TEACHER’S CORNER

Standard Activity Guidelines
For Titles from ‘Learner’s Choice’

1. Pre-school Fun Book I - (October – December)

2. Pre-school Fun Book II - (January – March)

3. Lower Nursery Term Book I - (1st Term)

4. Lower Nursery Term Book II - (2nd Term)

5. Lower Nursery Term Book III - (3rd Term)


These titles can be utilised as preparatory to the introduction of colour worksheets at the Pre-KG and LKG levels. They are recommended for use as classroom activities at the initial stages.

An assessment sheet is appended at the end of each workbook. This will eliminate the need for a separate report card. It can function as a medium for providing broad indicators to parents on the progress of their wards.

For pleasurable learning and teaching at pre-KG level

Young children learn best from things with which they are familiar and which they enjoy doing.

6. Pre-school Colouring Exercise Pads/Workbooks

This pad consists of 40 colouring exercise sheets, aimed at promoting finger muscle development, observation skills, vocabulary development, identification of the letters of the alphabet and numbers 1 to 9. The same contents are also available in a workbook format.

To elaborate, from June to December the children may be trained to:

• Socialise – making friends, sharing toys;
• Develop healthy eating habits;
• Encourage finger muscle development – scribbling, sand play, clay modeling, tearing (used paper);
• Participate in conversation – greetings, action words;
• General muscle development – running, catching, throwing, climbing bars, etc.;
• Learn nursery rhymes;
• Show and say the letters of the alphabet;
• Show and say the numbers 1 to 9;
• Show and say the primary colours, and, most important of all,
• Imbibe personal hygiene.

From Jan to April the worksheets may be introduced and children can be encouraged to take up colouring work as part of the finger muscle development process.

Show the worksheet to the children and talk to them about the pictures on each worksheet before actually doing them. It is advisable that a teacher student ratio of 1:3 or 1:4 is maintained while handling the worksheets.

Note: While the children colour the letters, she or he should be encouraged to say aloud, ‘I am colouring A’ and so on. While doing the numbers, for example, children should keep repeating ‘I am colouring 3 cats’ and so on.

7. Handwriting Worksheets – script - 70 pages

8. Handwriting Made Easy – LKG workbook

9. Made Easy – LKG workbook

10. Handwriting Worksheets – cursive – 60 pages

During the months of June and July, teachers are advised not to make the children commence their writing exercises straightaway. We must keep in mind that the children’s muscles are not well developed to be able to hold the pencil. Therefore teachers are requested to conduct the following activities throughout the year.

I. Painting: a) first with fingers and palms, b) with thick brush, and
c) with mixed brushes.

II. Crayons: a) thick, b) thinner – scribbling on large sheets of paper

III.Stencil shapes: made of cardboard – first lines such as followed by curves.

IV. Jigsaws / Patterns: (fine muscle control, hand/eye co-ordination and visual discrimination.)

V. Cutting and tearing, bead threading

VI. Block-building, sand play and water play.

By August you can introduce pattern writing. The strokes can also be introduced at this stage.

Note: By this time, the children should be able to distinguish the letters of the English alphabet at random. Teachers should not announce the letter that the children are going to learn to write. They should be brought closer to the blackboard and instructed to look at the board and listen and watch the teacher.

Example: The teacher can say, ‘I draw a standing line; and without taking my hand off the blackboard, I now draw a sleeping line. What do I get?’

Children will happily say, ‘L’ giving them the joy of ‘discovering’ the letter. While teaching the letter ‘L’ the teacher needs to integrate the following:

a) Phonic sound of ‘L’.

b) Introduce a ‘leaf’ to the children. Talk about the colour of the leaf; show them the veins and shape. Also tell the children that the leaves should not be plucked indiscriminately, as they are very important to the plant.

c) Introduce leaves of different common plants and also allow children to smell them.

d) ‘L’ is for lion, leopard, and lamb. Show the pictures of these animals and talk to the children about them.

Example: Lion is called the king of the jungle, what it is covered with, number of legs, kind of teeth, sound made by the lion, baby lion, home of lion, etc.
While talking about the lamb, you can teach them the rhyme ‘Mary had a little lamb’.

e) Introduce more words beginning with ‘L’ such as, ‘light’ and ‘lamp’.

f) Introduce the names of the children in the class beginning with the letter ‘L’.
When introducing numbers, say ‘2’, begin with practical experience:

Example: with stones, pencils, etc., then (colouring exercise)
2 flowers out of 5, and so on, then writing.

11. UKG worksheets – Number concept, Language development & GK (script/cursive)

12. Number concept made easy – UKG workbook

13. Language development made easy – UKG workbook – script

14. Language development made easy–UKG workbook –cursive

15.General knowledge made easy – UKG workbook

Note: Teachers should undertake a revision of all topics that the children had learnt at the LKG level.

Language development:

At the UKG level, teachers should express the words phonetically.

Example: (ag) b ag - bag, then spell – b a g - bag

Next comes the emphatic expressions:

This is These are

That is Those are