flying,
climbing, swimming, sitting, etc.
• Show toy animals to students and move them like running, and ask, ‘what is the tiger (or
whatever animal it is) doing?
• Encourage students to repeat the animal name and movement.

Development:
Activity 1:
• Invite students to come in front of the class voluntarily to do some simple actions.
• Ask rest of the students to guess and name the action.
• Involve all students in the activity to clarify the concept.

57
• Give different instructions to the students one by one by whispering in their ears to act
like a bird and fly, act like a fish and swim, act like a teacher and teach, act like a doctor
and check-up a patient, etc.
• Encourage students to repeat the action and name the action word.
• Write some simple naming and action words on the board.
• Take students’ responses to check their understanding of the concepts.

Activity 2:
• Show students different objects and ask them to name them one by one.
• Then, ask the students to tell the colour of each object.
• Display some colour flashcards on the board and tell the names of different colours to the
students.
• Ask students to open the textbook pg. 47.
• Make them recognize and name the colours.

Activity 3:
• Draw some shapes, square, circle, triangle, etc. on the board or display the flash cards on
the board.
• Tell the names of the shapes one by one to the students.
• Encourage the students to find objects in the classroom having any of the shapes which
they have read about.
• Ask the students to open textbook pg. 48.
• Guide them how to do the activity.
• Assign it as an individual task.
• Supervise the activity and help students where required.

Conclusion/ Sum up/ Wrap up:

• Take a ball and toss it to a student who upon catching the ball, names an object and the
initial sound.
• Then, ask the student to throw it to another student who does the same.
• Ensure that each student gets a turn as the ball is passed on only once to each student .

Assessment:
• Make a word bank of naming words and action words on a chart paper (before the class
starts).
Naming words Action words
Boy fly
Bee hop
Butterfly run
Bird jump

• Prompt students to identify and match the action word with the naming word.
• Encourage them to match action words with more than one naming words e.g. bird, bee,
butterfly (fly) frog, boy, rabbit (jump)

Follow-up:
• Find out objects having different shapes in surroundings, i.e. home, garden, playground,
etc.
• Write the names of objects and their shapes in the notebook.
• Re-read the lesson and encircle all action words.
• Underline all naming words found in the lesson.

58
 ‫بسبمن‪23-‬‬ ‫رچیٹاگڈیئرگی‪1-‬‬

‫ونعان‪:‬وصتریدھکیرکاسںیموموجداایشےکانمیھکل۔‬

‫دوراہین‪40:‬ٹنم‬

‫ِ‬
‫احالصتملعت‪:‬‬
‫اسبسیکلیمکتےکدعبہبلطاساقلبوہاجںیئےگہکوہ‬
‫• وصتریدھکیرکاسںیموموجداایشےکانمھکلںیکس۔‬

‫وماد‪:‬‬
‫دریساتکب‪،‬ہتختٔرحتریعمولازامت‪،‬وصترییاچرٹ‪،‬فلیشاکرڈز۔‬

‫ولعمامترباےئااسذتہ‪:‬‬
‫• وصتریےسفطلادنوزوہےنےکےیلوصترییمہفاکہکلمرضوریےہ۔‬
‫• ہبلطںیماشمدہےیکسحزیترکےنےکےیلاںیہنفلتخمانمرظیکاصتوریداھکرکوغرورکفیکالصتیحدیپارکےنیکرطفوتہجدینی‬
‫اچےیہ۔‬
‫• انمبسادنازںیمرامنہیئرکےکزیچوںاکادراکرکےناکرنہدیپارکاناچےیہ۔‬

‫اعترف‪۵(:‬ٹنم)‬
‫وچبںوکرمکےےسابرہوکسلےکدیمانںیمےلاجںیئاورواہںوموجددروتخں‪،‬وپدوںاورابیقزیچوںےکےانموپںیھچ‪،‬وکششرکںیہک‬
‫بسےچبیسکہنیسکزیچاکانمرضوراتبںیئ۔ٓاپاںیھنواسپرمکےںیمےلٓاںیئاوروچبںیکدیھکیوہیئزیچوںےکانمانےسوپھچرکوبرڈرپ‬
‫ھکلدںی۔‬

‫بساکدتبرجیاراقت‪۷(:‬ٹنم)‬
‫ااتسدومابلئایوکسلبیٹیکدمدےسفلتخمدلشکاوروخبوصرتانمرظداھکےتوہےئہبلطےسوصتریںیموموجدزیچںیاذخرکواےئ۔ہبلط‬
‫ےسزیچوںےکانماذخرکواےتوہےئوبرڈرپےھکلاجںیئ۔‬

‫رسرگیمبمن‪۱۰(:۱‬ٹنم)‬
‫ہبلطوکوجڑویںںیمدرجذلیاصتوریدےیجی۔ہبلطےسےیہکہکدییئگوصتریاکوغبراجزئہےیجیلاوراسںیمدییئگزیچوںےکانمےیھکل۔‬

‫‪59‬‬
‫ہبلطبج ُگفتوگرکرےہوہںوتوھگمرھپرکاناکاجزئہےیجیلاوراسابتوکینیقیانبےیئہکانیک ُگفتوگوموضعےکرگدیہرےہ۔‬
‫ہبلطےسارفنادیوطررپدییئگوصتریوںںیمےسزیچوںےکانمالتشرکےکےیھکل۔‬

‫رسرگیمبمن‪۱۰(:۲‬ٹنم)‬
‫ہبلطےسدریساتکباکہحفصبمن‪۸۴‬ولھکاںیئ۔‬
‫وھگمرھپرکدںیھکیہکبسےنولطمہبہحفصیہوھکالےہ؟اسرپینبوہیئوصتریوکوغرےسدےنھکیےکےیلںیہک۔‬
‫ہبلطےسوصتریںیمدییئگزیچوںےکانمےنھکلوکےیہک۔‬

‫‪60‬‬
 ‫ااتتخم‪۳(:‬ٹنم)‬
‫ہبلطےسرمکہامجتعںیموموجدزیچوںےکانماذخرکواےیئ۔‬

‫اجچن‪۴(:‬ٹنم)‬
‫چ‬
‫وصترییاچرٹداھکںیئاوروچبںےساسںیموموجدزیچوںےکانموپ ھییے۔‬
‫فلیشاکرڈزوچبںںیممیسقتےیجیکاورانرپوجانمےہوہاچرٹںیموموجدوصتریرپاپسچںرکواےیئ۔‬

‫رھگاکاکم‪۱(:‬ٹنم)‬
‫ہبلطےسیسکرپایناتکبیکدمدےسیسکرظنمیکوصتریاکٹرکاینپاکیپںیماپسچںرکےناوراسںیموموجدزیچوںےکانمھکلرکالےنوکںیہک۔‬

‫‪61‬‬
 ‫بسبمن‪27-‬‬ ‫رچیٹاگڈیئرگی‪1-‬‬

‫ونعان‪:‬اسدہاافلظنسرکھکلیکس(االم)‬

‫دوراہین‪40:‬ٹنم‬

‫ِ‬
‫احالصتملعت‪:‬‬
‫• اسدہ اافلظنسرکھکلیکس۔(االم)‬

‫وماد‪:‬‬
‫اصنیباتکب‪،‬دتریسیبسےکاسدہاافلظرپلمتشمفلیئشاکرڈز ‪،‬ہتختءرحتری‪،‬امررک‪،‬ڈرٹس۔‬

‫ولعمامترباےئااسذتہ‪:‬‬
‫• االمہبلطیکرحترییالصوتیحںںیمااضےفےکےئلاہنتیامہےہ‬
‫ے‬
‫دیےئگدنچاکنتوکدمِرظنرےتھکوہےئ‬‫اسےئلااسذتہذلیںیم ئ‬

‫االمیکدترسیرکواںیئ۔‬

‫• ہتختءرحتریوکاامعتسلںیمالرکاالمےکاافلظےلہپہبلطوکداھکےئ‬

‫اجںیئاوردعبازاںدرتسظفلتےکاسھتڑپوھاےئاجںیئ۔‬

‫• ہبلطےساالمےکاافلظوکےنھکلیکقشمرکوایئاجےئ۔‬

‫• اسمیتقبلمعےکذرےعیدترسیوکرتہبانبایاجےئ۔‬

‫• ہبلطیکویطلغںیکاالصحہشیمہریمعتی‪،‬تبثماوردواتسہنادنازںیمرکواےیئاتہکےچبوخزفدہوہےئریغبھکیسیکساورانںیمڑپےنھاک‬

‫وشقرپوانڑچھےکس۔‬

‫• االغطوکہشیمہدرتسرکےکنیتےساپچنابروھکلاایاجاناچےیہ۔‬

‫‪62‬‬
 ‫رات‪،‬اترے‬
‫اعترف‪۵(:‬ٹنم)‬
‫ہبلطےسوپاھچاجےئہک‬

‫• وکیئاینظفلےنھکلےسےلہپاسظفلوکڑپانھآاناچےیہایںیہن؟‬
‫چ‬
‫• دنچاسدہاافلظًالثم رات‪،‬اترے‪،‬دودھوریغہہتختءرحتریرپےیھکلاورہبلطےسوپ ھیےہکایکآپےنہیاافلظاُنےکاسےنمدھکیرکےھکل‬

‫ںیہایریغبدےھکی؟‬
‫ے‬
‫دیےئگوجاابتےکقلعتمابتتیچرکےتوہےئاںیھناتبایاجےئہکیسکےئنظفلوکےنھکلےسےلہپاےسڑپانھآاناچےیہ‬‫ہبلطےک ئ‬

‫۔وچبںوکاتبںیئہکاافلظوکنسرکدریگتسےسانھکلاالمالہکاتےہاورمہآجدنچےئناافلظیکاالمںیھکیسےگ۔‬

‫بساکدتبرجیاراقت‪۷(:‬ٹنم)‬
‫ااسذتہوچبںوکفلیئشاکرڈزداھکرکدرتسظفلتوادایئےکاسھتےئناسدہاافلظیکقشمرکواںیئ۔فلیئشاکرڈزامتمہبلطوکداھکےئاجںیئاوراُںیھن‬

‫اہکاجےئہکاناافلظوکڑپےنھےکاسھتاسھتانیکانبوٹوکیھبوغرےسدںیھکی۔‬

‫رسرگیمبمن‪۱۰(:۱‬ٹنم)‬
‫ااسذتہدنچاسدہاافلظہتختءرحتریرپںیھکل۔فلتخمہبلطوکالکسےکاسےنمالُبرکاناافلظوکدرتسظفلتےکاسھتڑپےنھاورہتختءرحتریرپےنھکلےک‬

‫ےئلاہکاجےئینعیہبلطاافلظوکہتختءرحتریےسدھکیرکںیھکل۔دعبازاںہتختءرحتریرپےھکلےئگاافلظںیمےسوکیئاکیظفلاٹمدںیایرھپظفلوکاپھچدای‬

‫اجےئاتہکہبلطاسظفلوکہندھکییکس۔یسکاطبلملعوکالبرکاٹمےئےئگظفلوکریغبدےھکیےنھکلےکےئلاہکاجےئ۔ااسذتہوچبںےسہیاافلظرتبیت‬

‫وراناالمرصفویہےچباافلظھکلیکسوجاناافلظوکڑپانھیھباجےتن‬
‫ےکاسھتاوررتبیتےکریغبدوونںطحےسڑپوھاںیئاوروھکلاںیئاتہکد ِ‬

‫وہں۔اافلظوکوخشطخاوردریتسےکاسھتےنھکلرپہبلطیکوحہلصازفایئیکاجےئ۔‬

‫‪63‬‬
 ‫رسرگیمبمن‪۱۰(:۲‬ٹنم)‬
‫وچبں وک وجڑویں یکوصرت الکسےکاسےنم البای اجےئ۔ دوونںوچبں وک اگلاگل فلیئشاکرڈزداھکےئاجںیئ نجرپاسدہاافلظرحتریوہں ۔ وچبں‬

‫ےساہکاجےئہکوہ اناافلظیکانبوٹوکذنہںیمرےتھکوہےئاناافلظوکابریابریہتختءرحتریرپںیھکل۔ااسذتہ ہبلطےکاکماکاجزئہںیلاورحیحص‬

‫ظفلت ےنھکلںیمانیکرامنہیئرکںی۔ااسذتہفلتخموچبںوکالبرکفلیئشاکرڈزداھکےنےکدعبفلیئشاکرڈزرپ ےھکلےئگاافلظوکزابینوھکلاےنیکقشم‬

‫رکواںیئ۔‬

‫ااتتخم‪۳(:‬ٹنم)‬
‫ااتتخمرپوچبںوکاتبایاجےئہکآجمہ ےناسدہاافلظیکاالم انھکلیھکیسےہ۔ایکابآپ االمےکےئلاھکسےئےئگاافلظدےھکیریغبھکلےتکسںیہ؟ایک‬

‫اافلظیکدرتسانبوٹاںیہنایھچطحایدےہ؟ارگوچبںاکوکیئوسالوہوتاساکوجابدایاجےئ۔‬

‫اجچن‪۳(:‬ٹنم)‬
‫ہبلطےس اھکسےئےئگدنچاسدہاافلظاکاالمرکواےیئینعیےچبرصفںینساورنسرکاسدہاافلظںیھکل۔االغطرپرامنہیئہکبجدریتسےکاسھتےنھکلرپ‬

‫وچبںیکوحہلصازفایئےیجیک۔‬

‫رھگاکاکم‪۲(:‬ٹنم)‬
‫وچبںےسںیہکہکوہاھکسےئےئگاافلظیکاالمرھگوںےساینپاینپاکویپںرپوخطخشرحتریرکےکالںیئ۔‬

‫‪64‬‬
 ‫بسبمن‪42-‬‬ ‫رچیٹاگڈیئرگی‪1-‬‬

‫ونعان‪:‬ختمہ اوروساہیلاشنن‬

‫دوراہین‪40:‬نم‬

‫ِ‬
‫احالصتملعت‪:‬‬
‫ہبلطولمجںںیمختمہاوروساہیلاشننیکاچہپنرکںیکس۔‬

‫وماد‪:‬‬
‫اصنیباتکب‪،‬ختمہاوروساہیلاشنانترپلمتشماچرسٹ‪،‬اسدہ اوروساہیلولمجںےکاحلمفلیشاکرڈز‪،‬ہتختَرحتری‪،‬امررک‪،‬ڈرٹس‬

‫ولعمامترباےئااسذتہ‪:‬‬
‫• اردویکدترسیںیمابعرتوکاےکسایلصوہفممںیمےکاسھتےنھجمساوراھجمسےنںیمرومزاواقفیکزربدتساتیمہ‬
‫ےہ۔اےکسریغبرحتریےکوہفمموکےنھجمسںیملکشمشیپآیتےہ۔رومزاواقفےکحیحصاامعتسلےسابعرتحیحصوطررپھجمسآیت‬
‫ےہ۔‪،‬اورطلغاامعتسلےسوہفممھچکاکھچکوہاجاتےہ۔اسےیلااسذتہرکاموکادتبایئامجوتعںںیمابلطءوکختمہاوروساہیلاشننیک‬
‫اچہپناوراامعتسلاکاجاننرضوریےہ۔‬
‫• ختمہاوروساہیلاشننیکاچہپنیکدترسیےکےیلومنےنیکدتریسیتمکحِیلمعایبنیکاجریہےہ‪.‬‬
‫• ااسذتہذلیںیمدےیےئگرطقیِاکروکدمِرظنرےتھکوہےئہبلطںیمختمہاوروساہیلاشننیکاچہپنیکدترسیرکںیےگ۔‬
‫• ختمہاوروساہیلاشننےکاطمقباعتریفوساالترتبیتدےیئاجںیئےگ۔‬
‫اعترف‪۵(:‬نم)‬
‫ااتسدوچبںیکاسہقبولعمامتوکدمرظنرےتھکوہےئامجتعںیمےسدنچوچبںوکاسدہےلمجانبےنوکےہکاگ۔‬
‫رھپااتسدہبلطےسوپاھچاگہکایکمہ‬
‫• ایکیسکاسدہابتوکایبنرکےتوہےئمہ ِ‬
‫دورانوگتفگرہھٹےتںیہ؟‬
‫• ایکاسدہےلمجاوروسالںیمرفقوہاتےہ؟‬
‫• ہبلطےکوجاابتےکقلعتمابتتیچرکےتوہےئےلہپواحضایکاجےئہکبجوکیئہلمجلمکموہاجےئوتمہ ِ‬
‫دورانوگتفگوھتڑااس‬
‫دورانرحتریاسدہےلمجےکااتتخمرپایسرہھٹاووکاظرہرکےنےکےیلختمہیکالعتم‬
‫رہھٹرکیئنابتایےلمجیکادتباءرکےتںیہ‪ِ .‬‬
‫اامعتسلیکاجیتےہ۔ہکبجااسیہلمجسجںیمیسکابتےکقلعتموپاھچاجےئوساہیلالہکاتےہاوروساہیلےلمجےکااتتخمرپوساہیل‬
‫اشننیکالعتماامعتسلیکاجیتےہ‪.‬‬

‫‪65‬‬
 ‫بساکدتبرجیارقت‪۷(:‬نم)‬
‫درجذلیاکنتوکدمِرظنرےتھکوہےئبسےکنتمیکڑپاھیئےئجیک۔ابلطوکاسدہاورااہفتسہیمولمجںںیمرفقاھجمسےیئاورایکناثمںیلدےرک‬
‫زمدیاذخرکواںیئ۔‬
‫اثملےکوطررپہلمج''آامسنرپدکنھرظناریہےہ۔''اسدہہلمجےہ۔‬
‫ہلمج"دکنھےسیکیتنبےہ؟" ااہفتسہیم(وساہیل)ہلمجےہ۔‬
‫ابلطوکفلیشاکرڈداھکےتوہےئختمہاوروساہیلاشننیکالعوتمںیکاچہپنرکوایئاجےئ‬

‫اافلظاک ُدرتس‬
‫ُدرتسبلوہجہل‬ ‫ظفلت‬

‫ریماانموساہیلاشننےہ۔‬
‫ریماانمختمہےہ۔‬
‫ںیمزایدہرتایک‪،‬بک‪،‬ویکں‪،‬ےسیک‪،‬ےنتکاوراہکںےسیجاافلظ‬
‫ںیمرہےلمجےکااتتخمرپاگلایاجاتوہں۔‬
‫ےسرشوعوہاتوہں۔‬
‫رسرگیمبمن‪۱۰(:۱‬نم)‬
‫ختمہاوروساہیلاشنانتواےلاچرسٹامنایںہگجرپآوزیاںےئکاجںیئاتہکامتمہبلطاُںیہنابآاسیندھکیںیکس‪.‬وچبںوکابریابریالبرکختمہ‬
‫اوروساہیلاشنانتیکاچہپنرکوایئاجےئ‪.‬وچبںوکابریابریالُبرکاہکاجےئہکوہہتختَرحتریرپامررکیکدمدےسختمہاوروساہیلالعامتانبںیئ‪.‬‬
‫رسرگیمبمن‪۱۰(:۲‬نم)‬

‫‪66‬‬
‫وچبںوکفلتخمرگوسپںیممیسقترکںی‪.‬رہرگوپںیمذنیہ‪،‬اوطساورمکمہفےکوچبںوکاشلمایکاجےئ‪.‬وچبںیکدیپسچلےکےیلرگوسپےکانم‬
‫یھبرےھکاجےتکسںیہ‪.‬رہرگوپںیماسدہاوروساہیلرقفاترپلمتشمفلیشاکرڈزمیسقتےئکاجںیئ‪.‬وچبںےساہکاجےئہکاسدہاوروساہیلولمجں‬
‫ےکآرخںیماامعتسلوہےنوایلالعامتیکاشندنیہرکںی‪.‬‬
‫ااتتخم‪۳(:‬نم)‬
‫بسےکااتتخمرپبسےسقلعتموساالتوپںیھچ۔‪.‬وچبںےسںیہکہکوہوہاںیمختمہاوروساہیلالعامتانبرکداھکںیئ‪.‬‬
‫اجن‪۴(:‬نم)‬
‫ہبلطےسوپںیھچہکاسدہےلمجےکااتتخمرپختمہیکالعتمےگلیگایوساہیلالعتماکاامعتسلایکرکںیےگ‪.‬‬
‫رھگاکاکم‪۱(:‬نم)‬
‫ہبلطوکبسںیمےسختمہاوروساہیلالعامترپدارئہاگلےناکاہکاجےئاگاورہبلطرھگےساکیاسدہہلمجختمہاکاامعتسل‬
‫رکےتوہےئاوراکیوساہیلہلمجھکلرکالںیئےگاوراسےکآرخںیموساہیلاشننیھباگلںیئےگ۔‬

‫‪67‬‬
 ‫بسبمن‪43-‬‬ ‫رچیٹاگڈیئرگی‪1-‬‬

‫ونعان‪:‬مکازمکاتنیپسیلاافلظرپلمتشمابعرترواینےسڑپنھ‬

‫دوراہین‪40:‬ٹنم‬

‫ِ‬
‫احالصتملعت‪:‬‬
‫اکیٹنمںیممکازمکاتنیپسیلاافلظرپلمتشمابعرت رواینےسڑپھںیکس۔‬

‫وماد‪:‬‬
‫اصنیباتکب‪،‬فلیشاکرڈز‬

‫ولعمامترباےئااسذتہ‪:‬‬
‫ابلطےکےیلدرتسظفلتاوررواینےکاسھتابعرتوخاینتہباتیمہاکاحلمےہ۔‬
‫• رثناکوصیتنسح‪،‬وخشآیگنہاورومزوتینمہبسےکےیلنیکستعبطےہ۔اسےیلادتبایئامجوتعںںیمابلطوکدرتساافلظاور‬
‫رواینےکذرےعیفطلادنوزوہانیھباھکسایاجاتےہ۔اسےیلااسذتہرکاموکادتبایئامجوتعںںیمابلطءےکذوقیکآایبریوک‬
‫دمرظنرےتھکوھےئرثنیکدترسیےکےیلوصترییواضتحیھباسھتدینیاچےیہ۔اسےسابلطابعرتوخاینرکےتوہےئ‬
‫آاسینوسحمسرکاتےہ۔‬
‫• ابعرتوخاینیکدترسیےکےیلومنےنیکدتریسیتمکحِیلمعایبنیکاجریہےہ۔‬
‫• ااسذتہذلیںیمدےیےئگرطقیِاکروکدمِرظنرےتھکوہےئہبلطوکدترسیرکںیےگ۔‬
‫اعترف‪۵(:‬ٹنم)‬
‫چ‬
‫• وچبںوکوصتریداھکرکااتسدفلتخموساالتوپےھچاگوچبںےسوپ ھیےہکاںیہنایکرظنآراہےہ۔اںیہنرظنمےسفطلادنوزوہےناک‬
‫ومعقدےیجی۔‬
‫• وچبںےسںیہکہکآجوہومومسںےکابرےڑپںیھےگ۔وچبںےسوپںیھچہکامہرےاہںےنتکوممسوہےتںیہاوراسوممس‬
‫ںیموہسکرطحےکڑپکےےتنہپںیہ‪،‬سکرطحےکلھپاھکےتںیہوریغہوریغہ۔‬
‫• ابعرتےکاسھتوموجدوصترییکواضتحےیجیکہکامہرےاچروممسںیہ۔اسےسابلطںیمدیپسچلڑبےھیگ۔‬

‫‪68‬‬
 ‫ںیموممسرساموہں‪،‬بجںیمآاتوہںوتاہپڑوںرپ‬ ‫ںیموممسرگاموہں‪،‬بجںیمآاتوہںوتتخس‬
‫ربفابریوہیتےہ۔‬ ‫رگیمالاتوہں۔سجےسںیلصفیتکپںیہ۔‬

‫ںیموممساہبروہں‪،‬ریمےوممسںیموھپلےتلھکںیہ‬ ‫ںیموممسزخاںوہں‪،‬ریمےوممسںیماشوخںےس‬

‫اورےئنےتپنکلیےںیہ۔‬ ‫ےتپرگےترےتہںیہ۔‬

‫بساکدتبرجیارقت‪۷(:‬ٹنم)‬
‫وچبںےسںیہکہک‪،‬ہحفص‪156‬وھکںیل۔انےسوپںیھچہکانوکوصتریںیمایکرظنآراہےہ؟اناکایکایخلےہہکاسبسںیمایکوہاگ؟‬
‫وچبں وک اتبںیئ ہک آج آپ ومومسں ےک ابرے ڑپںیھ ےگ۔آپ وجظفل ڑپںیھ ‪ ،‬ےچب اس رپ ایلگن ریھک۔رہ رطس رہھٹ رہھٹ رک ڑپںیھ ۔‬
‫امجتعاکدورہرکںیاوراشمدہہرکںیہکامتمےچبدرتسےحفصرپ‪،‬درتسظفلرپایلگنرھکرےہںیہ۔‬
‫وچبںےسںیہکےکابعرتڑپےتھوہےئدرجذلیاکنتاکایخلرےیھک۔‬

‫ابعرت یکرواینٔ‬ ‫اافلظاکدرتسظفلت‬

‫در تسبلوہجہل‬
‫ومٔرثبلوہجہل‬

‫وتقاکایخل‬

‫‪69‬‬
‫ڑپاھےنےکدورانوچبںوکاھجمسےنےکےئلوساالترکںیاوراسھتاسھتوخدوجابدںی‪،‬ےسیج‪:‬امہرےاہںےنتکوممسںیہ؟ںیلصفبکیتکپ‬
‫ںیہ؟‬
‫اسےکاسھتاسھتابعرتںیماشلمےئناافلظاکدرتسظفلتوبرڈرپارعاباگلےکاھجمسےیئ۔‬
‫رسرگیمبمن‪۱۰(:۱‬ٹنم)‬
‫فلتخموچبںےسابعرتیکدنلبوخاینرکواےیئ۔اسدوراناسابتاکایخلرےیھکہکہبلطہقلعتمرطسدرتسظفلتاوررواینےسڑپھ‬
‫ںیکس۔ابعرتدرتسظفلتےسڑپےنھںیمہبلطیکرضوریراامنہیئےیجیک۔‬
‫ابعرتںیموموجدےئناافلظفلیشاکرڈزیکدمدےسہبلطوکڑپاھےیئ۔اافلظیکڑپاھیئرکواےتوہےئ ُدرتسظفلتےکاسھتادایگیئاکاخصایخل‬
‫رےیھک۔ارگےچبیسکظفلاکظفلتطلغادارکںیوتاےسوبرڈرپھکلرکارعاباگلےتوہےئاساکظفلتواحضےیجیک۔‬
‫رسرگیمبمن‪۱۰(:۲‬ٹنم)‬
‫وچبںےس ُُکامجیتع ُ و‬
‫ُگرکےتوہےئرگوپلیکشتدںیاوراٹسپواچیکدمدےساکیٹنمںیمابعرتوخایناکدرتسظفلتاوررواینےک‬
‫اسھتاقمےلبرکواںیئ۔ےنتیجواےلرگوپےکابلطیکوحہلصازفایئاورتسسراتفرابلطیکابعرتوخاینیکزمدیقشمرکواںیئ۔‬
‫ااتتخم‪۳(:‬ٹنم)‬
‫چ‬
‫ابعرتوخاینےکوحاےلےسابلطیکمیہفتاکاجزئہےنیلےکےیلدنلبوخاینےکامہاکنتےکابرےںیموساالتوپ ھیے۔الثمامجتعےکدونیت‬
‫ابلطءےسابعرتانسےنوکںیہک۔‬
‫اجچن‪۴(:‬ٹنم)‬
‫چ‬
‫ہبلطےسدرجذلیاافلظاکوہفمموپ ھیے‪:‬‬
‫وممس‪،‬ںیلصف‪،‬رسام‪،‬اہپڑوں‪،‬ابرفابری‪،‬زخاں‪،‬ےتپ‪،‬اشوخں‪،‬وھپل‪،‬اہبر‬
‫رھگاکاکم‪۱(:‬ٹنم)‬
‫ابلطءےسںیہکہکوہاےنپدنسپدیہوممسرپریپارگافرھگےسایدرکےکآںیئاورلکالکسںیمروایناوردرتسظفلتےکاسھتاکیٹنمںیم‬
‫انسںیئ۔‬

‫‪70‬‬
 ‫بسبمن‪12-‬‬ ‫رچیٹاگڈیئرگی‪1-‬‬

‫لیھکاوروقاین‬

‫دوراہین‪40:‬ٹنم‬

‫ِ‬
‫احالصتملعت‪:‬‬
‫وقاینیکرعتفیرکںیکساوراُنرپلمعرکےنیکاتیمہوکھجمسںیکس۔‬

‫وماد‪:‬‬
‫اصنیباتکب‪،‬ہتختٔرحتری‪،‬امررک‪،‬اصتوری‬

‫ولعمامترباےئااسذتہ‪:‬‬
‫• رعموفولیھکںےکاینبدیوقاینوکاجانن۔‬
‫• ولیھکںاوررگویہ(اامتجیع)رسرگویمںےکذرےعیلمرکاکمرکےنیکاتیمہاوروفادئوکاُاجرگرکںی۔‬
‫(‪5‬ٹنم)‬ ‫اعترف‪:‬‬
‫• ہبلطےسوپںیھچ‪:‬‬
‫• ٓاپوکنوکنےسلیھکےتلیھکیہ؟‬
‫• ٓاپہیلیھکسکےکاسھتےتلیھکیہ؟‬
‫• ٓاپاےنپدنسپدیہلیھکےتلیھکوتقوکنیسابوتںرپلمعرکےتیہ؟‬
‫• ارگمہلیھکےتلیھکوتقلیھکےکوقاینرپلمعرکںیوتایکافدئہوہاگ؟‬
‫• ہبلط وک اتبںیئ ہک ےتلیھک وتق ںیمہ ھچک ابوتں اک ایخل رانھک ڑپات ےہ‪ ،‬اںیھن لیھک ےک وقاین اہک اجات ےہ۔ہی وقاین ںیمہ اتبےت یہ ہک لیھک ےک‬
‫دورانںیمںیمہنکابوتںرپلمعرکاناچےیہ۔‬
‫(‪7‬ٹنم)‬ ‫بساکدتبرجیارقت‪:‬‬
‫• دنلبٓاوازںیمہبلطےکاسےنمبسیکڑپاھیئرکواںیئ(ہحفصبمن‪)23‬۔‬
‫• ہبلطوکلیھکےکاینبدیوقایناتبںیئ۔ہتختٔرحتریرپلیھکےکوقاینںیھکلاوراُںیھناُویچنٓاوازںیم ُدرہاںیئ۔(وقاینوکفلیشاکرڈرپیھباھکلاج‬
‫اتکس ےہ)۔اثمل ےک وطر رپ اُن ےسںیہک ہک لیھک اکاکی امہ اُوصل ہی یھبےہ ہک اہر وک ُ‬
‫لُھک دل ےس امان اجےئ۔ اب ہبلط ےس وپںیھچ ہکبج وہ‬
‫لیھک ںیم اہرےت یہ وت ایک وہ اینپ اہر وک ےلھک دل ےس امےتن یہ۔ہبلط ےس اُ ن اک وجاب ولعمم رکںی اور تبثم وجاب دےنی واولں یک حہلص ازفایئ‬
‫رکںی۔‬

‫‪79‬‬
 ‫• اسےکدعبُااتسد‪/‬اُاتسینزمدیوقایناتبںیئاوراُنوقاینرپلمعرکےنیکرتبیغیھبدںی۔‬
‫فلیشاکرڈز‬

‫اینپابری اکااظتنررکان‬ ‫ررفییےکےلصیفوکامانن‬ ‫لیھکےکاوصولںرپلمعرکان‬

‫اکیدورسےیکدمدرکان‬ ‫وخشدیلےسہجیتنوبقلرکان‬ ‫اامینداری ےسانلیھک‬

‫(‪10‬ٹنم)‬ ‫رسرگیمبمن‪:۱‬‬
‫• ہبلطوکدورگووپںںیممیسقترکںی۔‬
‫• رہرگوپوکاینپدنسپاکاکیاکیلیھکبختنمرکےنوکںیہک۔‬
‫• رہرگوپاےنپدنسپےکلیھکےکوقایناچرٹرپیپایاکذغرپےھکل۔‬
‫• دوونںرگوپ وقاینھکلںیلوت رہرگوپ ںیمےسدواینیتہبلطاےنپےھکلوہےئوقاین‬
‫دورسوںوکاتبںیئ۔‬

‫(‪10‬ٹنم)‬ ‫رسرگیمبمن‪:۲‬‬
‫• ُُااتسد‪/‬اُاتسینہبلطوکوقاینیکاتیمہےکابرےںیماتبےنےکےیلاکیرصتخماہکین‪/‬نیسانسںیئ۔‬
‫• اسدصقمےکےیلےچیندیوہیئاہکینیھبانسیئاجیتکسےہ۔‬

‫اکیدہعفیسکرہشںیمدو ومیٹںےکدرایمنلیھکاکاقمہلبوہا۔لیھکرشوعوہےنےس‬
‫ےلہپ دوونں ومیٹں وک لیھک ےک وقاین اتبےئ ےئگ اتہک لیھک ےک دوران ںیم ڑگھجا ہن‬
‫وہ۔اسےکدعبلیھکرشوع وہا۔لیھکےکدورانںیممیٹافلےکالھکڑی اافتق اور‬
‫اامین داری اک اظمرہہ رکےت رےہ۔ اس ےک العوہ میٹ افل ےک الھکڑویں ےن ررفیی‬
‫ےکرہےلصیفوکامان۔اسےکربسکعمیٹبےکالھکڑی طلغرطوقیںےسےنتیجیکوکشش‬
‫رکےت رےہ ۔یھبک وہ ررفیی ےک ےلصیف رپ ڑگھجےت اور یھبک ٓاسپ ںیم ڑلان رشوع رک‬
‫دےتی۔ٓارخ ںیم میٹ افل تیج گ نکیل میٹ ب ےک الھکڑی اینپ اہر میلست رکےن رپ‬
‫یھبرایضہنےھت۔‬

‫• ااتسد‪/‬اُاتسینہبلطےسابریابری وپںیھچ ہکاُنےکایخلںیممیٹبیکاہرےنیکایکوہجیھت؟(ےچیندییئگووجاہتےسںیمےسیھبوپاھچاجاتکس‬

‫ےہ)‬

‫‪80‬‬
 ‫➢ لملجرکہنانلیھک‬
‫➢ وقادعیکاپدنبیہنرکان‬
‫➢ ےباامیینرکان‬
‫➢ ررفییاکہلصیفہنامانن‬

‫ااتتخم‪۳(:‬ٹنم)‬
‫• دونیتہبلطےسوپںیھچ‪:‬وقاینرپلمعرکانویکںرضوریےہ؟‬

‫اجچن‪۴(:‬ٹنم)‬
‫• ہبلطےسوپںیھچ‪:‬وقاینرپلمعرکےکایکاحلصوہاتےہ؟‬
‫• ارگمہانااصنیفےسوکیئلیھکتیجاجںیئوتایکںیمہاُسیکوخیشےلمیگ؟‬

‫رھگاکاکم‪۱(:‬ٹنم)‬
‫• دنمر ٔ‬
‫ہجذلیوسالاکوجاباکیرطسںیماینپاکیپرپھکلرکالںیئ۔‬
‫لیھکےکوقاینرپلمعرکےکمہڑگھجوںےسچباجےتیہ۔ایکٓاپاسےلمجےساافتقرکےتیہارگاہںوتویکں؟‬

‫‪81‬‬
 ‫بسبمن‪4-‬‬ ‫رچیٹاگڈیئرگی‪1-‬‬
‫ریمامسج(امہری ی ں‬
‫سِح)‬

‫دوراہین‪40:‬ٹنم‬

‫ی‬
‫احالصتملعت‪:‬‬
‫اپوچنںوسحںےکقلعتمایبنرکےنےکرطےقیاجنںیکس(انھکچ‪،‬اھٹیم‪،‬اٹھک‪،‬ڑکوااَورنیکمن)۔‬

‫وماد‪:‬‬
‫کمن‪،‬ینیچ‪،‬اکیلرمچاپوڈر‪،‬فلتخملھپاورزبسویںےکفلیںشاکرڈز‬

‫ولعمامترباےئااسذتہ‪:‬‬
‫• امہرامسج یحسوںےکذرےعیریبوینرحماکتوکوسحمسرکاتےہ‪،‬اییسکزیچےکابرےںیمآاگیہایااسحسراتھکےہ۔‬
‫• ی ں‬
‫سِحںیمہاےنپآساپسیکدایناکاشمدہہرکےناورزیچوںوکےنھجمسںیمدمددیتیںیہ۔اپچنامہرطےقیںیہنجےسمہااسیرکےتکسںیہ‪:‬‬
‫آوھکنںےسمہدےتھکیںیہ‪،‬اویلگنںےسوھچےتںیہ‪،‬انکےسوسےتھگنںیہ‪،‬زابنےسذاہقئےتھکچںیہاوراکونںےسےتنسںیہ۔امہراانھکچ‪،‬‬
‫وھچان‪،‬دانھکیاوراننسبسااسحسیکاثمںیلںیہ۔‬
‫• وکیئیھبزیچوجآپیکانکیکادنروینرپتوکنلجاوروسنجرکیتےہ ےسیجرھبیوہیئ‪،‬یتہبوہیئ‪،‬اخرشاییتکپٹوسحمسرکیتےہ۔وہآپ‬
‫ےکذاےقئےکوحاسوکاتمرثرکیتکسےہ۔‬
‫اعترف‪:‬‬
‫• وچبںےسںیہکہکاےنپدنسپدیہاھکےنےکابرےںیموسںیچ۔‬
‫• رھپوپںیھچہکاساکذاہقئاسیکےہاورایخلںیمذاہقئوسحمسرکےتوتقآپےکمسجاکوکناسہصحاامعتسلوہاتےہ۔‬
‫زمدیوسالرکںی‪:‬‬
‫• ومیلںاوراچٹیلکےکڑکٹےےکذاےقئںیمایکرفقےہ؟‬
‫• بجآپحبصاےتھٹںیہوتبسےسےلہپآپوکنیسزیچںیدےتھکیںیہ؟‬
‫• سکیکآوازآپوکانسیئدیتیےہ؟‬
‫• سکزیچیکوخشوبوسےتھگنںیہ؟‬
‫• ایکزیچاےنپاہوھتںےسوھچےتںیہ؟‬
‫• سکزیچاکذاہقئےتھکچںیہ؟‬

‫‪82‬‬
 ‫رھپاتبںیئہکمہامتماکماےنپاعضاےسرکےتںیہ۔انںیمےساکیوضعامہریزابنےہ‪،‬سجےسمہرطحرطحےکذاےقئےتھکچںیہ۔ےسیج‬
‫اھٹیم‪،‬اٹھک‪،‬ڑکوااَورنیکمن۔‬
‫وساالتوپھچرکانےسوجاابتںینس‪:‬‬
‫آاکپدنسپدیہلھپوکاسنےہ؟ایکہیآوازداتیےہ؟ہیسکرطحوسحمسوہاتےہ؟ایکاسںیموُبےہ؟اساکذاہقئاسیکےہ؟‬
‫وصتریکیگتخپ‪:‬‬
‫ذاےقئیکاجچنیکہیدورسرگایمںآپےکہبلطوکذاےقئےکااسحسوکدرایتفرکےناورےنھکیسںیمدمدرکںییگ۔‬
‫رسرگیم‪1‬‬
‫• فلتخمربونتںںیمینیچ‪،‬اکیلرمچاپؤڈر‪،‬اورکمنڈاںیل۔‬
‫• وچبںےسانوکےنھکچےکےیلںیہکاوررھپانےکذاوقئںںیمرفقاتبےنوکںیہک۔‬

‫رسرگیم‪2‬‬
‫• فلتخممسقےکولھپںیکاصتوریںیل۔انوکزیمرپرںیھکاوروچبںوکانےکذاےقئواےلفلیںشاکرڈدںی۔‬
‫• رھپانےسرہلھپیکوصتریوکاسےکذاےقئےسالمےنوکںیہک۔‬

‫ااعدہ‪/‬ااتتخم‪:‬‬
‫• ذاہقئوسحمسرکےنیک یِحرقتًابی‪80‬دصیفامہریوسےنھگنیکسحےسڑُجیوہیئےہ۔‬
‫• امہریوسےنھگنیکسحےکریغب‪،‬امہریذاےقئیکسحرصفاپچناگلاگلااسحاستکتدحمودےہ‪:‬اھٹیم‪،‬نیکمن‪،‬اٹھک‪،‬ڑکوا۔‬
‫دورسےامتمذاےقئنجاکمہرجتہبرکےتںیہ‪،‬وہوُبےسآےتںیہ۔‬

‫‪83‬‬
 ‫اجزئہ‪/‬اجچن‪:‬‬
‫• یسکاطبلملعےسںیہکہکاےسیاظمرہہرکےےسیجوہیسکلھپاک زمہ یقیقحوطررپ ھکچراہےہ اوراسےکذاےقئےکاحلظ‬
‫ےساےنپرہچےےکاترثاتدے ‪،‬بجہکوکیئاورہچب اسیکلکشدھکیرک وبےنھجیک وکششرکےہکاسےنوکناسذاہقئ‬
‫اھکچےہ‪،‬نیکمن‪،‬اھٹیم‪،‬اٹھکایڑکوا۔‬
‫قشم ‪/‬رھگاکاکم‬
‫• اسآاسنرجتےبےکاسھتاےنپذاےقئاوروسےنھگنیکسحےکاسھترجتہبرکںی۔‬
‫• بجآپاینپانکاگلےتںیہوتآپےکذاےقئےکااسحساکایکوہاتےہ؟اےنپےچبوکہیوسےنچاکجنلیچدںیہکاسیکوسےنھگنیک‬
‫سحاسےکذاےقئیکسحوکویکںاتمرثرکیتکسےہ۔اےنپوجاابتاکامجتعںیمااہظررکںی۔‬

‫‪84‬‬
 ‫بسبمن‪38-‬‬ ‫رچیٹاگڈیئرگی‪3-‬‬

‫وپدےاوراجونر‬

‫دوراہین‪40:‬ٹنم‬

‫ِ‬
‫احالصتملعت‪:‬‬
‫اےنپاِردرگدوموجدوپدوںیکاچہپنرکںیکساورفلتخموپدوںںیمرفقاجنںیکس۔‬

‫وماد‪:‬‬
‫• رکیس‪،‬زیم‪،‬وپدے‪،‬اِردرگدیکاایشوجہبلطوکداھکیئاجںیکس۔‬

‫ولعمامترباےئااسذتہ‪:‬‬
‫• وپدےاجنداروہےتںیہ۔وپدےزنیمرپرقتًابیرہہگجاُےتگںیہ۔زایدہ‬
‫رتوپدےیٹمںیماُےتگںیہ‪،‬نکیلھچکوپدوںوکیٹمیکرضورتںیہنوہیت‬
‫۔ھچکوپدےاپینںیمریتےتںیہ۔وپدوںیکتہبیسااسقمںیہ۔‬
‫• آپےکاطبلملعریحانوہےتکسںیہہکایکوپدوںوکاجونروںیکرطح‬
‫اھکےنیکرضورتےہ۔‬
‫• وپدےاینپڑجوںےکذرےعییٹمےساپیناورذغایئازجاذجبرکےت‬
‫ںیہ۔‬
‫• وپدوںےکوتپںےکےچینیکرطفاخصوسراخوہےتںیہ‪،‬ںیھنجوٹساماٹ ‪stomata‬ےتہکںیہ۔ہیوسراخوہاےساکرنبڈایئآاسکڈیئ‬
‫ذجبرکےتںیہ۔ہیوپدےیکاسسنےنیلےکرتمادفےہ۔‬
‫• روینشوپدےےکوتپںےکذرےعیذجبوہیتےہ۔وپدےاعموطررپوسرجےساینپرضورتیکروینشاحلصرکےتںیہ۔‬
‫• ااسنن وپدوں وک ےب امشر رطوقیں ےس اامعتسل رکات ےہ۔ مہ وپدوں ےستہب ےس ذاےقئ دار لھپ احلص رکےت ںیہ۔ ڑکلی اور وپدوں ےک‬
‫تہب ےس دورسے وصحں ےس رھگ انبےت ںیہ۔ ولگ رس دویں ںیم رگم رےنہ ےک ےیل ڑکلایں یھب الجےت ںیہ۔ ڑپکا انبےن ےک ےیل اپکس‬
‫وپدوںےساحلصرکےتںیہ۔وپدوںےسینبدرگیدیفمزیچوںںیمادوایت‪،‬اکذغ‪،‬ویچمگن‪،‬اکرک‪،‬رڑباوروکوکاشلمںیہ۔‬
‫• ولگاجسوٹےکےیلیھبوھپلاامعتسلرکےتںیہ۔وہاےنپنحصاوراباغتںیمدرتخاوروھپلاگلےتںیہ۔‬

‫اعترف‪:‬‬
‫ہبلطوکوپدے ِداھکےنےکےیلامجتعےکرمکےےسابرہےلاجرکفلتخموپدے ِداھکںیئ۔‬

‫‪85‬‬
 ‫اےنپہبلطےسوپدوںےکابرےںیم وساالتوپھچرکبسرشوعرکںی۔ًالثم‪:‬‬
‫• ایکآپےکرھگےکاپسوکیئابغےہ؟‬
‫• ایکآپاجےتنںیہہکآپےکرھگےکآساپسوکنےسوپدےاُےگوہےئںیہ؟‬
‫ہبلطےسانوپدوںےکانموپںیھچ۔‬
‫ہبلطوکاتبںیئہکوپدوںیکتہبیسااسقمںیہ۔ًالثمدرتخ‪،‬اھجڑایں‪،‬وھپل‪،‬زبسایں‪،‬اھگسوریغہ۔وسالووجاباکہلسلساجریرںیھکاورزمدی‬
‫وپںیھچ‪:‬‬
‫• ایکآپےنیھبکابغابینںیمدمدیکےہ؟‬
‫• آپےناےنپابغںیموپدوںوکتحصدنمرےنھکےکےیلایک ِ ی ا‬
‫ک؟‬
‫ہبلطےکوجاابتںینس۔انوجاابترپانیکوحہلصازفایئرکںی۔‬
‫وچبںوکاتبںیئ ہکااسنونںاوراجونروںیکرطحوپدوںوکیھبزدنہرےنہےکےیلاپیناورذغایئازجا(وخراک)دوونںیکرضورتوہیتےہ۔امتم‬
‫وپدے زایدہرت ڑجوںاوروتپں ےک درایمن یمن اورذغایئازجاوک آےگ ےھچیپےل اجےنےکےیلاپین اکاامعتسلرکےت ںیہ۔ اپین‪ ،‬زین ذغایئ ازجا‪،‬اعم‬
‫وطررپیٹمےسڑجوںےکذرےعیااھٹےئاجےتںیہ۔‬
‫• ڑکیسوںزہاروںفلتخماوناعوااسقمےکوپدےزنیمرپاےتگںیہ۔ھچکوپدےاےنتوھچےٹوہےتںیہہکولگاںیھنلکشمےسدھکیاپےت‬
‫ںیہ۔دورسےوہدرتخںیہوجےبملوہےتںیہ۔یلگنجوپدےوہوہےتںیہوجوخدوخبداُگآےتںیہ۔ دقریتلگنجتےکوپدےااسنونں‬
‫ےکاہوھتںےسےگلوہےئںیہنںیہ۔‬
‫• دییئگوصتریداھکرکوپںیھچہکایکاوھنںےناےسداھکیےہاورڑکپےن‬
‫یکوکششیکےہ۔‬
‫ونٹ‪:‬اےسرککودناےتہکںیہ۔اےسرقبیرقبیرہےچبےنداھکیوہاگ۔‬
‫انوکاتبںیئہکزایدہرتوپدوںںیمیئکزیچںیرتشمکوہیتںیہ۔اںیھنڑبےنھ‬
‫ےکےیلدوھپ‪،‬اپیناوروہایکرضورتوہیتےہ۔وپدےوھگےنمرھپےن‬
‫ےکاقلبںیہنںیہ۔‬
‫وپدوںیکڑجںیاورےتپہگجریھگےتںیہ۔رہوپدےیکاینپوصخمصہگجوہیتےہ۔وپدےاینپاینبدیرضورایتےکےیلاقمہلبرکےتںیہ‪،‬سج‬
‫ےکےجیتنںیمھچکوپدےمکزوراورھچکاُوےچنوہےتںیہ۔آولدیگاسےکےیلاصقنناکابثعےہ۔‬
‫وصتریکیگتخپ‪:‬‬

‫رسرگیم‪1‬‬
‫ہبلطوکفلتخموپدےداھکںیئ(ہییقیقحیھبوہےتکسںیہاورارگدتسایبہنوہںوت اصتوریےسیھباکمایلاجاتکسےہ)۔‬
‫وپدوںےکدرایمناممتلثاوررفقوپںیھچ۔‬
‫رسرگیم‪2‬‬

‫‪86‬‬
 ‫ےچیندییئگاصتوریداھکرکوپںیھچ‪:‬‬
‫• وپدےامہرےسکرطحےساکمآےتںیہ؟‬
‫• وجاابت‪:‬اسہیدےتیںیہ‪،‬ذغارفامہرکےتںیہ‪،‬ڑکلیاحلصوہیتےہ اوراجونرا ِنںیمرےتہںیہ۔‬

‫رسرگیم‪3‬‬
‫• ہتختٔرحتریرپ‪L.A.W.N.S‬ےکرحوفںیھکل۔‬
‫ومعدیوطرانرحوفوکںیھکل۔ےسیجہک‪:‬‬
‫‪L‬‬ ‫‪Light‬‬ ‫روینش‬
‫‪A‬‬ ‫‪Air‬‬ ‫وہا‬
‫‪W‬‬ ‫‪Water‬‬ ‫اپین‬
‫‪N‬‬ ‫‪Nutrients‬‬ ‫ذغا‬
‫‪S‬‬ ‫‪Space‬‬ ‫ہگج‬
‫ارگنزییزابنےکظفل ‪lawns‬اکرہرحفوپدےیکرضورتوکایبنرکراہےہ۔‬ ‫•‬
‫• روینش‪:‬سجرطحںیمہرگمرےنہیکرضورتےہ‪،‬ایسرطحوپدوںوکیھبوسرجیکروینشیکرضورتےہ۔روینشوپدوںوکرگمریتھک‬
‫ےہاوروپدوںےکےیلوخراکانبےنںیمدمدرکیتےہ۔‬
‫• وہا‪:‬سجرطحںیمہوہایکرضورتےہ‪،‬ایسرطحوپدوںوکیھبوہایکرضورتےہ۔‬
‫• اپین‪:‬سجرطحںیمہاپینیکرضورتےہ‪،‬ایسرطحوپدوںوکاپینیکرضورتےہ۔‬

‫‪87‬‬
‫• ذغایئازجا‪:‬سجرطحںیمہذغایئازجایکرضورتوہیتےہ‪،‬ایسرطحوپدوںوکیھبذغایئازجایکرضورتوہیتےہ۔وپدوںےکذغایئ‬
‫ازجایٹمںیموموجدوہےتںیہ‪،‬وجاےسوبضمطرےنھکاورڑبےنھےکےیلدراکرںیہ۔‬
‫• ہگج‪:‬سجرطحںیمہرےنہےکےیلہگجیکرضورتےہ‪،‬ایسرطحوپدوںوکرےنہےکےیلہگجیکرضورتےہ۔وہوپدےنجےکاپس‬
‫اکیفہگجوہیتےہ‪،‬وہڑبے‪،‬وبضمطاورتحصدنموہاجےتںیہ۔‬
‫رسرگیم‪1:‬‬
‫(اسرسرگیمےکےیلوتقدراکرےہذٰہلااسوکرکےنےکدعباساکاشمدہہرکےترںیہ)۔‬
‫• ابوریچاخےنںیماھکےنیکاایشےسوپدےااگںیئ۔‬
‫• اکیابراکٹارگانوپدوںیکڑجاپینںیمریھکاجےئوتہیڑجڑبیتھریتہےہ‪،‬ےسیجایپزاورنسہلوریغہیکڑجوںےسرقتًابیاکیاچن‬
‫کتاکٹںیل۔‬

‫ااعدہ‪/‬ااتتخم‪:‬‬
‫ےچیندییئگوصتریوچبںوکداھکںیئاوراُن‬
‫ےسوسالرکںیہکیٹمںیماکیہگجاکیجیب‪،‬‬
‫دورسیہگج‬
‫دوجیباگلےئاوررسیتیہگجآھٹجیباگلےئ۔‬
‫داھکیہیایگہکاکیجیبواالوپدازایدہدلجیڑبھ‬
‫ایگبجہکدورسیہگجدوجیبےساُےگوپدے‬
‫م‬
‫وشنومَنںیممکےھت۔آھٹوجیبںواےلوپدےاُےگوتےھتنکیلاُنیکوشنو َ ا‬
‫نبسےسمکیھت۔اسیکایکوہجوہیتکسےہ؟‬
‫اجزئہ‪/‬اجچن‪:‬‬
‫‪1‬۔آپےکوپدےںیمےلیپےتپںیہ‪،‬سجاکبلطمےہہک‬
‫• آپےکوپدےوکزایدہذغایئازجایکرضورتےہ۔‬

‫‪88‬‬
 ‫• آپاےنپوپدےوکوکنےسذغایئازجادےےتکسںیہ؟‬
‫وجاابتںیماشلموہےتکسںیہ‪:‬اھکد‪،‬ےتپ۔‬
‫‪2‬۔آپاکوپدارماھجراہےہ(ہیکشخاتگلےہ)‪،‬یئکدونںےسابرشںیہنوہیئاورآپاپیندانیوھبلےئگ۔‬
‫آپاےنپوپدوںوکاپیندےنیےکےیلایکاامعتسلرکےتکسںیہ؟‬
‫• یسکڈےبےساپیندںیےگ۔‬
‫• ابرشاکااظتنررکںیےگ۔‬
‫• اتالبےساپینالںیئےگ۔‬
‫‪3‬۔آپاکوپداوسرجےسایپررکاتےہ۔اُےساسہیداروکےنںیماگلایایگےہ۔آپاےنپوپدےوکوسرجیکزایدہروینشدےنی‬
‫ےکےیلاہکںلقتنمرکےتکسںیہ؟‬
‫• یسکڑبےربنتںیماگلںیئےگ۔‬
‫• دوھپواےلاقممرپاگلںیئےگ۔‬
‫• امجتعےکرمکےںیموھچےٹربنتںیماگلںیئےگ۔‬
‫قشم ‪/‬رھگاکاکم‬
‫م‬
‫آپاےنپاردرگدتہبےسوپدےدھکیےتکسںیہ۔ھچکوھچےٹںیہاورھچکڑبے۔وپدوںاکاشمدہہرکںیاوراتبںیئہکایکوپدوںےکمسجےکاعضاا‬
‫م‬
‫یھبامہرےاعضاایکرطحوہےتںیہ؟‬

‫‪89‬‬
 ‫بسبمن‪37-‬‬ ‫رچیٹاگڈیئرگی‪3-‬‬

‫وپدےاوراجونر(اجنداراورےباجنزیچی)‬

‫دوراہین‪40:‬ٹنم‬

‫احالصتملعت‪:‬‬
‫• اےنپارد رگدوموجداجنداراورےباجنزیچوںںیمزیمترکںیکس۔‬

‫وماد‪:‬‬
‫• رکیس‪،‬زیم‪،‬وپدے‪،‬اردرگدیکاایشوجامجتعوکداھکیئاجںیکس۔‬

‫ولعمامترباےئااستہ‬
‫• اہپڑوںاوردنمسروںےسےلرکوپدوںاوراجونروںکتمہاےنپاردرگدتہبیسزیچی دےتھکییہ۔‬
‫• زنیمسجرپمہرےتہیہ‪،‬وہیئکزیچوںےسینبےہ۔ان"زیچوں"وکدوفلتخمااسقمںیممیسقتایکاجاتکسےہ‪،‬زدنہاورریغاجندارزیچی۔‬
‫زدنہزیچوںںیم"زدنیگ"وہیتےہ۔اثملےکوطررپ‪،‬اکیدرتخاسرطحاکردلمعاظرہںیہنرکاتسجرطحااسننرکےاگ‪،‬نکیل‬
‫درتخےہاجندار۔‬
‫• ریغاجندارزیچیہنڑبیتھیہاورہنیہرحتکرکیتیہ‪،‬وہاسسنیھبںیہنںیتیل۔ریغاجندارزیچوںیکاثمولںںیمرھتپ‪،‬ملق‪،‬اتکںیب‪،‬‬
‫اسلکیئ‪،‬وبںیلتوریغہاشلمیہ۔‬
‫ونٹ‪:‬‬
‫• بجوچبںوکامتماجنداروںیکوصخایصتےکابرےںیموسےنچےکےیلاہکاجاتےہ‪،‬وتزایدہرتوھچےٹےچباےساےنپآپےسوجڑےت‬
‫یہاوراسںیمایسیزیچیاشلمیہےسیجوسےنیکرضورت‪،‬اصفرھتسارےنہیکرضورت‪،‬بسےناکیدنرمانیھبےہ‪،‬وہایک‬
‫رضورت‪،‬اھکےنیکرضورت‪،‬بسڑبےتھیھبیہ‪،‬بسوکوچٹآیتکسےہایاصقنناتچنہپےہ‪،‬دووتسںیکرضورتوہیتےہوریغہ۔‬
‫• انیکواضتحرکےنےسےلہپانےکامتموجاابتوکوبقلرکیاورانیکرعتفیرکیہکاسسنئداناسابترپقفتمیہہکاست‬
‫زیچیوجامتماجنداروںںیمرتشمکیہ‪،‬وہدرجذلییہ‪:‬‬
‫• ذغایئ‬
‫• ازفاشئسن‬
‫• ومن‬
‫• اسسننیل‬
‫• اسحتیس‬

‫‪90‬‬
 ‫• رحتکی‪/‬رحتک‬
‫• افلضارخاج‬
‫آپرہاکیوصختیصرپاشرگدوںےکاسھتابتدہلٔ ایخلرکی۔ہیواحضرکاندیفمےہہکاکییسیجاینبدیزیچیوپدوںاوراجونروںںیموہیت‬
‫یہنکیلدقرےفلتخموہیتیہ۔اثملےکوطررپ‪،‬ذغایئوکےلےیجیل۔وپدےاینپوخراکوخدایتررکےتیہ‪،‬بجہکاجونروپدوںایدورسے‬
‫اجونروںےکاھکےنرپرصحنموہےتیہ۔‬

‫اجدناراایشڑبیتھیہ‬

‫اعترف‪:‬‬
‫• ہبلطوکاتبںیئہکوہاجنداریہاوراںیھنزدنہرےنہےکےیلوخراک‪،‬اپین‪،‬وہااورہگجیکرضورتوہیتےہ۔‬
‫• انوکاجنداراورےباجنزیچوںاکرفقاتبںیئہکاجندارزیچیاھکیت‪،‬اسسنیتیل‪،‬رحتکرکیت‪،‬وشنوامناپیتاوروسحمسرکیتیہ۔وپدے‬
‫‪،‬اجونر‪،‬ڑیکے‪،‬رپدنےبساجنداریہبجہکزیم‪،‬رکیس‪،‬اتکب‪،‬ہتسبےباجنزیچییہ۔‬
‫زمدیوسالوپںیھچالثم‪:‬‬
‫• آپےکاپوتلاجونراجنداریہایےباجنیہ؟‬
‫ےچیندایوہااچرٹریغباصتوریےکانبرکاجنداراورےباجنےکوصتروکواحضرکی۔‬

‫• ہبلطےسوپںیھچ‪:‬‬

‫‪91‬‬
 ‫ایکامتماجنداراکیہگجےسدورسیہگجلقتنموہےتیہ؟‬
‫ارگاںیھناےنپوجابںیماانتنیقیںیہنےہوتاںیھنوسرجیھکمےکوھپلاورڑیکےاھکےنواےلوپدے اورونکلیکرحتکیکوصتریی‬
‫داھکںیئاوراھجمسںیئ۔‬

‫وصتریکیگتخپ‪:‬‬

‫رسرگیمبمن‪:۱‬‬
‫• الکسوکاچروھچےٹرگووپںںیممیسقترکی۔‬
‫• رگوپوکاکیاکمدےیجی۔‬
‫• ہبلطاصتوریدںیھکیاورےچیندےیےئگدجولرپ‪‬ای‪‬اگلرکاےسلمکمرکی۔‬
‫• ہبلطرہوسالاکوجاباہںایںیہنںیمدی۔‬
‫• رہرگوپاےنپوجابدورسےرگوپےکاسھترئیشرکے۔‬

‫اجندار‪/‬ےباجنزیچوںیکوصخایصت‬
‫ایکہیڑبےتھیہ؟ ایکہیاسسنےتیلیہ؟ ایکہیوخراکاھکےتیہ؟ ایکہیرحتکرکےتیہ؟ ایکہیےچبدےتییہ؟‬ ‫اجندار‪/‬ےباجن‬

‫‪92‬‬
 ‫رسرگیمبمن‪:2‬‬
‫• وچبںوکلیھکےکدیمانںیمےلاجںیئ۔‬
‫• وچبںےساےنپاردرگدوموجداجنداراورےباجنزیچوںاکاشمدہہرکےنوکںیہک۔‬
‫ااتتخم‪:‬‬
‫وہزیچیوجاینپہگجےسوخدرحتکںیہنرکںیتکس‪،‬اسسنںیہنےلںیتکساوراُنوکوخراکیکرضورتںیہنوہیت‪،‬وہےباجنالہکیتیہ۔‬
‫اجچن‪/‬اجزئہ‪:‬‬
‫امجتعےکرمکےںیمےباجناوراجندارزیچوںےکابرےںیماتبںیئ۔‬
‫رھگاکاکم‪:‬‬
‫رھگںیموموجداجنداراورےباجنزیچوںاکاشمدہہرکی۔‬

‫‪93‬‬
94
 Teacher Guide Lesson Plan
Grade-2 7

Unit 1: A Tiny Creature

Topic: Two and Three Syllable Words

Duration: 80 Minutes

Students Learning Outcomes:

➢ Write simple two/three syllable words with correct spelling.
➢ Take dictation of familiar words learnt in class.

Materials:
➢ Textbook, coloured markers/chalks/coloured papers/chart papers

Information for Teachers

• A syllable is a complete word or part of a word with one vowel sound in it. It can be
determined by counting the number of vowels sound in a word. For example:
One syllable Two syllables Three syllables
(One vowel sound) (Two vowel sound) (Three vowel sound)
frog rac - ket com - pu - ter
blow ten - nis car - pen - ter
thin ap - ple jel - ly - fish
Dog tea - cher mo - tor - bike
cry tun - nel la - dy - bug
Boat chil - dren Sa - tur – day
jump spea - ker Sep - tem - ber

The number of vowels heard in a word equals the number of syllables in the
word.
• Here is the list of two syllable words:
able, alive, apple, away, better, broken, city, country, daily, early, easy, even, evil,
fifty, forward, freedom, future, happy, human, hungry, joyful, language, little,
loving, lucky, many, music, nature, office, open, other, over, party, perfect, picture,
public, pumpkin, simple, solid, special, stupid, sugar, thirsty, ugly, welcome, woman

• A list of three syllable words:

abducting, accurate, adjective, animal, buffalo, cabinet, certainly, companion,
conference, connection, considered, curious, dangerous, different, difficult,
dinosaur, electric, everything, exciting, exercise, family, feminine, general,
glacier, healthy, horizon, illustrate, important, industry, innocent, instrument,
internal, liberal, library, masculine, medical, musical, natural, opposite, period,
personal, physical, positive, possible, separate, serious, sporadic, tropical, uniform

95
• Use coloured markers or chalks to divide the syllables.
• Pronounce each word clearly for the students to recognize the sounds and syllables.
• A syllable is made up of one or more letters with a vowel sound at its core. This does not
necessarily mean that every syllable contains a vowel, but it will include a vowel sound
when pronounced. For example, "rhythm," which has two syllables, does not contain any
vowels, but it is said with two vowel sounds. Therefore, spelling is not a good indication
of how many syllables a word has.

• A closed syllable (CV) has a single vowel and ends with a consonant. It has a short vowel
sound. For example, bat, hen, plant, kitchen, napkin, puppet, rabbit, fantastic.
• An open syllable (V) ends with a single vowel. The vowel has a long sound.

Introduction
• Greet the students and share today’s objective with them.
• Write two or three words on the board for example chil-dren and res-pect-ful and ask
them to identify vowels and consonants in them.
• Emphasizing on the vowel sounds in each word, ask them to count the syllables by
clapping on the occurrence of each vowel sound. You may highlight or circle or divide
the vowel letter for more clarity.

children
chil dren

respectful
res pect ful

• Now ask the students to recall the concept of syllables and how we use consonants and
vowels to identify a syllable.
• Tell them that in today’s lesson they will practice two and three syllable words.
• Recall syllable division rules: CV/VC, V/CV, VC/V, CVC, etc.

Development
Activity 1
• Write a word on the writing board for example, apple.
• Ask the students to read the word out loud.
• Then ask them to articulate the sound of each letter: /a/, /p/, /l/, /e/.
• Call a student to the writing board and ask him/her to identify consonants in the word
‘apple’. Write a small ‘c’ over consonants.
• Next call another student to identify vowels in the word ‘apple’. Label the vowels with a
small ‘v’. You can use different coloured markers/chalks to help students understand better.

• Explain that the word “apple” has two vowel sounds /a/ and /e/, which form two parts of
a word. We can also call them two beats. Split the word into two parts:

96
• Point to the first part while slowly expressing the vowel-consonant part of the word (a-p).
• Then point to the second half (p-l-e) of the word and do the same for it.
• Clap for each syllable while aticulating the word and ask the students to do the same.

• Write a few more words and do syllable division.

• Ask the students to identify the consonants and vowels for syllable division.
• Ask the students to clap for each syllable.
1. Little: Lit.tle (two syllables)
2. Garden: gar.den (two syllables)
3. Computer: Com. pu. ter (3 syllables)
4. Calendar: Ca.len.dar (3 syllables)

Activity 2
• One by one, pronounce each of the words given below clearly and slowly by stressing upon
the syllables.
• Tell students that we can also spell the words correctly by paying attention to the
pronunciation and syllables.
• You can also give them puzzle words made up of papers or chart papers (as shown) to join
the syllables and make a complete word.

• Ask students to copy the words in their notebooks and add a dot to break the word down
into syllables.
a. butter (but.ter)

97
 b. terrible (ter.ri.ble)
c. capital (ca.pi.tal)
d. control (con.trol)
e. melon (mel.on)

Conclusion / Sum up / Wrap up

• Recap the identification of two/ three syllable words.
• Provide a few examples of such words to clarify the concept.

Assessment
• Take dictation of 5 two and three syllable words from the unit.
• Pronounce the words correctly by stressing upon syllables.
• Give feedback on the spot.

Follow up
Ask the students to think of one, two syllable word and one three syllable word and spell it in their
notebooks.

98
 Teacher Guide Lesson Plan
Grade-2 25

Unit 6: Be Honest
Topic: Gender Nouns

Duration: 80 Minutes

Students Learning Outcome:

➢ Identify and classify gender of naming words from immediate environment
(masculine/feminine)

Materials:
➢ Flash cards, pictures, textbook

Information for Teachers

Teaching tips
• Recall the concept of nouns as name of a person, place, animal, or a thing.
• Also explain them about gender nouns which is a term used to differentiate between
male or female.
• Show or draw a boy and a girl to show the difference between the two genders.

Introduction
• Ask the students to recall what nouns are and take their responses.
• Show the students flashcards of some simple common gender nouns like a boy/girl so
they can easily identify them.
• If the flashcards are not available, cut out pictures from previous books or magazines.
• Show them flash cards or pictures of animals in which the gender can be easily identified
e.g., a cow and a bull.
• Write masculine and feminine on the writing board.
• Read the words aloud.
• Ask the students to repeat after you.
• Explain that a noun that refers to a male is masculine for example, father. And a noun that
refers to a female is feminine for example mother.
• Ask the students to think of some more examples of gender nouns. List them under the
relevant heading. For example:

99
 Masculine Feminine
grandfather grandmother
uncle aunt
king queen
brother sister

Development
Activity 1
• Divide the class into two teams.
• Explain that each team will be given a noun and the assigned member will have to tell the
opposite gender noun.
• Give one point for each correct answer.
• After the first round, ask the students to copy the list in their notebooks. You can also
encourage students to think of a gender noun e.g. mother and ask the other team to name
the opposite gender noun e.g. father.
Activity 2
• Ask the students to turn to page no. 59 in their Grade 2 English Textbook, Exercise 3 (ii).
• Read the words given in the boxes.
• Ask the students to copy the table in their notebooks and encourage them to find more
from their book and write on their own.
• Instruct them to choose and write the words in the correct boxes.

Conclusion / Sum up / Wrap up

• Tell the students to exchange the notebooks and then discuss the correct answers.
• Ask the students to point out each other’s mistakes.

Assessment
• Use the examples/ non-examples technique to assess student understanding of the
concept.
• Ask them to give 2 examples of masculine and feminine nouns each.

Follow up
• Explain the concept of a family tree.
• Ask the students to draw a family tree of their own family.
• Tell them to write the relationship with each member and highlight the gender. For
example, Amina (sister), Asad (father).
They can also bring a chart paper presentation of a scene where they can label people and
animals as masculine or feminine nouns respectively.

100
‫۔‬
 ‫پی‬
‫ہبلطامجتعاولدومںیمراییضںیمتنگڑپھےکچںیہ۔ااتسدوبرڈرپدسڈےبانبےئایاہھتںیمدس سلیںااھٹےئاورابریابریاکیاکیلسنپ‬
‫داھکرکوچبںےستنگرکواںیئارگوچبںوکااعدےیکرضورتوہوتوخدانےکاسھتتنگےیجیک۔‬

‫بساکدتبرجیارقت‪۷(:‬ٹنم)‬
‫ہبلطوکذلیںیمدییئگوصتریداھکےیئ۔‬

‫چ‬
‫اوراسوصتریںیموموجدزیچوںیکابریابریتنگرکواےتوہےئہبلطےسوپ ھیےہکہیےنتکںیہ؟ےسیج‪:‬بسےسےلہپااننسیکوصتریہبلطوک‬
‫داھکےتوہےئوجابےیجیل۔ہنکمموجابوہاگ’’اکی‘‘۔ہبلطےسوجابےنیلےکدعبوبرڈرپہج ّوںیکدمدےس‪ ،‬ا‪+‬ے‪+‬ک=اکیےیھکل۔ہبلطوک‬
‫اُردودنہوسںںیمیھب’’‪‘‘۱‬یکاچہپنرکواےیئ۔یہیلمعاکیےسےلرکدسکتامتمدنہوسںاوراافلظےکےیلدرہاےیئ۔وچبںیکوحہلصازفایئ‬
‫یھبرکےتاجےیئاوراےنپاسھتاںیھندرہاےنےکےیلیھبےیہک۔‬

‫رسرگمبمن‪۱۰(:۱‬ٹنم)‬
‫ہبلطوکوجڑویںںیماُردودنہوسںاوراافلظرپلمتشمفلیشاکرڈزدےیجیاورہبلطےساںیھن ُدرتسرتبیتےسرےنھکوکےیہک۔‬
‫اسےکدعبرمکہامجتعںیمےسدسوچبںوکالُبےیئ۔وبرڈرپفلتخمدعتادںیمدارئےانبےیئاورفلتخمہبلطےسفلتخمدارئےنگرکاُردو‬
‫دنہوسںاوراافلظںیمتنگےنھکلوکےیہک۔ ُدرتستنگےنھکلرپوچبںیکوحہلصازفایئیھبےیجیک۔‬

‫‪102‬‬
 ‫رسرگمبمن‪۱۰(:۲‬ٹنم)‬
‫ہبلطےسارفنادیوطررپاکیپںیم‪۱‬ات‪۱۰‬کتاُردودنہوسںاوراافلظںیمتنگےنھکلوکےیہک۔ہبلطبجاکمرکرےہوہںوتاناکاجزئہےیجیل۔ارگہبلطوک‬
‫ںیہکدتقاکاسانموہوتانیکراہامنیئےیجیک۔‬

‫ااتتخم‪۳(:‬ٹنم)‬
‫ھچکوچبںےسیظفلتنگےکےجہےنساجںیئےگ۔‬

‫اجن‪۵(:‬ٹنم)‬
‫فلتخمہبلطوکالبےیئاورانےسدنہےسےکاسےنماافلظاوراافلظےکاسےنمدنہےسےنھکلوکےیہک۔‬

‫اکی‬

‫دو‬

‫‪۳‬‬

‫اچر‬

‫‪۵‬‬

‫ھچ‬

‫‪۷‬‬

‫‪۸‬‬

‫ون‬

‫‪۱۰‬‬

‫رھگاکاکم‪۱(:‬ٹنم)‬
‫ہبلطاکیےسدسکتوظفلںاوردنہوسںںیمتنگاکویپںرپھکلرکالںیئےگ۔‬

‫‪103‬‬
 ‫بسبمن‪3-‬‬ ‫رچیٹاگڈیئرگی‪2-‬‬

‫ونعان‪:‬رصمع‪،‬ااعشراورںیتعننسرکدنسپاکااہظررکن‬
‫عن‬

‫صتخموتق‪۴۰:‬ٹنم‬

‫امجتع‪:‬دوم‬
‫ِ‬
‫احالصتملعت‪:‬آگنہاورےلےکوحاےلےساسدہ رصمع‪،‬ااعشراورںیتعننسرکدنسپاکااہظررکںیکس‬

‫دتریسیاعمونت‪ :‬اصنیباتکب‪،‬ہتخترحتریعمولازامت‪،‬اچرسٹ‪,‬فلیشاکرڈ‬

‫ولعمامترباےئااسذتہ‪:‬‬
‫• مظنےکونعانےکاطمقباعتریفوساالتےیکاجںیئےگ۔‬
‫• مظنیکدترسیےکےیلانبےئےئگومنےنیکدتریسیتمکحیلمعوکاانپےتوہےئبسوکومرثانبایاجےئ۔‬
‫• وچبںںیمدلیپسچدیپارکےنےکےیلانےسعنانسےنوکاہکاجےئ۔‬
‫• عنانسےنواےلوچبںیکوحہلصازفایئیکاجےئےلاورآگنہےکوحاےلےساالغطیکوصرتںیمدریتسیکاجےئ۔‬

‫اعترف‪۵(:‬ٹنم)‬
‫ہبلطےسوپاھچاجےئاگک‬

‫• اہللاعتیلےکآرخییبناکنماتبںیئ؟‬
‫• رضحتدمحمیلصاہللہیلعوآہلوملسرپوکنیساتکبنزلوہیئ؟‬
‫• رضحتدمحمیلصاہللہیلعوآہلوملسامہرےےیلوکناسدنیالےئ؟‬
‫• عنےسکےتہکںیہ؟‬
‫وچبںےکوجاابتوکدمرظنرےتھکوہےئواحضایکاجےئاگکوہمظنسجںیمرضحتدمحمیلصاہللہیلعوملسیکرعتفیایبنیکاجےئاےسعناہک‬
‫اجاتےہ۔وچبںےسعنےکوحاےلےسوپےتھچوہےئعنےکقلعتمااعشروبرڈرپےھکلاجںیئ۔‬
‫بساکدتبرجیارقت‪۷(:‬ٹنم)‬
‫درجابالاکنتوکدمرظنرےتھکوہےئومنےنےکوطررپعنیکڑپاھیئیکاجےئ۔‬
‫ظفلتیکدرتسادایگیئ‪،‬ومرثبلوہجہل‪،‬آوازاکااترڑچاھؤ‪،‬انغتیئاوردرتسبلوہجہل۔‬

‫‪104‬‬
 ‫رسرگمبمن‪۱۰(:۱‬ٹنم)‬
‫فلتخمہبلطےسعنےکفلتخمااعشریکدنلبوخاینرکوایئاجےئ۔اسابتاکایخلراھکاجےئکہبلطہقلعتمرعشدرتسظفلتےسڑپھںیکس۔‬
‫ااعشردرتسظفلتےسڑپےنھںیمہبلطیکرامنہیئیکاجےئ۔‬

‫رسرگمبمن‪۱۰(:۲‬ٹنم)‬
‫عنںیموموجدےئناافلظفلیشاکرڈیکدمدےسہبلطوکڑپاھےئاجںیئ۔اافلظیکڑپاھیئرکواےتوہےئدرتسظفلتےکاسھتادایگیئاکاخص‬
‫ایخلراھکاجےئ۔طلغظفلتادارکےنیکوصرتںیماےسوبرڈرپھکلرکارعاباگلےتوہےئاساکظفلتواحضایکاجےئ۔‬

‫رسرگمبمن‪۱۰(:۳‬ٹنم)‬
‫وبرڈرپدنچرصمعایرعشںیھکلاوروچبںوکالبرکارفنادیوطررپدرتسظفلتےکاسھتڑپوھاایاجےئ۔‬

‫ااتتخم‪۳(:‬ٹنم)‬
‫ہبلطےسوپاھچاجےئکآجاوھنںےنعنےکقلعتمایکاھکیس۔وچبںےکوجاابتیکروینشںیمواحضایکاجےئکرضحتدمحمیلصاہللہیلعوآہل‬
‫وملساہللےکآرخیروسلںیہآپیلصاہللہیلعوآہلوملسےنامتمااسنونںوکدہاتیاکراہتسداھکایاورامہرےےیلدنیاالسمالےئ۔‬
‫ٍ‬
‫اجن‪۴(:‬ٹنم)‬
‫امتمہبلطاصنیباتکبےکہحفصبمن‪۱۴‬رپوموجداپچناافلظےکےلمجانبںیئاورڑپھرکانسںیئ۔درتسےلمجانبرکڑپےنھواےلوچبںیکوحہلصازفایئ‬
‫یکاجےئاوردرگیوچبںیکاالغطےکوحاےلےسرہامنیئیکاجےئ۔‬

‫رھگاکاکم‪۱(:‬ٹنم)‬
‫ےچباینپدنسپیکوکیئاکیعنےلاورآگنہےکاسھتزابینایدرکےکآںیئےگ۔اورعنوکدرتسظفلتےکاسھتونٹکبںیمھکلرکالںیئ‬
‫ےگ۔‬

‫‪105‬‬
 ‫بسبمن‪9-‬‬ ‫رچیٹاگڈیئرگی‪2-‬‬

‫ونعان‪:‬وقحقورفائ‬

‫دوراہین‪40‬ٹنم‬

‫احالصت ملعت ‪:‬‬

‫اسبسےکااتتخم رپ ہبلطدایتسبوقحقےکوحاےلےساینپذہمدارویںیکانشتخرکںیکسےگ۔‬

‫واسلئ ‪:‬‬
‫دریس اتکب‪ ،‬ہتختایسہ‪،‬اچک‪ ،‬فلیشاکرڈ‪،‬اچرٹ رپیپ‪،‬امرک۔‬

‫ولعمامترباےئااسذتہ‪:‬‬
‫اسبسوکزایدہےسزایدہوچبںےکذایترجتےباوراشمدہاتوکاامعتسلرکےتوہےئڑپاھںیئ۔‬ ‫•‬
‫اںیہناسابتاکااسحسدالںیئہکاےنپرفائاےھچرطےقیےسادارکےناچںیئہ۔‬ ‫•‬
‫اپیناورسیگوکاایتحطےساامعتسلرکےنیکاتیمہاتبںیئ۔‬ ‫•‬
‫ایسرطحےساںیہناتبںیئہکںیمہرہےمکحمےکولوگںیکزعترکیناچےیہاورانوکاتبےئوہےئاوصولںرپلمعرکاناچےیہےسیجہک‬ ‫•‬
‫وپسیل‪،‬تحصایرٹکفی‪،‬ویکہکنرہاقوننامہریافحتطےکےیلوہاتےہاوراقوننرپلمعرکےنےسمہاےھچرہشییھبےتنبںیہاوراےنپ‬
‫اوردورسوںےکےیلآاساینںدیپارکےتںیہ۔‬

‫اعترف‪۵(:‬ٹنم)‬
‫ےلھچپبس (رہشویںےکوقحق)ےکااعدےےکےیلہیوساالترکںی۔‬ ‫•‬
‫کلماکاظنموکنالچاتےہ؟(وکحتم)‬
‫یسککلمےکرہشویںےسایکرمادےہ؟ (اسکلمںیمرےنہواےلولگ)‬
‫رہشویںےکوقحق ایکوہےتںیہ ؟‬
‫نیتےساچروچبںےسوپںیھچاوررھپبسےکاسھتدرہاںیئہک ‪:‬‬ ‫•‬

‫رہشویںاکقحوہاتےہہکاںیہنتحص‪،‬میلعت‪،‬رفتحیاوررفسیکوہسایلتںیلم۔‬

‫‪114‬‬
 ‫چ‬
‫• ہبلطےسوپ ھیےہکہیوہسںیتلدانیسکاکرفض ےہ؟ (وکحتماک)‬
‫• ابابتوکدبںیلاوروپںیھچ ہک‬
‫رہشویںاکاکمرصفوکحتمیکدییئگوہسوتلںےسافدئہااھٹانےہ ایمہینعیرہشییھبیسکرطےقیےسوکحتمےک‬
‫ےیلایاکیدورسےےکےیلھچکرکےتکسںیہ ؟ایکامہرےیھبھچکرفائںیہ؟‬
‫• وسالیکواضتحےکےیلدنچوسالاوررکںی۔‬
‫امہراقحےہہکںیمہمیلعتاحلصرکےنےکےیلوکسلںیلم ‪،‬ایکمیلعتاحلصرکےنےکےلسلسںیمامہرایھبوکیئرفضےہ؟‬
‫یلجباورسیگاکانلمامہراقحےہ۔ ایکاسےلسلسںیمامہراوکیئرفضےہ؟‬
‫• دنچاکیوچبںیکابتںینساوراںیہناتبںیئہک‬

‫امہریرضورتیکزیچںی امہراقحںیہ ایسرطحانےکاامعتسلوکےلرکامہرییھبھچکذہمدارایںںیہ ۔ان‬

‫ذہمدارویں وکرفائےتہکںیہ ۔‬

‫• اےنپبساکاالعنرکںیہکآجمہ دایتسبوقحقےکوحاےلےساینپذہمدارویںیکانشتخرکںیےگ۔‬

‫بساکدتبرجیاراقت‪۷(:‬ٹنم)‬
‫• ےلھچپوسالوکفلتخماافلظےکاسھتدرہاںیئ۔‬
‫میلعتاحلصرکانویکںرضوریےہ؟ (مہاےھچااسنننبںیکس‪ ،‬رتیقرکںی۔)‬
‫• زمدیوپںیھچہکاسےسامہرےکلموکایکافدئہوہاتےہ ؟(مہملعاحلصرکںی ےگوتامہراکلمرتیقرکےاگ۔)‬
‫• اباںیہناتبںیئہکاسابتاکبلطمےہہک‬

‫امہرارفضہیےہہک‬ ‫امہراقحےہہک‬
‫مہتنحمےسمیلعتاحلصرکںیاتہکامہراکلمرتیق‬ ‫ںیمہمیلعتاحلصرکےنےکےیلاےھچاوکسلاور‬
‫رکے۔‬ ‫ااسذتہایہم وہں۔‬

‫‪115‬‬
 ‫امہراقحےہہکںیمہیلجب‪،‬سیگاوراپینےلم۔‬ ‫رسرگیمبمن‪۱۰(:۱‬ٹنم)‬
‫اتکباکہحفصبمن ‪22‬ولھکاںیئاورواہںرپاتبےئےئگ وقحقےکوحاےلےس‬ ‫•‬
‫رہشویںےکذےموابجوقحقےکابرےںیمےلہپانےسوپںیھچاوررھپآپاتبںیئ۔‬
‫• وبرڈرپ درایمنںیم النئاگلرکاکیرطفدایتسبوقحق اوردورسیرطف امہرےرفائیھکل۔‬
‫رھپابریابریانوہسوتلںےکاامعتسلےکےیلرہشویںےکرفائرپابترکںی۔‬
‫ابتتیچےسولطمہبولعمامتاذخرکےکوبرڈرپیھکل۔‬
‫وبرڈاکومنن‬
‫امہرے رفائ‬ ‫دایتسب وہسل‬
‫تنحمےسمیلعتاحلصرکںی۔‬ ‫میلعتےکےیلوکسل‬
‫اظفحنتحصےکاوصولںرپلمعرکےکاینپاوراےنپرھگواولںیک‬ ‫العجےکےیلاتپسہل‬
‫تحصاکایخلرںیھک۔‬
‫امیبروہےنیکوصرتںیمڈارٹکےکوشمرےرپلمعرکںی۔‬
‫اایتحیطدتاریباایتخررکںیاتہکامیبرینےلیھپ۔‬
‫وپسیلاکارتحامرکںیاوررہنکممرطےقیےسانیکدمدرکںی۔‬ ‫رجامئیکروکاھتمےکےیلوپسیلاشیٹس‬
‫دعاوتلںاکاور انےکولصیفںاکارتحام رکںی۔‬ ‫ااصنفےکےیلدعاںیتل‬
‫رفسرکےتوہےئرٹکفی ےکوقانینیکاپدنبیرکںی۔‬ ‫آدمو رتف ےکےیلڑسیک‬

‫• اسےکدعبوچبںےسںیہک‪،‬وسچرکاتبںیئہکانبسوہسوتلںےکالعوہںیمہاوروکنیسوہسایلترسیمںیہ۔اکیٹنموسےنچاک‬

‫امہرارفضےہہکمہیلجب‪،‬اپیناورسیگاایتحطےساامعتسل‬ ‫وتقدںیرھپںیہک‪:‬‬

‫رکںی۔‬ ‫اتبںیئامہرےرھگوںںیمیلجباہکںےسآیت‬

‫اںیہناضعئنرکںی۔‬ ‫ےہ؟‬

‫انےکلباٹمئےساوراباقدعیگےسادارکںی۔‬ ‫امہرےرھگےکےکلنںیماپینےسیکآاتےہ؟‬
‫سیگاہکںےسآیتےہ؟‬
‫ایکانوہسایلتےکابرےںیمامہراوکیئرفضےہ ؟‬

‫‪116‬‬
 ‫رسرگیمبمن‪۱۰(:۲‬ٹنم)‬
‫اتکبےکہحفصبمن‪23‬رپدییئگرسرگیمےکاطمقبرولےلپرکاںیئاسےکےیل فلتخم‬ ‫•‬
‫ومکحمںاکااختنبرکںیےسیجہک‬

‫میلعت‪،‬تحص‪،‬وپسیل‪،‬واڈپا‬

‫ابامجتعںیمےسآھٹوچبںاکااختنبرکںی۔‬ ‫•‬

‫اچرےچبانومکحمںےکرساکریارسفاننبرکاسیکرفامہرکدہوہسلےکابرےںیماتبںیئ‬ ‫•‬
‫ےگاورابیقےکاچرایہنوہسوتلںےکابرےںیمامہرےرفائاتبںیئےگ۔‬

‫رہشیےکڈاالیئگ‬ ‫رساکریارسفےکڈاالیئگ‬
‫ریمارفضےہیکںیمتنحمےسدلاگلرکڑپوھںاتہکاانپاوراےنپکلماک‬ ‫ںیمہمکحممیلعتاکاکیارسفوہںامہرااکمےہہکمہبسوکمیلعتیکوہسل‬
‫انمرونشرکوں۔‬ ‫دےنیےکےیلزایدہےسزایدہوکسلانبںیئاورانںیماےھچااسذتہیکدایتسیب‬
‫وکینیقیانبںیئ۔‬
‫اظفحنتحصےکاوصولںرپلمعرکےکاینپاوراےنپرھگواولںیکتحصاک‬ ‫ریماہمکحمتحصےہ۔مہولوگںےکالعجےکےیلاتپسہلانبےتںیہاورانںیم‬
‫ایخلرںیھک۔‬ ‫دواایئںرفامہرکےتںیہ۔‬
‫امیبروہےنیکوصرتںیمڈارٹکےکوشمرےرپلمعرکںی۔‬
‫اایتحیطدتاریباایتخررکںیاتہکامیبرینےلیھپ۔‬
‫امہرارفضےہہکوپسیلاکارتحامرکںیاوررہنکممرطےقیےسانیکدمد‬ ‫ںیموپسیلےکےمکحمےسوہں‪،‬مہرجامئیکروکاھتمےکےیلاورولوگںےک‬
‫رکںی۔‬ ‫اجنواملیکافحتطےکےیلاکمرکےتںیہ۔‬
‫امہرارفضےہہکمہیلجب‪،‬اپیناورسیگاایتحطےساامعتسلرکںی۔‬ ‫ںیمواڈپاےکےمکحمںیموہاتوہں۔مہرھگوںںیمیلجبرفامہرکےتںیہ۔‬
‫اںیہناضعئنرکںی۔‬
‫انےکلباٹمئےساوراباقدعیگےسادارکںی۔‬

‫ااتتخم‪۳(:‬ٹنم)‬
‫اتکبےکہحفصبمن‪23‬ےسوقحقورفائےکونعانیکڑپاھیئرکاںیئ۔وبرڈرپےھکلوہےئاکنتیکدرہایئرکاںیئ۔‬
‫اجچن‪۴(:‬ٹنم)‬
‫اتکبےکہحفصبمن‪24‬ےسوسالبمن‪3‬لحرکواںیئ۔(رہشویںےکوکیئےسدووقحقاوردورفائیھکل۔)‬
‫رھگاکاکم‪۱(:‬ٹنم)‬
‫اتکبےکہحفصبمن‪22‬رپھچکوہسایلتاتبیئیئگںیہوجوکحتمرفامہرکیتےہ۔انںیمےسوکیئیسیھبنیتوہسایلتےکوحاےلےس‬
‫رہشویںےکرفائھکلرکالںیئ۔‬

‫‪117‬‬
 ‫بسبمن‪38-‬‬ ‫رچیٹاگڈیئرگی‪2-‬‬

‫ونعان‪:‬دورسوںاکارتحام‬

‫دوراہین‪40‬ٹنم‬

‫ِ‬
‫احالصتملعت‬

‫اچہپنںیکسہکامتمااسنندیپایشئاحلظےسرباربںیہاورزعتاورارتحامےکاقلبںیہ۔‬

‫واسلئ‪:‬اصنیباتکب‪،‬وبرڈ‪،‬وبرڈ امررک‪،‬ورک ٹیش‪،‬فلیشاکرڈ‪،‬اصتوری‪،‬ڈاسئ‪،‬اچرٹرپیپ‬

‫ولعمامترباےئااسذتہ‪:‬‬
‫• بسااسننرباربوہےتںیہرگن‪،‬ذاتاپتایاریمیرغیبیےسوکیئرفقںیہنڑپات۔ںیمہبسیکّزعتاورارتحامرکان‬
‫اچےیہ۔بسےسلمرکایپراورتبحمےسرانہاچےیہ۔یسکیھباکموکوھچاٹایڑباںیہنانھجمساچےیہ۔‬
‫• مہبسااسننںیہاورامہرےاسکیںوقحقورفاضئںیہ۔ںیمہوخیشاورانمےسرےنہےکےیلرہیسکےسرباربیاورارتحامےس‬
‫شیپٓااناچےیہ۔‬
‫• رسرگیمےکذرےعیاتبایاجےئہکامتمااسنندیپایشئاحلظےسرباربںیہاورزعتاورارتحامےکاقلبںیہ۔‬

‫اعترف‪۵(:‬ٹنم)‬
‫• وبرڈرپظفل”ارتحام”ںیھکلاورہبلطےسوپںیھچہکارتحامےسکےتہکںیہ؟ارتحامرکانویکںرضوریےہ؟‬
‫• ہبلطےسوپںیھچہکوکیئٓاپےسدبزیمتیےسابترکےوتٓاپاسیکوسحمسرکںیےگ؟‬
‫• ہبلطےساُناکوجابولعممرکںیہنکمموجابیہیوہاگہکںیمہرُباوسحمسوہاگ۔‬
‫• ہبلطوکاتبںیئہکںیمہرہاکیےسّزعتارتحامےسشیپٓااناچےیہںیمہدورسوںےکاسھتیھبااسیولسکرکاناچےیہےسیجمہاچےتہ‬
‫ںیہہکدورسےامہرےاسھترکںی۔‬
‫• ہبلطوکاتبںیئہکٓاجمہڑپںیھےگہکامتمااسنندیپایشئاحلظےسرباربںیہاورزعتاورارتحامےکاقلبںیہ۔‬

‫‪118‬‬
 ‫بساکدتبرجیاراقت‪۷(:‬ٹنم)‬
‫• ہبلطوکاتبایاجےئہکمہبسااسننںیہاورامہرےاسکیںوقحقورفاضئںیہ۔ںیمہوخیشاورانمےسرےنہےکےیلرہیسکےس‬
‫رباربیاورارتحامےسشیپٓااناچےیہ۔‬
‫• ابفلیشاکرڈرپدنچاےسیرطےقیںیھکلنجوکاایتخررکےکمہدورسوںاکارتحامرکےتکسںیہ۔‬
‫✓ السمںیملہپرکان‬
‫✓ ڑبوںاکادبرکان‬
‫✓ امتمذمابہیکابعدتاگوہںاکارتحامرکان‬
‫✓ وعروتںاکارتحاماورزعترکان‬
‫✓ تفگوگرکےتوتقہشیمہاےھچاافلظاکااختنبرکان‬
‫✓ دورسوںیکابتوکوتہجےسننس‬
‫✓ دورسوںرپرمحدیلرکان‬
‫✓ اشیگتسئےسابترکےنےس‬
‫✓ دورسوںاکرکشہیادارکان‬

‫تفگوگرکےتوتق‬
‫ڑبوںاکادب رکان‬ ‫السمںیملہپرکان‬
‫ہشیمہاےھچاافلظاکااختنب‬
‫رکان‬
‫دورسوںیکابتوکوتہج‬ ‫وعروتںاکارتحاماور‬ ‫امتمذمابہیکابعدت اگوہں‬
‫ےسننس‬ ‫زعترکان‬ ‫اکارتحامرکان‬

‫دورسوںاکرکشہیادا رکان‬ ‫اشیگتسئےسابترکےنےس‬ ‫دورسوںرپرمحدیلرکان‬

‫‪119‬‬
 ‫• ابہبلطوکدییئگوصتریداھکیئاجےئ۔‬
‫• ہبلطےسوپاھچاجےئہکایکڑلایکںزبرگاکارتحامرکریہںیہ؟ارگٓاپانیکہگجوہےتوتایکرکےت؟‬
‫• ہبلطےساُناکوجابولعممایکاجےئاوراُنوکاتبایاجےئہکزبروگںوکےنھٹیبےکےیلہگجدانییھبارتحامرکےناکاکیرطہقیےہ۔‬

‫رسرگیمبمن‪۱۰(:۱‬ٹنم)‬
‫• ہبلطوکدورگووہںںیممیسقترکںیاوردنمرہجذلیلیھکالھکںیئ۔‬
‫• دےیےئگاخےکوکدوڑبےاچرٹرپیپزرپلقنرکںیاورابریابریہبلطوکڈاسئےنکنیھپاکاہکاجےئاوروجبمنٓاےئاُسےکاطمقبدےی‬
‫ےئگوساالتوپےھچاجںیئ۔‬

‫•‬

‫‪120‬‬
 ‫رسرگیمبمن‪۱۰(:۲‬ٹنم)‬
‫• ہبلطوکورکٹیشلحرکےناکںیہک۔‬

‫ورک ٹیش‬

‫دورسوںاکارتحام‬
‫اصتوریوکوغرےسدںیھکیاور اتبںیئہکاِنوموعقںرپٓاپ دورسوںیکزعتوارتحاماکاظمرہہےسیکرکںیےگ۔‬

‫ااتتخم‪۳(:‬ٹنم)‬
‫ہبلطےسوپاھچاجےئاگہکارگمہدورسوںاکارتحامںیہنرکںیےگوتاسےکاعمرشےرپایکارثاترمبتوہںےگ۔‬ ‫•‬
‫ہبلطےسوجابےتیلوہےئاعمرشےںیمزعتوارتحامےساکمہنےنیلےکاصقنانتاذخرکواےئاجںیئےگ۔‬ ‫•‬

‫اجچن‪۴(:‬ٹنم)‬
‫ہبلطےسوپںیھچہکلیھکںیممہسکرطحدورسوںاکارتحامرکےتکسںیہ؟‬

‫رھگاکاکم‪۱(:‬ٹنم)‬
‫ہبلطوکورکٹیشلمکمرکےکالےنوکںیہک۔‬

‫‪121‬‬
 ‫ورک ٹیش‬

‫دورسوںاکارتحام‬

‫امجتع‪:‬۔۔۔۔۔۔۔۔۔۔۔۔ اترخی۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔ ۔‬

‫مہارتحاماکااہظرسکرطحرکےتکسںیہ؟‬

‫رمکاامجتعںیم‬

‫۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔‬

‫۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔‬

‫رھگںیم‬

‫۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔‬

‫۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔‬

‫‪122‬‬
123
 Grade-1 English Formative Assessment SLOs
Sr. Coginitive Phase
Students Learning Outcomes (SLOs) Phase 1
No Level 2
Pronounce and match the initial sound of common words depicted in
1 Understanding Yes Yes
pictures with their corresponding letters.
Recognize and identify consonants and vowels in the English alphabets
2 using common consonant blends (/bl/,/cl/,/br/ and /dr/) and digraphs (/th/, Understanding Yes Yes
/ph/, /ch/).
3 Recognize individual sounds in a word e.g. /p/, /i/, /n/ in pin , etc. Knowledge Yes Yes

Read aloud three letter words with reasonable level of accuracy in

4 Application Yes Yes
pronunciation.
Grade-1 Mathematics Formative Assessment SLOs
Sr. Cognitive Phase Phase
Student Learning Outcomes (SLOs)
No. Level 1 2
1 Count objects up to 9 and represent in numerals Understanding Yes Yes
2 Arrange numbers in ascending and descending order (up to 9) Understanding Yes Yes
3 Identify 10 as a 2-digit number Knowledge Yes Yes
Compare the heights/lengths of two or more objects using the following
terms:
o Long, longer, longest
4 Application Yes Yes
o Short, shorter, shortest
o Tall, taller, tallest
o High, higher, highest
Grade-1Urdu Formative Assessment SLOs
Sr. Coginitive Phase Phase
Students Learning Outcomes (SLOs)
No Level 1 2
Knowledge YES No
Application YES No
Understanding YES No
Understanding YES No

Grade-1 General Knowledge Formative Assessment SLOs

Sr. Cognitive Phase Phase
Students Learning Outcomes (SLOs)
No Level 1 2
Identify the ways by which they can keep themselves clean (washing
1 hands, before and after meals and after using the toilet, clipping/trimming Understanding Yes Yes
nails, brushing teeth daily, taking bath regularly etc.)
Identify the unhealthy habits that cause illnesses (like cough and diarrhea
2 Application Yes Yes
etc.)
Identify some family members (parents, brothers and sisters, grand-
3 Knowledge Yes Yes
parents, aunts, uncles and cousins (paternal and maternal).
Name major parts of the human body (eyes, nose, ears, mouth, arms, feet,
4 Knowledge Yes Yes
hands and legs).

124
 Grade-2 English Formative Assessment SLOs
Sr. No. Students Learning Outcomes (SLOs) Coginitive Level Phase 1 Phase 2
Recognize and identify consonants and vowels in English alphabets using
1 Understanding Yes Yes
common consonant clusters (/gr, /st, /sp.)
Read aloud words and simple sentences with reasonable level of accuracy in
2 Application Yes Yes
pronunciation.
Point out/name some common objects in a picture or an illustration. Describe
3 Knowledge Yes Yes
them in a word or two, or a sentence.

4 • Locate month and day in a calendar by reading across and down. Understanding Yes Yes

Grade-2 Mathematics Formative Assessment SLOs

Sr. No. Student Learning Outcomes Cognitive Level Phase 1 Phase 2
1 Write numbers 1-100 in words Knowledge Yes Yes
2 Recognize the place value of a 3-digit number Understanding Yes Yes

3 Add 1-digit and 2-digit numbers with carrying. Understanding Yes Yes

Read and write the time from a clock in hours and minutes (with five-minute
4 Application Yes Yes
intervals).
Grade-2 Urdu Formative Assessment SLOs
Sr. No. Students Learning Outcomes (SLOs) Coginitive Level Phase 1 Phase 2
‫ـ‬ Understanding Yes Yes
Knowledge Yes Yes
Knowledge Yes Yes
Application Yes Yes
Grade-2 Science Formative Assessment SLOs
Sr. No. Students Learning Outcomes (SLOs) Cognitive level Phase 1 Phase 2
1 Name the provinces and federal areas (AJK, GB & ICT) of Pakistan. Knowledge Yes Yes
Identify key characteristics of a village (buildings, facilities, environment and
2 Ananlysis Yes Yes
the work people do).

3 Identify fairness and unfairness in their daily lives. Understanding Yes Yes
Recognize that the natural environment comprises of living and non-living
4 Understanding Yes Yes
things.

125
126
 Classroom Observation Tool
PART 1: PRE-OBSERVATION
School Name School Code
Name of Teacher To Be Observed Teacher CNIC
Observer Designation (circle one) AEO Head Teacher Teacher Name of Observer
Date of visit Visit Start Time End Time

PART 2: CLASSROOM OBSERVATION

Subject Social General Grade --- 1 2

Urdu Math LitNum English Science Islamiyat
observed Studies Knowledge observed
3 4 5

Based on evidence recorded in your notes made during the observation, rank the teacher on each practice (5 is high, 1 is low) 1 2 3 4 5
1. The teacher explicitly articulates the objectives of the lesson and relates classroom activities to the objectives.
2. The teacher's explanation of content is clear and correct.
3. The teacher makes connections that relate to students’ daily lives or other content knowledge.
4. The teacher models by enacting, thinking aloud or showing a final product expected of the students.
5. The teacher uses questions, prompts or other strategies to determine students’ level of understanding.
6. The teacher monitors most students during independent or group work.
7. The teacher adjusts teaching to the level of the students.
8. The teacher provides specific comments to help students clarify misunderstandings and understand successes.
9. The teacher asks thinking questions.
10. The teacher provides thinking tasks.
11. The teacher responds to students’ needs.

Time on Learning
st nd rd
1 interval 2 interval 3 interval
Students are engaged in a learning activity
L M H L M H L M H
(Circle one rating at each interval)

Duration of the lesson observed (circle one): Less than 20 minutes 21-30 minutes 31-40 minutes More than 40 minutes

127
126
PART 3: POST-OBSERVATION DISCUSSION
Practices to improve (select two practices)
Actionable feedback to the teacher:

Practice _____

Actionable feedback to the teacher:

Practice _____

Any other urgent observations/action required

Duration of the discussion (circle one): <10 minutes 11-20 minutes 21-30 minutes > 30 minutes

Teacher Head Teacher AEO

signature and date: signature and date: signature and date:

128
127
 - Tools for Formative Assessment -
- Techniques to Check for Understanding -
- Processing Activities -
Periodically, distribute index cards and ask students to write on both sides, with these
1. Index Card
instructions: (Side 1) Based on our study of (unit topic), list a big idea that you understand and
Summaries/
word it as a summary statement. (Side 2) Identify something about (unit topic) that you do not
Questions
yet fully understand and word it as a statement or question.
Ask students to display a designated hand signal to indicate their understanding of a specific
concept, principal, or process: - I understand____________ and can explain it (e.g., thumbs
2. Hand Signals
up). - I do not yet understand ____________ (e.g., thumbs down). - I’m not completely sure
about ____________ (e.g., wave hand).
A one-minute essay question (or one-minute question) is a focused question with a specific
3. One Minute Essay
goal that can, in fact, be answered within a minute or two.
Present students with an analogy prompt: (A designated concept, principle, or process) is like
4. Analogy Prompt
_________________ because _________________________________________________.
Any of several forms of graphical organizers which allow learners to perceive relationships
5. Web or Concept
between concepts through diagramming key words representing those concepts.
Map
http://www.graphic.org/concept.html
Present students with common or predictable misconceptions about a designated concept,
6. Misconception
principle, or process. Ask them whether they agree or disagree and explain why. The
Check
misconception check can also be presented in the form of a multiple-choice or true-false quiz.
7. Student One on one conversation with students to check their level of understanding.
Conference
The Three-Minute Pause provides a chance for students to stop, reflect on the concepts and
ideas that have just been introduced, make connections to prior knowledge or experience, and
seek clarification.

8. 3-Minute Pause

Walk around the classroom and observe students as they work to check for learning.
Strategies include:
9. Observation

A process in which students collect information about their own learning, analyze what it
10. Self-Assessment reveals about their progress toward the intended learning goals and plan the next steps in
their learning.
Exit cards are written student responses to questions posed at the end of a class or learning
11. Exit Card
activity or at the end of a day.
Check the progress of a student’s portfolio. A portfolio is a purposeful collection of significant
work, carefully selected, dated and presented to tell the story of a student’s achievement or
12. Portfolio Check growth in well-defined areas of performance, such as reading, writing, math, etc. A portfolio
usually includes personal reflections where the student explains why each piece was chosen
and what it shows about his/her growing skills and abilities.
Quizzes assess students for factual information, concepts and discrete skill. There is usually a
13. Quiz single best answer. Some quiz examples are:

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129
 Students record in a journal their understanding of the topic, concept or lesson taught. The
14. Journal Entry teacher reviews the entry to see if the student has gained an understanding of the topic,
lesson or concept that was taught.
In response t o a cue, all students respond verbally at the same time. The response can be
15. Choral Response
either to answer a question or to repeat something the teacher has said.
Each student in the class is assigned a different letter of the alphabet and they must select a
16. A-B-C Summaries
word starting with that letter that is related to the topic being studied.
17. Debriefing A form of reflection immediately following an activity.
The teacher creates a spinner marked into 4 quadrants and labeled “Predict, Explain,
Summarize, Evaluate.” After new material is presented, the teacher spins the spinner and asks
18. Idea Spinner
spinner lands in the “Summarize” quadrant, the teacher might say, “List the key concepts just
presented.”
Inside and outside circles of students face each other. Within each pair of facing students,
19. Inside-Outside
students quiz each other with questions they have written. Outside circle moves to create new
Circle
p
20. Reader’s Theater
21. One Sentence Students are asked to write a summary sentence that answers the “who, what where, when,
Summary why, how” questions about the topic.
Description: A ___________ is a kind of____________ that ...
Compare/Contrast:
22. Summary Frames
Problem/Solution:
Cause/Effect
23. One Word Select (or invent) one word which best summarizes a topic.
Summary
24. Think-Pair- Share/ Teacher gives direction to students. Students formulate individual response, and then turn to
Turn to Your a partner to share their answers. Teacher calls on several random pairs to share their answers
Partner with the class.
25. Think-Write-Pair- Students think individually, write their thinking, pair and discuss with partner, then share with
Share the class.
Partner up – giver and receiver Kind of like “Password” or “Pyramid.” Both know the
26. Talk a Mile a category, but the receiver has his back to the board/screen. A set of terms will appear based
Minute on the category – giver gives clues, while receiver tries to guess the terms.
stands up
- How is __________ similar to/different from ________________?
- What are the characteristics/parts of _______________________?
- In what other ways might we show show/illustrate ___________?
- What is the big idea, key concept, moral in _________________?
- How does ________________ relate to ____________________?
27. Oral Questioning - What ideas/details can you add to _________________________?
- Give an example of ____________________________________?
- What is wrong with ____________________________________?
- What might you infer from ______________________________?
- What conclusions might be drawn from ____________________?
- What question are we trying to answer? What problem are we trying to solve?
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130
 - What are you assuming about ____________________________?
- What might happen if __________________________________?
- What criteria would you use to judge/evaluate _______________?
- What evidence supports ________________________________?
- How might we prove/confirm ____________________________?
- How might this be viewed from the perspective of ___________?
- What alternatives should be considered ____________________?
- What approach/strategy could you use to ___________________?
A collection of activities from which students can choose to do to demonstrate their
28. Tic-Tac-Toe/ understanding. It is presented in the form of a nine square grid similar to a tic-tac-toe board
Think-Tac-Toe and students may be expected to complete from one to “three in a row”. The activities vary in
content, process, and product and can be tailored to address DOK levels.
Students choose a corner based on their level of expertise of a given subject.
Based on your knowledge of __________________ , which corner would you choose?
Corner 1: The Dirt
–(There’s so much dust, I can’t see where I’m going! Help!!)
Corner 2: The Paved (It’s fairly smooth, but there are many potholes along the
way.)
29. Four Corners
Corner 3: The Highway ( I feel fairly confident but have an occasional need to slowdown.)
Corner 4: The Interstate (I ’m traveling along and could easily give directions to someone else.)
Once students are in their chosen corners, allow students to discuss their progress with others.
Questions may be prompted by teacher.
Corner One will pair with Corner Three; Corner Two will pair with Corner for peer
tutoring.
This is a variation on the one-minute paper, though you may wish to give students a slightly
longer time period to answer the question. Here you ask (at the end of a class period, or at a
30. Muddiest (or
natural break in the presentation), "What was the "muddiest point" in today's lecture?" or,
Clearest) Point
perhaps, you might be more specific, asking, for example: "What (if anything) do you find
unclear about the concept of 'personal identity' ('inertia', 'natural selection', etc.)?".
3 things you found out
2 interesting things
1 question you still have
3 differences between ___
2 effects of __ on ____
1 question you still have about the topic
3 important facts
31. 3-2-1 2 interesting ideas
1 insight about yourself as a learner
3 key words
2 new ideas
1 thought to think about
Write 3 questions about the text (unfamiliar words, confusing passages or ideas)
Write 2 predictions based on the text (what will happen next based on the reading)
Make one connection based on the text (connect to something you know or have
experienced)
Display 6 questions from the lesson Have students in groups of 4.
Each group has 1 die. Each student rolls the die and answers the question with the
32. Cubing corresponding number. If a number is rolled more than once the student may elaborate on

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131
 The strategy asks learners to respond in 2–10 minutes to an open-ended question or prompt
33. Quick Write posed by the teacher before, during, or after reading.

34. Directed Students summarize in well-chosen (own) words a key idea presented during the class period
Paraphrasing or the one just past.

In two minutes, students recall and list in rank order the most important ideas from a previous
day's class; in two more minutes, they summarize those points in a single sentence, then write
35. RSQC2
one major question they want answered, then identify a thread or theme to connect this
material to the course's major goal.
Problem/Solution Paragraph

______________present(s) a dilemma that is___________. The problem is

_______________. This has/have occurred because

_____________________________. A resolution is/was possible. To solve it/this, it

will be/has been necessary to _______________
____________________________________________. The solution(s) include(s)
_____________________________________________________________________________.

Compare and Contrast Paragraph

There are several differences between ______________ and _____. They

. In contrast to , has
. Unlike _____, does not
_________ __. On the other hand,

Description Paragraph
36. Writing Frames
Have you ever _________________? has/have very interesting characteristics.
It/they has/have . it/they
has/have which enhances
. It/they also
.

Cause and Effect Paragraph

_________________ is influenced by ___ . Since

happened, then ___________________.
Therefore,______________________________. This provides explanation for ______
___and ____ ___________ . The
impact is .

Sequence Paragraph

The events/process of __________ is __________________. The first ____

___ . Then,
. Next, ______
________________________. ,__________________________.

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37. Decisions, Given a prompt, class goes to the side that corresponds to their opinion on the topic, side
Decisions share out reasoning, and students are allowed to change sides after discussion
(Philosophical
Chairs)
38. Somebody Students respond to narrative text with structured story grammar either orally, pictorially, or
Wanted But So in writing. (Character(s)/Event/Problem/Solution)
Provide 3-5 statements that aren’t clearly true or false, but are somewhat debatable. The
purpose is to help students reflect on a text and engage in discussion with their
peers afterwards. These scales focus on generalizations about characters, themes, conflicts, or
symbolism. There are no clear cut answers in the book. They help students to analyze,
39. Likert Scale synthesize and evaluate information)
One question on a Likert Scale might look like this:
1. The character (name) should not have done (action).
_______________________________________________________________________
strongly agree disagree agree strongly agree
The teacher makes two sets of cards. One set contains questions related to the unit of study.
The second set contains the answers to the questions. Distribute the answer cards to the
students and either you or a student will read the question cards to the class. All students
40. I Have the
check their answer cards to see if they have the correct answer. A variation is to make cards
Question, Who
into a chain activity: The student chosen to begin the chain will read the given card aloud and
Has the Answer?
then wait for the next participant to read the only card that would correctly follow the
progression. Play continues until all of the cards are read and the initial student is ready to
read his card for the second time.
The teacher poses a question or a task. Students then individually respond on a scrap piece of
paper listing at least 3 thoughts/responses/statements. When they have done so, students
stand up. The teacher then randomly calls on a student to share one of his or her ideas from
the paper. Students check off any items that are said by another student and sit down when
41. Whip Around
all of their ideas have been shared with the group, whether or not they were the one to share
them. The teacher continues to call on students until they are all seated. As the teacher
listens to the ideas or information shared by the students, he or she can determine if there is a
general level of understanding or if there are gaps in students’ thinking.”
42. Word Sort Given a set of vocabulary terms, students sort in to given categories or create
their own categories for sorting

43. Triangular Prism Students give feedback to teacher by displaying the color that corresponds to their level of
(Red, understanding
Yellow, Green)
Cooperative group activity used to share or collect information from each member of the
44. Take and Pass group; students write a response, then pass to the right, add their response to next paper,
continue until they get their paper back, then group debriefs.

45. Student Data A tool for students to track their learning: Where am I going? Where am I now? How will I get
Notebooks there?
Students are divided into two teams to identify correct answers to questions given by the
46. Slap It teacher. Students use a fly swatter to slap the correct response posted on the wall.

47. Say Something Students take turns leading discussions in a cooperative group on sections of a reading or
video

Students use this strategy to help them remember information that is important to them. They
48. Flag It

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49. Fill In Your Written check for understanding strategy where students fill the blank. (Another term for rate
Thoughts of change is ____ or ____.)
50. Circle, Triangle, Something that is still going around in your head (Triangle) Something pointed that stood out
Square in your mind (Square) Something that “Squared” or agreed with your thinking.
Students should get in groups of four where one student is A, the next is B, etc. Each student
51. ABCD Whisper will be asked to reflect on a concept and draw a visual of his/her interpretation. Then they will
share their answer with each other in a zigzag pattern within their group.
Students form an inner and outer circle facing a partner. The teacher asks a
question and the students are given time to respond to their partner. Next, the
52. Onion Ring inner circle rotates one person to the left. The teacher asks another question and
the cycle repeats itself.
ReQuest, or reciprocal questioning, gives the teacher and students opportunities to ask each
other their own questions following the reading of a selection. The ReQuest strategy can be
used with most novels or expository material. It is important that the strategy be modeled
by the teacher using each genre. A portion of the text is read silently by both the teacher and
53. ReQuest/ the students. The students may leave their books open, but the teacher's text is closed.
Reciprocal Students then are encouraged to ask the teacher and other students questions about what has
Questioning been read. The teacher makes every attempt to help students get answers to their questions.
The roles then become reversed. The students close their books, and the teacher asks the
students information about the material. This procedure continues until the students have
enough information to predict logically what is contained in the remainder of the selection.
The students then are assigned to complete the reading
Students respond as whole group, small group, or individually to a topic as to “What they
54. K-W-L & already Know, what they want to learn, what they have learned”. PLUS (+) asks students to
KWL+ organize their new learnings using a concept map or graphic organizer that reflects the key
information. Then, each student writes a summary paragraph about what they have learned.
Students mark the text to identify a particular concept and chime in, reading the marked text
55. Choral Reading aloud in unison
Students ask questions of one another about an essential question, topic, or selected text. The
56. Socratic Seminar questions initiate a conversation that continues with a series of responses and additional
questions.
57. Newspaper Create a newspaper headline that may have been written for the topic we are studying.
Headline Capture the main idea of the event.
Students sit in groups and each group member is given a number. The teacher poses a
58. Numbered Heads problem and all four students discuss. The teacher calls a number and that student is
Together responsible for sharing for the group.
After teams have generated ideas on a topic using a piece of chart paper, they appoint a
“docent” to stay with their work. Teams rotate around examining other team’s ideas and ask
questions of the docent. Teams then meet together to discuss and add to their information so
59. Gallery Walk
the docent also can learn from other teams. 6.Graffiti – Groups receive a large piece of paper
and felt pens of different colors. Students generate ideas in the form of graffiti. Groups can
move to other papers and discuss/add to the ideas.
Students are assigned a chapter or passage to read and create one question and one comment
generated from the reading. In class, students will meet in either small or whole class groups
for discussion. Each student shares at least one comment or question. As the discussion moves
60. One Question and
student by student around the room, the next person can answer a previous question posed
One Comment
by another student, respond to a comment, or share their own comments and questions. As
the activity builds around the room, the conversation becomes in-depth with opportunity for
all students to learn new perspectives on the text.

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Meeting Glimpses with Allied Departments (QAED, PCTB, PMIU and Stakeholders)

Meeting of Allied Departments on FA

Formative Assessment Orientation Take
Session at Division Level

FA Manual Capacity Building

Training of the Allied Departments
Briefing to CEO-PEC on FA Progress

Consultative Dialogues with Stakeholders Stakeholders' Participation

PEC FA Team Experts' Participation for Constructive

Improvement in FA Implementation

Glimpse of Formative Assessment Divisional Orientations, Consultative Dialogues of Allied

Departments and Stakeholders.
Glimpses of Consultative Dialogues and FA Activities with Key Stakeholders

Discussion Focal
Sessions Person
leading FA
Activities

Consultative Classroom
Dialogue on
District Selection
Observation

Teachers' Intraprovincial
Participation in Stakeholders'
Consultative Participation
Dialogue in FA District
Sessions Session

Item Writing FA
and Review ORIENTATI
Activity of FA ON ON ITEM
WRITING

Observation of real-time Formative assessment Models in different schools, Dialogues on District

selection, Item development and review session.