Syllabus for the Academic session 2025-26

Subject – Mathematics
Class – 1

S. Chapter Chapter Name Targeted Targeted Learning Suggested Activities

No. No. Competencies Outcomes / Learning
Objectives
General Note for Activities: All the activities should be conducted under the proper supervision of teachers.
1 1 Finding the furry cat Developing vocabulary 1. Uses positional words (e.g., Experiential Learning
(Pre Number Concept) related to spatial besides, inside, under) to • Place any object or toy from Khel
positioning and describe objects Pitara kit in the classroom. Give
understanding concepts clues using words like “near”, “far
like inside/outside, “behind”, under, “beside” to
above/below, near/far, describe it.
before/after, top/bottom. • Example – The doll/puppet is on
the table.

2 2 What is Long? What is Recognizes basic 1. Sorts objects into groups Experiential Learning
Round? geometric shapes and based on attributes that they • Take students in the playground to
(Shapes) their observable recognize find objects that are long or round.
properties 2. Describes the physical
features of various solids/ • Ask students to test them to see if
shapes in her own language they roll or slide using a straight or
(e.g., a ball rolls and has no flat ramp.
corners, a box slides and has
corners)

3 3 Mango Treat Recognises and uses 1. Recognizes Indian numerals Integration of Sports
(Numbers 1 to 9) numerals to represent up to 9 • Number hopscotch – set up a
quantities up to 9 2. Writes comfortably numerals hopscotch grid on the floor with
up to 9 numbered squares (1- 10). Instead
3. Compares two numbers up to of traditional hopscotch, call out a
9 and uses vocabulary like number. And the child must jump
more than, less than to correct number square. You can
also say “jump to the number
greater than 4”, hop on the number
less than 7”.
4 4 Making 10 Arranges numbers up to 1. Says/sings number names in Experiential Learning
(Numbers 10 to 20) 20 in ascending and correct sequence up to 20 and • Zero sorting game- gather various
descending order keeps one to one items (like buttons, coins or
correspondence with coloured paper) and ask children to
counting words and counting count and group them by colour or
objects till 20. type. When one group has no items,
2. Understands the concept of 0 tell them that group has “zero”
as a number by reducing items and ask them to explain why
(backward counting) objects it’s “zero”.
in a set (e.g., backward
counting of 3 beads, after 1
what is left?)
5 5 How Many? Performs addition and 1. Combines two groups up to 9 Playway Learning
(Addition and subtraction of single objects and recounts. (e.g.,
Subtraction of Single digit numbers there are 5 chocolates with • Ask students to roll two dices
digit Numbers) me and 3 with my sister, put together. Add the total number of
them together and count and dots/numbers on both the dice.
tell me how many I have in Find out who scores more.
all)
2. Takes out up to 9 objects Integration of Art
from a collection and • Have students draw a picture (e.g.,
recounts a tree with 10 apples).
• Then, ask them to subtract apples
from the tree, erasing or crossing
out a certain number, and writing
down the subtraction equation (e.g.,
10 - 3 = 7).

6 6 Vegetable Farm Performs addition and 1. Combines two groups up to Play-Way Learning
(Addition and subtraction of numbers 20 objects and recounts. (e.g.,
Subtraction up to 20) upto 20 fluently using there are 11 chocolates with • Hop and jump –draw a number line
flexible strategies of me and 6 with my sister, put on the floor and have students hop
composition and them together and count and forward and backward to add and
decomposition tell me how many I have in subtract.
all) • One may use different toys of
2. Takes out up to 9 objects vegetables and fruits available in
from a collection and the class for the activity.
recounts
7 7 Lina’s Family Performs simple 1. Estimates short distance and Experiential Learning
(Measurement) measurements of length length, and verifies using • Taller or shorter – pair up students
and weight of objects non-uniform & non- and compare their heights. Ask
using non-standard standards units (e.g., hand “who is taller”? and “who is
units. span, forearm, footsteps, shorter”?
Develops vocabulary for finger)
size comparisons like 2. Compares three objects in Integration of Art
big/small, tall/short, terms of their lengths as • Create picture cards with objects of
heavy/light etc. longest/ shortest tallest/ different sizes and ask students to
shortest. match big/small, tall/short,
3. Compares three objects in heavy/light.
terms of their weight as
heaviest/ lightest.

The above-mentioned syllabus along with revision must be completed before the Mid-term Examination.
8 8 Fun with numbers 1. Counts up to 99 both 1. Recognizes, reads, writes Playaway Learning
(Numbers 21 to 99) forwards and number names and • Number puzzle – write numbers
backwards and in numerals up to 99 using from 21 to 99 on small pieces of
groups of 10s and place value concept paper and jumble them. Now ask
20s students to arrange them in
2. Arranges numbers ascending or descending order.
up to 99 in ascending
and descending
order
3. Recognises and uses
numerals to
represent quantities
up to 99 with the
understanding of
decimal place value
system
9 9 Utsav • Identifies and 1. Creates new pattern based Experiential Learning
(Patterns) extends simple different features – colour, • Give students beads and buttons of
patterns in their shape, size different colours (Ensuring that
surroundings, 2. Describes the rule of pattern the children do not put such small
shapes, and numbers and creates new pattern in objects in their mouth or nose).
different objects (creating Ask them to create interesting
mandalas with twigs, patterns. ( example - red blue red
flowers) blue, big small big small.)
• Take students outside to collects
leaves and flowers and ask them to
create a pattern.
10 10 How do I spend my • Understands and 1. Distinguishes between events Integration of Art
Day? sequences daily occurring in time using terms • Ask students to draw or paste
(Time) activities , develops like earlier and later. pictures of their daily routine and
awareness using 2. Gets the qualitative feel of arrange the events in correct order
terms like morning, long & short duration, of from morning to night.
afternoon, evening school days v/s holidays.
and night. 3. Narrates the sequence of
events in a day.
11 11 How Many Times? • Recognises 1. Makes small groups of Experiential Learning
(Multiplication) multiplication as objects and counts the total • Give students small objects like
repeated addition number of objects and groups buttons, beads or blocks (Ensuring
2. Solves small number that the children do not put such
multiplication problems by small objects in their mouth or
grouping. nose). Ask them to make groups as
per the instructions. For example –
make 3 groups of 2 buttons. How
many buttons are there in total?
12 12 How Much Can We • Performs simple 1. Adds up notes and coins to Integration of Art (Role Play)
Spend? transactions using form amounts up to Rs. 20. • Set up a mini shop in the
(Money) money up to INR 20 classroom with different items
(stationery, toys etc.) and let
students buy items while
practicing counting and addition.
You can also give them fake
currency and coins.
13 13 So Many Toys • Counts and compares 1. Compares two numbers up to Experiential Learning
(Data Handling) groups of toys using 9 and uses vocabulary like • Find out in your class how many
terms like more than, more than, less than. students have 3 letters in their
less than. names/ 4 letters in their names/
5letters in their names/ 6letters in
their names etc.

The above-mentioned syllabus along with revision must be completed before the Annual Examination.
 स 2025 -2026 के लए पाठय म

क ा-I
वषय - हंद

पाठ पाठ का अपे त द ताएँ सीखने के अपे त तफल / उदे य सुझा वत ग त व धयाँ
सं या नाम

स 1
1 मीना का ● L1 व न जाग कता वक सत ● श दांश को उनके यंजन और वर अनुभवा मक अ धगम - अपने प रवार के सद य के नाम बताएँ ।
प रवार करते ह और व नम / श दांश व नय म तोड़ते ह। ● आपके प रवार म कतने लोग रहते ह
को मलाकर श द बनाते ह और ● प र चत श द नमाण के लए व नय ● सभी सद य घर म या काम करते ह बताएँ ।
श द को व नम / श दांश म ( वर और यंजन) को जोड़ते ह। रचना मक ग त व ध - दो अ र वाले श द को कुछ प चय पर लखकर पच को
वभािजत करते ह। दो ह स म अलग करते हुए श द को तोड़ने के लए कह। जैसे- भाई – भा ई

2 दादा दाद ● ल प L1 क वणमाला के सभी ● यादा इ तेमाल कए जाने वाले अ र ● रचना मक ग त व ध - श क प चय पर वणमाला के अ र लखकर एक पच
अ र को पहचानते ह और इस (संयु ता र स हत) को पहचानते ह और पटारा बनावाएँगे ब चा कसी एक पच को चुनकर दए गए अ र से साथक-
ान का इ तेमाल श द को संबं धत व नय से उ ह जोड़ते ह। नरथक श द का नमाण कर तथा क ा म द शत कर। जैसे - लाला, टाटा,
पढ़ने लखने के लए करते ह। बाबा, काका आ द
3 र ना का ● छोट कहा नयाँ पढ़ते ह और ● मान पा य और य साम ी वाल कला एक कृत अ धगम -
दन पा , कथानक और लेखक या पु तक का वतं पठन शु करते ह। ● चकनी म ी (clay) से घर म मलने वाल व तुएँ बनवाएँ जैसे - बतन,
कहना चाहता है , इसक पहचान ● कथानक और पा क पहचान करते ह। कपड़े, बेड आ द।
करके, खद
ु से ह उनका अथ ● पु तक चन
ु ने मे अपनी पस द प ट रचना मक ग त व ध - क ा लाइ ेर म से अपनी पसंद क कताब चन
ु कर उससे
समझते ह।(L1) करते ह, नय मत आविृ त पर छोट संबं धत कुछ वा य/श द बोलगे।
● व वध कार क ब च क पु तके पढ़ते ह।
कताब चुनने और पढ़ने मे च
दखाते ह।(L1)
4 रानी भी ● धारा वाह और साथक बातचीत ● बातचीत म शा मल होते ह, बोलने के लए अनुभवा मक अ धगम -
कर सकते ह। अपनी बार का इंतजार करते है और ● कहानी म आए च को दखाकर उन पर एक दो वा य बुलवाएँ ।
● दस
ू र को बोलने दे ते ह। या मक ग त व ध - ब च को एक गोले म बठाय तथा उ ह उनके साथ बैठे अगले
● क ा म पढ़कर सुनायी गई या िजस पर ब चे के बारे म कुछ वशेषताएँ बताने के लए कह।
़
चचा हो, ऐसी गैर-काथा मक साम ी के
साथ जड़
ु ते ह, ान को अपने खद
ु के
अनुभव से जोड़ने म स म है और इसके
बारे म बात करते है।

5 मठाई ● कहा नयाँ और ग यांश को (L1) ● उपयु त लय और वराम के साथ छोटे रचना मक ग त व ध - प ृ ठ सं या - 26, 27 पर दए गए च क सहायता से समूह
म सट कता और वाह के साथ ग यांश को सट क तर के से पढ़ते ह। म कहानी बनाकर क ा के साथ साझा कर।
उ चत वराम और आवाज म
उतार-चढ़ाव के साथ पढ़ते ह।
6 तीन साथी ● L1 म वन जाग कता ● प र चत श द नमाण के लए व नय अनुभवा मक अ धगम -
वक सत करते ह और ( वर और यंजन) को जोड़ते ह। ● पाठ म से 'इ/ई' क मा ा वाले श द पर गोला लगाएँगे।
व नम / श दांश को मलाकर ● कुछ प चय पर श दांश लखकर उ ह ब च को बाँटे जैसे- का, ला, मा, र,
श द बनाते ह और श द को दा, द आ द। ब चे एक-दसू रे क प चय को मलाते हुए साथक श द का नमाण
व नम / श दांश म वभािजत करगे तथा बने हुए श द को “श द का कोना” म द शत करगे। जैसे- दाद , माला,
करते ह। कार आ द।

7 वाह, मेरे ● सरल गीत , तुकबं दय और ● बड़े (4- 8) वा य के अप र चत गीत व या मक ग त व ध -

घोड़े! क वताओं को सुनते सराहते ह। क वताएँ यान से सुनते है और उनके बारे ● नपुण पटारा के हंद अ र के योग करके ‘__।ल' के आगे व भ न अ र
म बातचीत करते है , सवाल पूछते ह। लगाकर तुकांत श द का नमाण करगे। जैसे - ब।ल, द।ल, स।ल आ द।
● श क इसी कार से अ य तुकांत श द भी बनवा सकते ह।
8 खतरे म ● सुनाई गई, बोल कर, पढ़ गई ● कहानी म कथानक और पा क पहचान रचना मक ग त व ध -
साँप कहा नय को समझते ह, पा , करते है और कहानी क श दावल का ● क ा को समूह म बाँट कर कहानी को आगे बढ़ाने को कह।
कथानक और लेखक या उपयोग करके सह म म फर से कहानी
कहना चाहता है को पहचानते बताते ह।
ह।
9 आलू क ● भावी ढं ग से रोजमरा क ● च और संदभ संकेत का इ तेमाल या मक ग त व ध -
सड़क बातचीत करने के लए पया त करते हुए अनजान श द के अथ का ● नपुण पटारे के ह द अ र क मदद से तीन अ र के श द बनवाएँ।
श द जानते ह, उनका इ तेमाल अनुमान लगाते ह। अनुभवा मक अ धगम -
करते ह और मौजूदा श दावल ● अपने मनपसंद खाने क व तुओं के नाम बताइए।
का इ तेमाल करके नए श द के
अथ का अनुमान लगा पाते ह।
10 झूलम- ● सरल गीत , तुकबं दय और ● बड़े (4- 8) वा य के अप र चत गीत व या मक ग त व ध -
झूल क वताओं को सुनते सराहते ह। क वताएँ यान से सुनते है और उनके बारे ● बोड पर ‘उ’ और ‘ऊ’ क मा ा के श द लखे ले कन उन पर मा न लगाएँ ।
म बातचीत करते है , सवाल पूछते ह। नपुण पटारे म से मा ा ‘उ’ और ‘ऊ’ के कटआउट ब चे को द। ब चे उस मा ा को
श द पर सह थान पर लगाकर श द बोलगे।

नोट- उपयु त पा य म पुनराविृ त के साथ म याव ध पर ा से पूव पूण हो जाना चा हए ।

स –2

पाठ पाठ का नाम अपे त द ताएँ सीखने के अपे त तफल / सुझा वत ग त व धयाँ
सं या उदे य

11 भु े ● छोट कहा नयाँ पढ़ते ह और पा , ● समान पा य और य ● रचना मक ग त व ध - प ृ ठ सं या 64 65 पर दए गए च को ब चे अपने श द

कथानक और लेखक या कहना चाहता साम ी वाल पु तक का म बताएँगे।
है , इसक पहचान करके, खद
ु से ह उनका वतं पठन शु करते है। ● अनभ
ु वा मक अ धगम - ब चे अपनी गाँव या कसी अ य या ा का वणन क ा के
अथ समझते ह।(L1) साथ साझा करगे।
● क ा लाइ ेर से अपनी मनपसंद कताब चुनकर वतं पठन करगे।
12 फूल रोट ● प ट कथानक और पा के साथ छोट ● सरल कथानक और पा के ● खेल अ धगम - प ृ ठ 75 पर दए Tongue Twisters को ब च से तीन बार ज द -
कहा नयाँ सुनते ह। साथ ख़ुद क छोट ज द बुलवाएँ । श क कुछ और उदाहरण भी दे सकते ह जैसे - पीतल का पतीला
● कसी ज टल काय के लए दए गए कहा नयाँ सुनाते ह। पीला-पीला।
मौ खक नदश को समझते ह और दस
ू र ● कई चरण वाले नदश का
को उसी काय के लए प ट मौ खक पालन करते है िजनम एक ● खेल पटारे क कठपुत लय (puppet) से ब च से समूह म कहानी बनवाएँ।

नदश दे ते ह। बार म 8 से 9 नदश ह ।

13 मेला ● धारा वाह और साथक बातचीत कर ● क ा म पढ़कर सुनायी गई ● सज
ृ ना मक ग त व ध - प ृ ठ 78 79 पर दए गए मेले के य के बारे म ब चे
सकते ह। या िजस पर चचा हो, ऐसी अपने श द म बताएँगे ।
़
गैर-काथा मक साम ी के ● अपने मेले के अनुभव को क ा के साथ साझा करगे।
साथ जुड़ते ह, ान को ● कला एक कृत अ धगम - समूह म व भ न आकृ तय से तोरण बनवाएँ।
अपने खद
ु के अनभ
ु व से
जोड़ने म स म है और
इसके बारे म बात करते ह।
14 बरखा और ● सन
ु ाई गई, बोल कर, पढ़ गई कहा नय ● कहानी म पा व कथानक ● अ भनय से अ धगम - ब तख और मग
ु का मा क बनवाकर पाठ का रोल ले
मेघा को समझते ह, पा , कथानक और के आशय क या या करते करवाएँ ।
लेखक या कहना चाहता है को पहचानते है और कहानी को अलग प
ह। म फर से कहते ह।
15 होल ● खुद सरल गीत और क वताएँ बनाते ह। ● प र चत क वताओं से ● कला एक कृत अ धगम - श क के नदशन म होल का च बनवाएँ।
तुकांत वाले श द क ● नीचे दए गए श द का पटारा बोड पर बनाकर तुकांत श द का पटारा बनवाएँ।
पहचान करते है और नए
तुकांत वाले श द बनाते ह।

16 ज म दवस ● खुद सरल गीत और क वताएँ बनाते ह। ● श क क मदद से छोट ● या मक ग त व ध - ब च को पेड़ लगाने क व ध के बारे म बताएँ ।
पर पेड़ क वताओं तुकबंद का ● व यालय के मैदान म एक पौधा या बीज लगाएँ ।

लगाओ व तार/ नमाण करते ह। ● अपने ज म दवस पर पौधा लगाने के लए ब च को े रत कर।

● छोट क वताओं के कुछ तुकांत श द को हटाकर ब च को सुनाएँ । ब च को
उ ह अपनी समझ से पूरा करने/ आगे बढ़ाने के लए कह।
जैसे-
धम धम धम धम चलता हाथी,
भार भरकम _______
सूंड उठाता ________
सबके मन को भाता हाथी।
17 हवा ● धारा वाह और साथक बातचीत कर ● क ा म पढ़कर सुनायी गई ● या मक ग त व ध - श क क ा म मौजूद व तुओं के नाम बोलगे। ब चे हाथ
सकते ह। या िजस पर चचा हो, ऐसी से इशारे करके दाएँ- बाएँ श द का योग करके उनक ि थ त बताएँगे।
़
गैर-कथा मक साम ी के
साथ , ान को अपने खुद के
अनुभव से जोड़ने म स म
है और इसके बारे म बात
करते ह।
18 कतनी ● कहा नयाँ और ग यांश को (L1) म ● उपयु त लय और वराम के ● छोटे ग यांश को उ चत लय और वराम के साथ श क अपने नदशन म पढ़वाएँ
यार है ये सट कता और वाह के साथ उ चत साथ छोटे ग यांश को ।
वराम और आवाज म उतार-चढ़ाव के सट क तर के से पढ़ते ह।
द ु नया
साथ पढ़ते ह।
19 चाँद का ● कताब का बु नयाद ढाँचा/ ा प छपे हुए ● सामा य वराम च ह ( पूण ● या मक ग त व ध - पूण वराम और न च ह से ब च को अवगत कराएँ।
ब चा श द और उनक छपाई क दशा के वराम, न च ह) को ● श क ब च को कुछ वा य बोलगे य द उनम पूण वराम आए तो ब चे हाथ ऊपर
आई डया को समझते ह, और मूलभूत पहचानते ह। करगे और न च ह आए तो अंगूठा दखाएँगे।
वराम च ह को पहचानते ह।

नोट- उपयु त पा य म पुनराविृ त के साथ वा षक पर ा से पूव पूण हो जाना चा हए ।

 Syllabus for Academic Session 2025-26
Class: -I
Subject: ENGLISH
NAME OF TARGETED LEARNING
S. TARGETED
Unit THE
COMPETENCIES
OUTCOMES / LEARNING
No. CHAPTER SUGGESTED ACTIVITIES
OBJECTIVES
TERM I
1. Unit 1 Two Little ● C9.1- Listens to ⮚ Listen to longer (4-8 ➢ Body Part’ Song Listening & Q/A Activity:
My family hands and appreciates sentences) songs/poems
and me simple songs, (unfamiliar/ familiar) with Play a simple body-part-based song, such as:
rhymes, and attention and have ‘If You’re Happy and You Know It’ (Body Parts Version)
poems. conversations about them and
ask questions. Lyrics Sample:
● C-9.2: Creates If you’re happy and you know it, touch your nose,
simple songs and ⮚ Extends/Creates short If you’re happy and you know it, touch your toes,
poems on their poems/rhymes with the help of If you’re happy and you know it, touch your ears and show it…
own. the facilitator.
Pause after each verse and ask questions like:
Which body part did we touch?
Encourage students to create new verses using different body
parts:
‘If you’re happy and you know it, pat your knees…’

➢ Poem Creation Corner

Facilitator may begin with a simple rhyme

‘My two little hands are so bright,

They help me draw and write…’

Ask students to contribute to the next line.

 Facilitator will compile the class rhyme and students will
perform it together.
Unit -1 Greetings ● C11.1: Develops ⮚ Identifies rhyming words and ➢ Activity-Clap & Count Syllables
My family phonological alliterations.
and me awareness and ⮚ Identifies the beginning and Facilitator will say some greeting words (e.g., thank you,
blends end syllables in words. welcome hello), and have students clap for each syllable.
phonemes/syllable ⮚ Combine 2-3 syllables to form
s into words and Facilitator will ask the students: ‘How many claps do you hear
a simple word.
segment words in ‘welcome’ and other words?
⮚ Begins to visually recognize
into
and connect letters to
phonemes/syllable ➢ Activity -Rhyming Pairs Basket
corresponding sounds.
s.
⮚ Read simple two-syllable Create picture/word cards like cat, hat, bat, sun, bun, run.
● C11.2 Recognises
words that are familiar and with Students will pick a card and find its rhyming pair from a
most frequently
known letters. basket.
occurring letters of
the alphabet ⮚ Recognizes as sight words their Facilitator will be asking students to create short rhyming
(forms of names and labels of objects in couplets orally. For Example:
Akshara) of the their environment. I see a cat, wearing a hat.
script, and uses ⮚ Write down short words in
this knowledge to dictation. ➢ Activity -Sound Train (Blending Game)
read and write
simple words and Facilitators will use toy trains or blocks to represent sounds.
sentences. Give sounds like /b/ /a/ /t/ — as you place each block, students
blend them into ‘bat’.
Reverse the process to segment known words into sounds.

➢ Activity -Picture Walk & Read

Facilitators will label classroom items (chair, bag, fan, door)

and go on a ‘Word Walk. ‘Ask students to match the written
word to the object. Ask students to write 2–3 such words in
their notebooks.
 Picture ● C-9.3: Converses ⮚ Engages in conversations, ➢ Picture Talk Circle
Time fluently and can waits for their turn to speak,
hold a meaningful and allows others to speak. Facilitator will display a large, detailed picture showing a busy
conversation. park/street/market/farm scene. Begin a circle time discussion:
● C11.1: Develops ⮚ Engages with non-fictional
phonological content read aloud or discussed What do you see in this picture?
awareness and in class, is able to link What do you think the people/animals are doing?
blends knowledge from their own Have you ever been to a place like this?
phonemes/syllable experiences, and talks about it.
Encourage students to take turns speaking and wait for others
s into words and ⮚ Identifies rhyming words and to finish.
segment words alliterations.
into ⮚ Identifies the beginning and ➢ Activity -Rhyming and Syllable Hunt
2 phonemes/syllable end syllables in words.
s. ⮚ Combines 2-3 syllables to form Facilitator will pick out 5–6 words from the picture discussion
simple words. (e.g., tree, car, market, flower, monkey).
Ask to students
Can you think of a word that rhymes with ‘car’? (star, jar)
What sound does ‘monkey’ begin with?

Let’s clap the syllables in ‘flower’ (flow-er = 2 claps).

Unit 2 Encourage blending games Facilitator will say syllables like
Life mar - ket, and ask: Which word did I make? Give a blended
around us word and ask students to break it into syllables.
The cap ● C-9.5 ⮚ Interprets the intent of the plot ➢ Activity - Story Theatre (Role Play)
seller and Comprehends and characters in a story and Facilitator may narrate or read aloud the story ‘The Cap Seller
the monkeys narrated/read-out retells the story in a different and the Monkeys’. Assign roles to students (cap seller,
stories and form. monkeys, tree, narrator). Students act out the story with
identifies gestures and simple dialogues.
characters, ⮚ Narrates their own short stories
storyline and what with simple plots and Facilitator will begin a story e.g. ‘One day, a boy was walking
characters. through the forest with a basket of fruits…’ Ask students to
the author wants to imagine what happens next. Ask Students to draw and speak
say 2–3 sentences.
 ● C-9.6 Narrates ⮚ Predicts meaning of unknown ➢ Activity - Picture Prediction & Word Guessing
short stories with words in texts using picture and Facilitator will show a picture from the story (e.g., monkeys
clear plot and context on a tree throwing caps) and ask students- What do you think
characters is happening here? Repeat the activity with various pictures.

● C-9.7 Knows and Facilitator will introduce some new words like ‘imitate’ and
uses enough words ask students to guess its meaning. Encourage students to use
to carry out day- words in their own sentence.
to-day interactions
effectively and can For Example: I imitate my father when I wear his shoes.
guess meaning of
new words by
using existing
vocabulary
A farm ● C9.5- ⮚ Interprets the intent of the plot ⮚ Activity – ‘What happens next?’ Game
Comprehends and characters in a story and Take a pause during the story telling wherever a new character
narrated/read-out retells the story in a different is introduced and ask the students – ‘What happens next?’
stories and way. Encourage students to relate their responses to all introduced
identifies ⮚ Narrates their own short stories characters.
characters, with simple plots and
characters. ➢ Activity – Draw and Describe
storyline and
After the story reading ask students to draw a scene from the
what the author
story or a character of their own choice and describe the same
wants to say.
in their own way.
● C-9.6: Narrates
short stories with
clear plot and
characters

THE ABOVE-MENTIONED SYLLABUS ALONG WITH REVISION MUST BE COMPLETED BEFORE MID TERM EXAMINATION.
 TERM- 2
● C9.3- Converses ⮚ Engages in conversations, ➢ Activity: ‘Picture Talk – Let’s Chat
fluently and can waits for their turn to speak, Facilitator will show a Picture and ask students to look at the
Fun with hold a meaningful and allows others to speak. picture and talk about what they see. Facilitator will give
pictures conversation ⮚ Engages with non-fictional sentence starters like
content read aloud or discussed ‘I see a…’
● C-9.4 in class, is able to link
knowledge from their own ‘I think the boy is…’
3. Unit 3 Understands oral
Food instructions for a experiences, and talks about it. ‘Do you see the…
complex task and ⮚ Interprets the intent of the plot
and characters in a story and ➢ Guess & Talk Game
gives clear oral
retells the story in a different Facilitator will hide a part of a picture and ask: ‘What do you
instructions for
form. think is happening behind the tree? ‘Let students take turns
the same
guessing and building a short story around it.

The food we ● C-9.3 Converses ➢ Engages in conversations, waits ➢ Activity -Conversation Circle – What’s in My Tiffin?
eat fluently and can for their turn to speak, and Ask Students to sit in a circle. Each child gets a chance to say:
hold a allows others to speak. ‘Today, I have ___ in my tiffin.’
meaningful ➢ Engages with non-fictional ‘My favourite food is ___ because...’
conversation. content read aloud or discussed
Encourage students to ask simple follow-up questions:
● C-9.6: Narrates in class, is able to link
knowledge from their own ‘Have you eaten it before?’
short stories ‘Is it sweet or salty?’
experiences, and talks about it.
with clear plot ➢ Narrates their own short stories
and characters. with simple plots and ➢ Activity -Create & Share – ‘My Food Story’
characters. . Students will draw their own lunchbox or favourite food.
Facilitator can use the prompt:
‘One day, I brought ___ in my tiffin, but then something funny
happened…’
Ask Students take turns telling their own mini food adventure
story.
4 Unit 4 The four ➢ Interprets the intent of the plot ➢ Activity Word Guess Game – What’s That Season
Seasons seasons ● C-9.5 and characters in a story and Word?
Comprehends retells the story in a different Facilitator will show picture cards: sun, snow, raincoat, flowers,
narrated/read-out ➢ Predicts the meaning of kite, etc. Ask students
stories and unknown words in texts using ‘What do you think this picture is showing?’
identifies pictures and context. ‘Which season do you think it belongs to?’
characters, ‘Can you guess what this word means by looking at the picture?’
storyline and
what the author Facilitators will Introduce 3–4 new words from the story (e.g.,
wants to say breeze, bloom, chilly, bare) and encourage students to use their
clues from context/pictures to guess meanings.

● C9.7-Knows and ➢ Retell the Story with Season Circles

uses enough
words to carry out Facilitator will give students a 4-part circle or foldable (Spring –
day-to-day Summer – Autumn – Winter) flashcards. Ask students to draw
interactions or write 1–2 lines about what the tree experienced in each season.
effectively and Children then retell the story in their own words using their
can guess the drawings.
meaning of new
words by using
existing
vocabulary.
Anandi’s ● C9.6-Narrates ➢ Begins to visually recognize ➢ Story Retelling – ‘Anandi’s Rainbow’
rainbow short stories and connect letters to Facilitator will read the story ‘Anandi’s Rainbow’ aloud using
with clear plot corresponding sounds. picture cards or a big book and ask students
and characters ➢ Read simple two-syllable
words that are familiar and with ‘Who is Anandi?’
known letters.
‘What did she see in the sky?’
 ● C11.2 ➢ Recognizes as sight words their ‘What happens in the end?’
Recognises names and labels of objects in Facilitator will give students a Rainbow Strip Chart (with 7
most frequently their environment. colour bands). Ask them to retell the story (in preferable
occurring letters ➢ Write down short words in language) and draw or write a word on each colour band that
of the alphabet dictation. appeared in the story (e.g., sun, rain, sky, etc.).
(forms of
➢ Word & Sound Match
akshara) of the
Facilitator may show words from the story (rain, red, blue, sun,
script, and uses sky).
this knowledge Students may clap and read the syllables: e.g., rai-n, sun, sky and
to read and write Match pictures to words
simple words Ask students to Identify beginning sounds: ‘What sound does
and sentences. ‘rain’ start with?’.

➢ Rainbow Dictation
Facilitators say words like sun, rain, blue, sky, wet, red. Students
write them on coloured paper strips or in rainbow order.
After writing, ask the students to read their rainbow aloud.
THE ABOVE-MENTIONED SYLLABUS ALONG WITH REVISION MUST BE COMPLETED BEFORE THE ANNUAL EXAMINATION