Kindergarten Planning Guide

2019

The Early Years Foundation Stage is a period of education from 0 – 5 years. In Foundation classes the children learn skills, needed to become
strong, confident individuals who are capable of learning and achieving through positive relationships, enabling environments and an
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understanding that every child is unique. The children are introduced to new ideas and further thinking through the seven Areas of Learning and
Development: The first three are known as the Prime Areas (Personal, Social and Emotional Development, Communication and Language and
Physical Development) and develop quickly in response to relationships and experiences. This support and scaffold the four Specific Areas (Literacy,
Mathematics, Understanding the World and Expressive Arts and Design) which include essential skills and knowledge to ensure that children have
the best possible start to their learning journey. These skills, experiences and learning opportunities are presented to the children through
meaningful play contexts and adult led activities which ensure that each child has the opportunity to play and explore in an active and engaging
environment that allows them to be creative, think critically and take risks to achieve more.

Early Years Daily Segments: These are some routine segments of the day. Some segments are compulsory, and some are
discretionary. Teachers may choose 2 or 3 daily from discretionary segments as per the available time. However, compulsory needs to be
planned every day such as circle time, snack time, outdoor play and story time. Class Teachers need to plan all the segments with time slots.
Class teachers will plan segments only for their own time. Subject teachers’ time will not be utilized for segments given below, will come
according to their time.

Arrival Approx. time

These Morning Assembly 10-15 minutes
Circle Time 10-20 minutes
Literacy time Discretionary 50-70 minutes (depending on the plan activity. Can be further divided into sub segments related
to literacy such as phonics drill, related art, poems etc.
Snack time 20-30 minutes
Tidy up time 5 minutes after any activity
Working in learning centers 20-30 minutes
Outdoor paly 20-30 minutes
Mathematics time Discretionary 50-70 minutes (depending on the plan activity. Can be further divided into sub segments related
to mathematics such as mental math, related art etc.
Explore the world Discretionary 35-45 minutes (depending on the plan activity. Can be further divided into sub segments related
to exploration and investigation activity such as nature walk, observing and collecting plants,
video watching, mixing colours, painting, recording and drawing.
Story time 10-15 minutes
Home time 5-7 minutes

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Area of Learning and Development Characteristics of Effective Learning
Aspect

Prime Areas Playing and exploring – engagement

Personal, Social Making relationships
and Emotional Finding out and exploring
Self-confidence and self-awareness
Development Playing with what they know
Managing feelings and behaviour
Being willing to ‘have a go’
Physical Development Moving and handling
Health and self-care
Communication and Language Listening and attention
Understanding Active learning – motivation
Speaking
Being involved and concentrating Keeping
Specific areas
trying
Literacy Reading Enjoying achieving what they set out to do
Writing
Mathematics Numbers
Shape, space and measure
Understanding the World People and communities Creating and thinking critically – thinking
The world
Having their own ideas Making
Technology links
Expressive Arts and Design Exploring and using media and Choosing ways to do things
materials
Being imaginative

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 Duration 2 weeks Understanding the world Week 5 and 6 Personal care
Learning objectives Suggested activities Term: 2 Outcome

Learners will be able to: Starter activities Learners are able to:
Circle time;  identify parts of plants.
 describe the edible and Brainstorming: Tell the students to bring their favourite fruit to https://www.yout  tell about the edible parts
nonedible parts of plants. school. Discuss general things about that particular fruit. Like ube.com/watch?v of plants.
 identify and name a few strawberry is the fruit of spring season. Its colour is red and has =TE6xptjgNR0  investigate different types
fruits and vegetables. green leaves. Almost seeds of all the fruits lie inside the fruit but of seeds in fruits and
 observe and relate strawberry’s seeds lie outside of the fruit. By sowing the seed to the vegetables.
changes in plants, plants soil we can get the plant of the same fruit. Likewise, teacher can give Resources:
change as we do. information about mangoes too that it is the king of all fruits, it’s the  Post and seeds for
 discuss and analyze fruit of summer, its yellow in colour, and it has a big seed inside of germination activity.
what do plants need to it. The milkshake of mangoes is very tasty. Similarly, ask children  Flower pots, card paper.
grow. about guava, banana, apple, melon, watermelon, dates and other  Glue, Flash cards
 identify parts of plants fruits. Ask them are carrots also fruit? What is the difference Books of fruits and
and discuss their between fruit and a vegetable? vegetables.
generic functions • Discuss and recap their concepts about plants.  Flowers and plants.
 identify needs of plants https://www.youtube.com/watch?v=TE6xptjgNR0  Jack and the beanstalk
 study process of • After watching a video ask questions related to plants’ growth.  The enormous turnip
Discussion can be extended to which parts of plants, they eat. Most
germination and growth  Plants songs
will probably say that they eat the fruits or maybe the seeds. Ask
in plants to develop  Environmental boards,
observational skills them if they ever eat stems? Leaves? Flowers? Roots?
Plants
 discuss and compare If they say no, tell them that they probably do. Do they eat broccoli?
stages of growth in plants It’s a flower. Celery? It’s a stem. Flowers – broccoli, cauliflower
 Fruits – tomatoes, peppers, squash
 Stems – asparagus, celery, sugarcane
 Seeds – corn, peas, nuts, berries
 Leaves – cabbage, spinach, lettuce
 Nature walk: Take children for a nature walk. Nature walk is always
interesting as the lesson can be integrated with other topics.
Ask multiple questions e.g.
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 What is the colour of grass?
What are the colours of flowers?
Why different leaves have different shades of green? A Small Note:
Parts of plants, how plants make food, and if there is a kitchen  Words like vegetable and
garden in school then seasonal vegetables and parts of plants that cucumber should be
we eat can be discussed. pronounced correctly.
 Show and tell: Show students a chart with two headings: ‘Edible’  Discuss about fruits and
and ‘Non-edible’. Ask the students what they think the words vegetables thoroughly
‘Edible’ and ‘Non-edible’ mean. Explain that edible means things with the children so that
you can eat and non-edible means things you cannot eat. Lead the they can sort out fruits
students in brainstorming examples that fit into these categories and vegetables easily
and write them on the chart. Show students the pictures of the  Let the children touch
edible and non-edible objects, ask them to identify the objects and and experience and
if it is edible or non-edible and paste the picture in the correct Story Time count the parts of plant
category. https://www.yout themselves. Hands on
 TALK – PAIR – SHARE: ube.com/watch?v experience is the
Divide students into groups to discuss the importance of healthy =06H27-OaC44 ultimate need of KUWA
diet and let them share their findings with the class. They have to  Each and every child’s
draw things in their journals so that we can better evaluate their plant will be tagged
learning. appropriately, this is the
Presentation task: only way they will feel
Explicit instruction/Teacher Modelling. responsible for their
 Show students a plant. Ask them where they think the plant came plant.
from. Review the steps of how a seed is planted. Then the steps
through which seed would grow into a plant.
 Read/Show students the story The Tiny Seed. In your discussion,
incorporate needs of the plant.
Tell the students that they can have many plants (including fruits
and vegetables) by sowing the seeds and by taking care of the plants
by considering growth needs of plant.
 Discuss about the needs of the plant as they are also living things.
Plants need water, air, soil and sunlight to grow. If we take care of
all needs of the plant we can grow a plant ourselves. After giving
general information to the children. Gather all fruits and vegetables
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 in front of the children to sort out fruits and vegetables. Give
opportunity to every child to tell and think about more fruits and
vegetables.
Ask questions like: What is the colour of an apple? Have you seen
an apple ever of green or yellow colour? Which is the favourite fruit
or vegetable of our last Prophet Hazrat Mohammad (SAW)? (PSED
integration) Are fruits and vegetables healthy things to eat? From
where do we get them? How much money do we need to buy an
apple or banana or cabbage, or turnip, melon or watermelon.
https://www.youtube.com/watch?v=06H27-OaC44
 Construct origami paper flowers.
http://www.origami-instructions.com/origami-modular-5-petal-
flower.html
Practice task:
 Enjoy a week of fruits and the children enjoy a variety of taste.
Parents can be involved in fruit salad activity.
 While cutting the fruit teach the children the concept of
“Fractions”. Ask the students to divide fruit into halves or quarters.
 Set up a gardening corner. Include a variety of gardening tools
(toys), watering cans, empty flower pots, etc. Add gardening gloves,
a sun hat, a hose, and knee protectors. Cardboard, tissue paper,
empty egg cartons, recycled materials and imagination to create all
kinds of colourful flowers. Provide pipe cleaners, drinking straws,
and Popsicle sticks for stems. Fabric flower petals or real dried
flowers can be used to make collages.
 Garden Exploration:
If there is a kitchen garden in your school send the students in
groups and ask each group to go out into the garden and collect two
items that are edible and two items that are non-edible. Bring the
objects back into the classroom and sort them by edible and non-
edible. You can also sort them after by shape, size, or colour.
Cross curriculum integration:
Understanding the world:
 Explain, describe and investigate how seeds grow into plant.
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 Germination:
Things required ( Jars, wet paper towels, seeds To start out, fill a jar
with wet paper towels. Make sure to ring out the paper towels so
there’s not excess water in the jar. Then place seeds in the jar, near
the bottom half of the jar. If you do multiple seeds, label the jars.
Then place them by the window and wait. After about a week, they
will really start to grow!
Mathematics: (Teachers note: lesson can
 Compare height of plants (shorts and tall). Take students to the be made more captivating
garden or kitchen garden area of your school and tell them to by integrating it with real
compare heights of different plants. life examples.
Music:
 Students to be involved in interactive music session related to
healthy or unhealthy food e.g. “Ten red apple high in the tree
Hidden away no one can see Food is good and tastes delicious,
Keeps you healthy it’s nutritious…”
Singing of poem
I plant a little seed in the ground……..
Language:
 let the students write on My favourite Fruit/vegetables Other
suggested links:
Names of fruits and vegetables:
https://www.youtube.com/watch?v=utwgf_G91Eo
One seed song: https://www.youtube.com/watch?v=a44NFSiIn54
ICT:
 https://www.youtube.com/watch?v=E_HcjcvIyNE
 https://www.youtube.com/watch?v=X6TLFZUC9gI
 https://www.youtube.com/watch?v=sdWzV2JxmNY
 https://www.youtube.com/watch?v=utwgf_G91Eo
 https://www.youtube.com/watch?v=5tB9ZZBUcv4
 https://www.youtube.com/watch?v=frN3nvhIHUk
 https://www.youtube.com/watch?v=LIGV05WhFew
 https://www.youtube.com/watch?v=NhBnqRdj8ug

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 Differentiation:
Enrichment:
 Construct origami paper flowers to decorate the class.
 Decorate your class from different types of flowers made by your
students.
 Make a large sunflower field, give the children parts of the plant
cutouts along with vocabulary words and let them construct the
plant.
A visit to green grocer can further add to their knowledge.
Nutritional value attached to fruits and vegetables can be discussed
with students.
Motivate students to eat fruits and vegetable for staying healthy.
Support:
 For students still learning the fruits and vegetables names. The
pictures may be used as a memory game or to spark a conversation
with your group.
 Have each student name three things a plant needs to survive.
Review and closing:
 Ask students what their favourite part of today's lesson was.
 Have them predict how long it will take to start seeing the plant
sprout.
Extension Task:
Worksheet

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Pak-Turk Maarif International Schools & Colleges, Early Years Education Wing,2019
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 Duration 2 weeks Understanding the world Week 5 and 6 Five senses
Learning objectives Suggested activities Term: 2 Outcome

Learners will be able to: Starter activities: Investigation area: 

classify types of Circle time: • Place toys such as cars
transport air, land and  Gather students into a large circle. After settling, sing a rhyme on a road, airplanes in
water. wheels on the bus, and ask them question how they come to small airport made on a
 discuss name and school. Which means of transport people use. Talk about how card sheet and ships in a
recognize varied land tub of water for kids to
people travel from one place to another. Take note of the
transports and their explore and experience
students who have prior knowledge of types transport, and
functions/uses. how different types of
which students need more attention in learning about transport. transports are used. (Air,
 discuss name and
Discuss about the favourite type of transport .tell them about water and land). Extension
recognize varied water
transports and their water transports. This conversation will help to frame the lesson
specific functions/ uses for students.
 discuss, name and  Begin discussion by asking the children the following questions:
recognize varied air What flies in the sky? (Birds, airplanes, helicopters, hot air
transport and their balloons, etc.) See how many objects the children can
specific functions/uses. brainstorm. Have you been on an airplane? Where did you go?
Who flies the airplane? (pilot)Where did you go to get onboard
 relate and compare an airplane? (airport)
sped of various vehicles https://www.raz-
 Show pictures of airplanes and other flying machines to the
discuss, name and kids.com/main/BookDetail
children while asking these questions. Asking such questions will
recognize varied air /id/861/from/quizroom
establish what the children know about air transportation and if
transport and their
they have previous experience with these forms of
specific functions/uses.
transportation. This aids in building the teacher’s lessons on
discuss similarities and
what the children still needs to learn about in this area of
differences between
different modes of transportation. Discuss different modes of transportation on
transport. land, sea and in the air. Talk about how people get to where they
are going (school bus, ferry boat, car etc.) Ask how if anyone will
sit in a plane … a train … a horse … etc. Ask how students get to

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 school every day. How do children in other countries travel? How
products are delivered … couriers with trucks, airplanes etc.
 Introduce ‘Water transport’ through video.
https://www.youtube.com/watch?v=t5FuWuCkbJU
Role play of airplane: Children will dress up as air hostess and
https://www.youtube.com
passengers using headbands etc. The airhostess will tell safety
/watch?v=IL6PBoO2MNo
rules for travelling on the plane. Try to communicate with them
using vocabulary relevant to the situation such as tickets,
boarding pass, passengers, flying etc. Set up similar role plays for
water transport and land transport (e.g. traffic police and
citizens). Set up an outdoor activity in which children will make a
huge rocket/bus using big cartons and decorate it with paints and
newspapers.
 I'm going on a trip and I'm packing... Begin the game by saying,
"I'm going on a trip by..." (Airplane). The game continues with a
child saying, "I'm going on a trip by airplane and by train." Each
child adds up any other means of transportation.
Presentation task:
Explicit instructions/teacher modeling:
 Show children different toy models of vehicles and pictures of
cloud, ground and water. Lay these across the floor. Place the
vehicles on the appropriate pictures. Show them by placing a car
on the ground picture, an airplane on the cloud picture and a boat
on the ocean picture.
 Evolution of Transport: children can work in groups on
evolution of transport: what was the earliest mode of transport
and how it evolved.
Children can be shown video about the first flight by the Wright
Brothers and collect information to be displayed as a class project.
 Give students turns to choose a vehicle and place them on the
matching pictures to show if they are land, water or air

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 transportation vehicle. Show them the written names of each
vehicle.
 Ramp activity: Set the ramp at an angle with the top resting on
a chair and the bottom on the floor. Send various vehicles down
and observe results.
 On a large piece of chart paper make three columns label it
‘ground’, ‘air’ and ‘water’. Then with the class sort the kinds of
transportation from the book and list into the correct columns.
After you have finished sorting, give each student a piece of paper
to draw and colour their favourite kind of transportation. If you
want to make it a class book, have a prompt to at the bottom of
the page – "I want to go on a ___________." Let the students fill
in their answer and then draw the picture.
Practice task:
Cars and Trucks Sorting:
Let children cut cars and truck pictures out of magazines. On a
table add masking tape to divide the table in half. Write the words
"Cars" and "Trucks" on index cards and place them on top of each
column. Invite children to sort the pictures and place them in the
appropriate places.

 Follow the Road (Fine Motor Skill Activity / Hand to Eye

Coordination):
On a large poster board or brown wrapping paper draw or print
out our printable for different destinations (school, grocery store,
houses, church, fire station, police station, park, etc.) with
winding roads. Provide small toy cars, trucks, and buses and let
children drive along the roads to the different destinations. Let
children describe where they going as they drive their vehicles.
 Chalk Roadways:

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 Have your child gather his/her toy vehicles and some sidewalk and
talk. Go outside with your child and with him/her use the chalk to
draw roads, road signs, buildings, etc. on the sidewalk. Then
"drive" the vehicles on the chalk roadways.
 Vehicle Colour Graphing:
Take your learner to a place where you and your learner can safely
observe vehicles, such as a parking lot. Ask him/her to tell you the
colours of the different vehicles found there. List the colours as
he/she lists them. Then help your child make a graph showing
how many vehicles of each colour were counted. Have your child
tell you which colours were the least and most common. Ask your
child if he/she can name any colours that were not found.
 Exploration Science Experiments; float and sink experiments
Let students experiments with their boats designs. Use coins or
blocks to see which boats will carry the most weight.
 Children will paint an ocean onto a piece of paper and children
will make boats with paper and glue boats on their water.
 Row Row Row Your Boat Games
Children sit in a pair facing one another. They cross their legs and
holds hands and rock forwards and back while singing the song.
Using empty plastic bottles children will make o. Using small
boxes or shoe boxes students can make many land transport
vehicles.
 Cross curriculum integration:
Language: 
Doing vocabulary quiz about different modes of transport and
their uses.
Understanding the world:
 Take an empty bottle place bottle on water and keep adding
weight to see if the bottles flow or sink.
Mathematics:

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  How Many? Numbers Activity Show children a large picture of a
car (preferably with all four wheels showing). Ask children to
describe the car. Next, ask children how many wheels the car has?
Ask them to hold up that many fingers (4). Write the word
"wheels" and the number 4 on the board. Next, ask how many
lights, steering wheels, doors, and tires are on the car. Write the
words and numbers on the board. Show a truck picture and
repeat the activity. Talk about their findings. This will help in how
to add numbers.
ICT:
 Different Modes of Transport
https://www.youtube.com/watch?v=BFGtse525UE
 Land Transport
https://www.youtube.com/watch?v=B2S6g3OigmQ
 Water Transport
https://www.youtube.com/watch?v=FfhFieHXTNU
 Air Transport
https://www.youtube.com/watch?v=qEK0NcjrBg4
Arts and Craft:
 Create a ramp and paint a rainbow with different toy vehicles. 
Cut and Paste: Have children paint an ocean onto a piece of
paper. When dry, provide paper and scissors for children to cut
shapes from to design and glue boats on their water.
Differentiation:
Enrichment:
 Easy Paper Plate Car Cut two circles (wheels) out of black craft
paper. Cut a paper plate in halves. Add the two wheels to the flat
edge of the paper plate. Add details to car with markers or
crayons.
Support:

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  For students still learning types of transport can collect images
of different types of transportation and add them to a bulletin
board that has been divided into Land, Sea and Air.

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 Class: Kindergarten
Duration: 2 weeks
Week 5 and 6
Learning Objectives
Stu Students will be
able to:
 recite dua for drinking
milk
 exhibit ability to place
tableware/mats/cutlery/  Sing the table manners song. (Ref resources)
napkins and display good Circle Time
eating etiquettes.
 demonstrate work and
play with enhanced
concentration
Pak-Turk Maarif International Schools & Colleges, Early Years Education Wing,2019
Subject/Area of Development: Personal, Social and Emotional Development Strand: Making Relationships
(PSED)
Term: 2
Value: Tolerance/Unity
Suggested strategies and activities Assessment: What and How?
 Recall and reinforce previously learnt Duas, recitation of Dua of drinking Students will be assessed on their ability
milk. to:
 Share the importance of reciting Duas.  actively participate in the
activities.
 Reinforce table manners and discuss them in detail.
 set a snack table.
 Demonstrate how to place tableware.
 follow table manners.
 willingly participate in role play of
a table manners or a restaurant.
Eating with etiquettes, now teachers are suggested to elicit their prior
knowledge during circle time. Teacher demonstrate basic table manners and
encourage regular practice. A few of them are as follows: Note: Teacher to record observation in
the observation record sheet.
 Wash hands before eating food/lunch.
 Recite dua before starting your lunch/dinner.  cutlery, plates and napkin for the role
 Eat with right hand and use a spoon/ fork unless the food is meant to be play
eaten with fingers.  bowl of apples
 Sit up and do not hunch over your plate; wrists or forearms can rest on
the table, or hands on lap.
 Take small bites and don't stuff your mouth with food. It is dangerous
and you could choke.
 Chew food with your mouth closed. Stay quiet and do not talk with your
mouth full. Always say thank you when served something. Shows
appreciation.
 Eat slowly and don't gobble up the food. Enjoy it slowly. (Slowly means
to wait about 5 seconds after swallowing before getting another forkful/
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 spoonful).
 Always use a napkin to dab your mouth, which should be on your lap.
Remember to dab your mouth with the napkin do not wipe your face
with it.
 Avoid banging of utensils.
 Avoid throwing or grabbing food
 Avoid yelling, spitting or running around while others are eating.
 Thank the person who prepared the meal.
Manners Party (Role play)
 Pass one bowl of apples (or any snack) to the first child. The child sitting  Note: Table manners are to be
next to the first child must say, "May I please have the bowl of apples." observed daily during snack time.
The first child passes the bowl to the second child, who should reply
"Thank you." The first child then says, "You're Welcome." Continue this
until every child has had a turn and receives the bowl.

Mathematics
Duration: 2 weeks Term :2
Learning Objectives Suggested Activities Week 5 and 6 Outcomes

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The learners will be able
to:
 identify odd/even
numbers up to 10 using a
colour code.
 differentiate odd/even
numbers using counters
Pak-Turk Maarif International Schools & Colleges, Early Years Education Wing,2019
Starter Activities Resources: The learners will be assessed on
Introduce the concept of odd and even numbers. Tell  2 brown paper bags. their ability to:
children that even numbers end in 0, 2, 4, 6 or 8. Odd One back should have
numbers end in 1, 3, 5, 7 or 9. Chant, 0, 2, 4, 6, 8, even "even" written on it  Orally count numbers
numbers are great! 1, 3, 5, 7, 9, odd numbers are divine! Tell and the other should up to 100.
them that even numbers can be matched in pairs (or divided have "odd" written on  identify odd/even
evenly into groups of two) while odd numbers cannot be it. numbers up to 10 using
matched in pairs (they cannot be divided evenly into groups  Index cards with a a colour code.
of two). number written on it.  differentiate odd/even
Conduct an activity in pairs. Show children how to identify Each number card numbers using counters
whether a number from 1 to 9 is even or odd using should also have dots
counters. Provide them with number flashcards and counters. drawn on to represent
Explain that if the number of counters can be arranged so the number. For Note: Teacher will record
each counter is paired with another, the number is even. example, the 7 card observations in the record
Further explain that if there is an unpaired counter, or a should have 7 dots on sheet and save learners’ work in
counter is left over, then the number is odd. Model this it. their portfolios.
process for children, and then have them use counters to find
which numbers are odd or even. Introducing Odd and Even
Main Lesson: numbers -
Whole class: https://www.youtube.com
Activity 1: Draw a chart with two columns and label it “Odd /watch?v=3iQqmmG8wQQ
or Even?” Write numbers 1-10 in the left–hand column. Odd and even –
Invite volunteers to take turns rolling a pair of dice. Have the https://www.youtube.com
child count the number of dots and say if the number is odd /watch?v=tEpT7W4RG04
or even. Then prompt the class to raise their hands if they
agree. Once children have discovered the right answer, write
odd or even next to the number on the chart. Remind them Odd and even practice
that even numbers end in 2, 4, 6, 8 or 10 and odd numbers activities; sorting odd and
end in 1, 3, 5, 7 or 9.Continue until you have completed the even through colour
chart. coding.
Activity 2: Children will do worksheet in which they will colour
odd numbers red and even numbers blue.
Wrap –up:
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 Show flashcards of numbers randomly to the children and ask  True and false to
them to identify whether they are odd or even. identify odd and
even.
Odd and even number song
https://www.youtube.com
/watch?v=zL9VIyziYko

The learners will be able Starter Activity: Teacher’s Notes: They will be assessed on
to: Whole class Activity: The key vocabulary words their ability to:
 add numbers within 10 Circle Time, ( Concrete Approach) in this lesson are add, sum,  add numbers within 10
using pictorial clues  Teacher to use key vocabulary words of addition and together and altogether. using pictorial clues
 add numbers within 10 add different objects. CPA  add numbers within 10
using a number line and  Ensure every child is given the chance to add objects Concrete, Pictorial, using a number line and
count on method turn wise. Abstract (CPA) is a highly count on method
 represent addition with  Show them video effective approach to  represent addition with
objects and actions to  https://www.youtube.com/watch?v=8cR_1Qi-tP4 teaching that develops a objects and actions to
understand the deep and sustainable understand the
concepts of adding to. Activity 1: understanding of maths in concepts of adding to
Create an addition machine: pupils. Often referred to as
Create an addition machine using a shoe box and two cups the concrete,
with the bottoms cut out. Learners roll two dice and then use representational, abstract
the machine to work out the answer by putting balls/counters framework.
through the cups to add the two numbers together.

Activity 2:
Beads and cards adding activity

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 This activity can be varied to suit the resources you have
available to you. Use a deck of cards, teacher can also use
two dice depending on the skill level of your students.
Learners pull two cards from a deck of cards. They then
thread the beads onto the pipe cleaner to show the two
numbers. The learners then have concrete objects to count to
work out the answer to the number sentence.

Activity 3: ( Pictorial Approach)

Lady beetle addition activity
Laminate at least 5 lady bugs and cut out the black dots and
number cards for a great addition activity. Students can roll
two dice or pick two number cards to create a number
sentence. They then place the black dots on the lady beetle
to show the answer to the addition number sentence.
Independent Activity:
Worksheet of simple addition sums.

Wrap up: ( Abstract Approach)

Mantel Math of Addition; Randomly ask simple addition
sums, by using Key vocabulary words for addition.

 subtract numbers within Starter Activity: They will be assessed on

10 using pictorial clues their ability to:
 subtract numbers within Whole class Activity: Teachers Notes
10 using a number line  subtract numbers within
Circle Time 10 using pictorial clues
and count on method
 represent subtraction The key vocabulary words  subtract numbers within
 Singing of five little monkeys in this lesson are subtract, 10 using a number line and
with objects and actions
 Teacher to use key vocabulary words of subtraction take away, minus, less count on method
to understand the
and apply by using different objects. and left over.  represent subtraction
concepts of adding to.
Integration of this concept with objects and actions
with lunch time:
Pak-Turk Maarif International Schools & Colleges, Early Years Education Wing,2019
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 recognise and apply key  Ensure every child is given the chance to take away While eating slices of to understand the
words of subtraction objects turn wise and be able to tell the answer. apples, cookies, bunties, concepts of adding to.
sums.  Show them video candies, strawberries,  recognise and apply key
grapes. words of subtraction
https://www.youtube.com/watch?v=Rnw5ixvU074
sums.
Activity 1
Subtraction Smash:
Use Subtraction Mats or just write down subtraction sums for
your students on white board. Instruct them to make play
dough balls according to the bigger number in the sum.
Then to smash the number of balls given according to the
smaller number given.
Write down the number of ball left over.

Activity 2:
Subtraction Beaded Rods:
These worked really well for subtraction. Take the stick
showing the total and subtracted by sliding the beads down
the rod.
Struggling learners find this strategy interesting and learn this
concept easily.

Activity 3:
Subtraction Mat:
Make this subtraction mat. Discuss to put the circles
according to the bigger number in number sum. And then
take away according to the smaller number.

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Learning Objectives
The learners will be able
to:
 identify odd/even
numbers up to 10 using a
colour code.
 differentiate odd/even
numbers using counters
Pak-Turk Maarif International Schools & Colleges, Early Years Education Wing,2019
Mathematics
Duration: 2 weeks Term :2
Suggested Activities Week 5 and 6 Outcomes
Starter Activities Resources: The learners will be assessed on
 In order to gain student interest, teacher can ask for their ability to:
10 student volunteers to come to the front of the
class.  identify odd/even
 As a class, count how many students are standing. numbers up to 10 using
 Next, have each student find a partner (since there a colour code.
are 10 students, everyone will have a partner). Write  differentiate odd/even
10 on the board under the word "even". numbers using counters
 Explain to students that everyone has a partner Write number in word –
because 10 is an "even" number. one to three.
 Ask 2 students to sit down, leaving 8 students  add numbers within 10
standing. . Everyone should have a partner. Write 8 using pictorial clues
on the board under "even".  add numbers within 10
 Repeat this process with 6, 4, and 2 students. using a number line and
 Ask students what they think would happen if there count on method
were 9 students standing. Would everyone have a  represent addition with
partner? Repeat for 7, 5, 3, 1 objects and actions to
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  Students should be able to tell you that a student understand the
will be left without a partner for 7, 5, 3, and 1. concepts of adding to.
Main Lesson:  subtract numbers
Whole class: within 10 using pictorial
Guided Practice clues
Use the characters "Even Steven" and "Odd Todd."  subtract numbers
Create a visual for each character you can put on the floor. within 10 using a
You can use half a poster board or an 18 by 24 in (46 by number line and count
61 cm) piece of construction paper for each character. The on method
characters should have hands large enough that students  represent subtraction
can put items in each hand. You can make them slightly with objects and actions
larger than your hands, for instance. to understand the
 Tell students a story about the characters to get concepts of adding to
their brains going. For instance, you can say that
Even Steven loves things to be equal and always Note: Teacher will record
wants the same amount in each hand. Odd Todd observations in the record
prefers to not have the same amount in each hand. sheet and save learners’ work in
 Have several plates of items, such as candy or flat their portfolios.
glass marbles. Count out the items together, and ask
students which character the plate would belong to.
 Once you've decided, have a student count out the
items again, placing them in the character's hands.
Have the child alternate between the 2 hands of the
chosen character as they count. Then, count each
hand to see if they're the same or not to decide if
they guessed right.
Independent Practice
Play a heads-down game of identifying odd and even.
Have the students put their heads down on their desk. Give
them a number, starting with something small. Have
students raise their hands for odd numbers or put their
hands on their heads if they think it's even.

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  This game is more to see how much students are
comprehending, rather than to correct mistakes.
After the game, you can go over the concept again.
 Keep getting bigger with the numbers to see if
students have caught on to larger odd-even
numbers.
Mystery Number

 Give each student an index card with a "mystery

number" written on it. In addition to the numerical
number, dots should be used to represent that
number. For example, the 6 card should have six
dots on it.
 Students will work independently to pair up the dots
in order to determine if their number is odd or even.
 Student should write the words odd or even on the
card.
Colour Coding
 Worksheet of colouring odd numbers in red and even in
green..
Wrap –up:
 Students will take their "mystery number" and place
it in the appropriate "odd" or "even" bag.
 Have children tell the class their mystery number and
ask them to tell the class whether the number is off
or even and why.

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The learners will be able
to: Starter Activity:
 add numbers within  Take you learners outside. Draw a big Number line
10 using pictorial on floor. Play jumping frog addition game on this
clues floor number line, integrating Mathematics with
 add numbers within physical development.
10 using a number  Every learner should be given a chance to solve sum.
line and count on
method Activity 1:
 represent addition Addition Slider:
Learners LOVE using the sliders! Take plain ‘zipper’ style bags
with objects and
and use a permanent marker to draw a simple 1-10 number
actions to understand
line. 🙂 After teaching learners how to use a number line and
the concepts of
allow them to practice with their own zipper number line
adding to.
bags. Put some addition flash cards out and they can find out
the sum of each problem, by using their own zipper number
line bag.

Activity 2:
Addition Polygon Puzzle
The aim of the game is for students to put the Polygon Puzzle
back together by looking at the addition question and then
placing the answer next to it. Laminate the mat so it can be
used over and over again. Then print out the puzzle pieces
and cut and laminate them also. The aim of the game is for
students to put the polygon puzzle back together by looking
at the addition question and then placing the answer next to
it.

Activity 3 Owl flashcard templete

Simple addition flash cards

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 Print and laminate cute owl addition flashcards for a number
of games and activities. Have students play snap, memory or
simply match up the number algorithm to its answer card.

Independent Work
Worksheet of Addition

Wrap up
Metal math practice of addition. https://www.teachstarter.
com/au/teaching-
 subtract numbers within resource/1-10-addition-
10 using pictorial clues Starter Activity: flashcards-owls-vertical/
 subtract numbers within  Take you learners outside. Draw a big Number line
10 using a number line on floor. Play jumping backward frog Subtraction
and count on method game on this floor number line, integrating
 represent subtraction Mathematics with physical development.
with objects and actions  Every learner should be given a chance to solve sum.
to understand the
concepts of adding to.
recognise and apply key
words of subtraction
sums Activity 1:
Subtraction Slider:
Slider Bags made for addition can be used for subtraction
practice also, Put some subtraction flash cards out and they
can find out the difference of each problem, by using their
own zipper number line bag.

Activity 2:
Playing Subtraction Lego:
Play this game with a small group of students, as the object of
the game is to see who can lose all of their bricks first!
First, stack up your tower. Then, roll the dice.

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 Take off that number of bricks, and then count how many you
have left. While playing this game with learners use math
language. For example: “I had 10 bricks, I took off 2, and now
I have 8.”
It’s better to have them write equations for each roll to
extend the learning!
Keep rolling and removing bricks until there are none left. The
first person to unstack them all is the winner!
Play again, or increase the number for a longer game!

Independent Work
Worksheet

Wrap Up
https://www.abcya.com/games/first_to_five
subtraction games on smartboard

Communication language and literacy Week 5-6 Term 2

Learning Objectives Suggested Activities Outcomes
Learners will be able to Starter Activities Grapheme phoneme Learners will
 identify phonemes Practice GPCs / s/, / a/, /t/, /p/, /i/, /n/, correspondence  identify phonemes
(sounds)from set 1 to /m/, /d/, /g/, /o/, /c/, /k/,/e/, /u/, /r/, /ck/ Set1 / s/,/ a/, /t/, /p/ from set 1 to set 3
set 1-4 Play Flashcards: Speed trial: Procedure: Set 2 /i/, /n/, /m/, /d/
Set 3 /g/, /o/, /c/, /k/  recognise the sound
Set 4 /e/, /u/, /r/, /ck/ and its relation to

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  Hold up the grapheme cards of sets 1-4 letter/letters/graph
(the children have learned) one at a eme
 recognise the sound and time. Grapheme tiles
its relation to  Ask the children, in chorus/ group, to
letter/letters/graphem say the sound of the grapheme (with
e the action, if used)
 Increase the speed of presentation/
card display so that the children learn
to respond quickly
Words Building with sets 1-3(10 minutes flash cards
 Blend and segment VC daily):  blend the sounds and
and CVC words by Procedure: make words by using
using sets 1-4  Hold up the CVC/VC words flash cards sets 1-3
ask the children to say the sound and
blend it to make words.
 Repeat the same procedure by
increasing speed and ask the children to
blend it.

Procedure:
 GPC Drill: Practice GPCs / s/,/ a/, /t/,
/p/, /i/,/, /n/, /m/, /d/,
 /g/ , /o/, /c/, /k/, /e/, /u/, /r/, /ck/  read and write words
 Sing the sound song and point to each with digraph ou
letter/grapheme as children sing.
 Play Flashcards: Speed trial Procedure:
 Hold up the grapheme cards of sets 1-4
(the children have learned) one at a
time.

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  Ask the children, in chorus/ group, to
say the sound of the grapheme (with
the action, if used)
 Increase the speed of presentation/
card display so that the children learn
to respond quickly
 Word building with sets 1-4 (10 minutes
daily):
Procedure:
 Say a word (e.g. sap) and then say it in
sound-talk slightly emphasizing on
every vowel and consonant s-a-t.
 Repeat with another word. Say another
word (e.g. dump) and ask the children
to tell their partners what it would be in
sound-talk.
 Make the word in the phoneme frame
with the magnetic letters.
 Say another word and ask the children
to tell their partners what it would be in
Sound-talk.
 Ask the children to tell you what letters
to put in the phoneme frame.  identify, write letters
 Ask the children to make the word on using correct sequence
their own phoneme frames or fans. Aa-Zz and associate
 If all the children have frames or fans, them with related
ask them to check that they have the vocabulary
same answer as their partners. If the
children are sharing, they ask their
partners whether they agree.

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  Ask the children to hold up their frames
or fans for you to see. Repeat with
other words.
Variation:
 Ask the children to make word on
their own phoneme frames or fans.
 If the children are sharing, then ask
their partners whether they agree to  recognise and use
the written word. naming words
 Ask the children to hold up their
frames or fans for you to see. Repeat  begin to write names
the same process for VC and CVC of thing (s) including
words. own name,
 This procedure can also be ‘wrapped independently.
up’ in a playful manner by ‘helping a
toy’ to write words.  predict what might
Sound Talk: Procedure: This skill will build happen in the story
over a few days. using their
Children should be able to spell VC words imagination
before moving on to spell CVC words.
 Say a VC word (e.g. at) and then say it in • be creative with the
sound-talk. language.
 Say another VC word (e.g. it) and ask • comprehend story text
the children to tell their partners Resource: by answering
what it would be in sound-talk.
App Name: Writing Wizard  identify and read tricky
 Demonstrate finding the letter i from
Link# 1 words
the selection of magnetic letters and
put it in the first square on phoneme
https://apkpure.com/writing-wizard-  identify and read
frame and the letter t in the second handwriting/com.lescapadou.tracingfre captions using sight
square, sound talk i-t and then say it. e words.
 Ask the children to tell you aloud App Name: ABC Kids Tracing & Phonics  identify and enunciate /
what to put in the first square in the voice phonemes sets 1-
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 phoneme frame and then in the Link # 2: https://apkpure.com/abc-kids- 7 fluently with
second. tracing- increasing confidence
Assorted Group Works: phonics/com.rvappstudios.abc_kids_tod and clarity
 While sitting in a group, children will dler_tracing_phonics 
be provided with objects/ pictures
with letter flash cards a-z. Ask them
to pick any object and identify its
associated ending sound letter
through a-z flash card basket.
 Provide the children with teacher’s
 identify and read tricky made laminated material of missing
words spellings. Ask them to fill in the missing
 Identify and read spells collaboratively as a group.
captions using sight
words. Tricky Words/ Captions (10 minutes daily)
Procedure:
 Display the list of words, one
underneath the other.
 Divide children in groups. Explain to the
children that the objective of this
activity is to read as many words as
possible
 Call a child’s name out and point to the
first word. Ask the child to sound talk
the letters and read the first word.
 Repeat with another child, encourage
him / her to read the next word. Record
the score of every group. Next time the
game is played, the objective could be
even raised score of each group.
 Learners could play this game with all
the children reading the words
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 together. Sentence Reading Resources:
Arrange three pictures and one
sentence or caption (strip). Ask children
to read the strip and match it with the
correct picture. Teacher to facilitate
children through the process
 Children can use following app in E-lab/
ICT to learn sight words.

Sample Lesson Plan

Learners will be able to:
 read and write words
with digraph ‘ch’.
 recognise the sound and
its relation to the letter/
letters/ graphemes.
Starter Activity: (10 mins)
Children will be encouraged to remember
the words with digraph ‘ou’. Teacher will
write few on the white board. They will also
Resources:
Teacher, children, teacher made alphabet
cards, flash cards of digraph ‘ch’, picture
cards of words ‘ch’, notebooks, white
board, grapheme tiles, green boards.

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 blend the sounds and
make words.
Week 6
 read and write words
with digraph ‘sh’.
 recognise the sound and
its relation to the letter/
letters/ graphemes.
 blend the sounds and
make words.
Pak-Turk Maarif International Schools & Colleges, Early Years Education Wing,2019
be encouraged to repeat for couple of
times.
Whole Class
Sound Button: Introducing Diagraph ch Teacher’s Notes:
Procedure: A digraph is two letters that make
Write words on cards with sound buttons one sound. The digraph can be made
as ch. up of vowels or consonants.
A trigraph is a single sound that is
represented by three letters
Teacher will display words with diagraph
ch (chips, chair, chin, chick, chicken,
change, cheat) , point to or draw a sound
button under each sound.
Teacher will also repeat the same process
for each word. This procedure will be
varied through:
Variation:
1. Make children sit in two lines opposite to
each other / facing one another.
2. Provide one row of children with an
object or picture card and the other line
with a word card each child.
3. Ask the learners with the word cards to
read their words and the learners with
objects or pictures to sound-talk the name
of their object or picture to the child sitting
next to them.
4. Ask the learners to hold up their words
and objects or pictures so the children
sitting in the opposite line can see them.
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 5. Ask the learners with word cards to
stand with the learners holding related
object or picture.
6. All the learners to cross check that they
have the right match.

Group Activity
Group 1
Sorting Activity
They’ll be building on previous knowledge
and adding to their knowledge of diagraphs
by this sorting activity of diagraphs.
 Make Popcorn boxes labelled with
diagraphs.
 Make Popcorn shaped cards of
picture and vocabulary words for
sorting activity.

Group 2
Recycling and Learning
Provide your students with unwanted CDs
to recycle and make their own diagraph
wheel.

Group 3
Peg Me( Differentiation)
Make a list of words which has ”ch “as a
diagraph at the beginning or in ending of
the vocabulary word.
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 Encourage the learner to blend the sounds
by using ”ch” peg.

Independent Work
Worksheet

Wrap up
Children will be shown different picture
cards of words with digraph ‘ch’, they will
be encouraged to name it and think of
more words which sounds same.

Lesson evaluation:
Was the lesson conducted?
Was I able to manage it in time?
How did it go?
What went well?
What wasn’t well? How it can be improved
next time?

Learners will be able to:

 recognize and use

naming words. Resources:
 begin to write names Teacher, children, word cards of different
of things including Naming words (Nouns) nouns, cutouts, writing material, readers,
owns name. Starter Activity: (5 mins) baskets, video stuff.
A general talk session will be generated in
which students will be encouraged to name

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 different objects in the class and their
surroundings.
Methodology: (50 mins)
Circle time:
 ‘Naming game’ will be played with Naming Words:
the children during circle time YouTube Link
(name, place, animal, things) to https://www.youtube.com/watch?v=Wo
introduce the concepts of names. cbu26sBLQ
They will be told as we all have
names, everything else also has
names. Children will be encouraged
to name more naming words.
Children will be divided into two
groups. Each group will be given a
trigger like a park, zoo, school,
home etc. The group has to name as
many things from the given place.
The group which will name more
things will be considered as a
winner group.
 Now the children will be explained
that everything around us has a
name. It will further be clarified
through a video session.
 Naming Words-Noun.
 Children will colour nouns on the
given cutouts.
Assessment for Learning:
Children will be assessed through thumbs
up/down on their abilities and their
performance to:

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  Identify the names of things, places or
persons etc.
Wrap up / Plenary: (5 mins)
Now children will underline the nouns in their
readers. They will also be guided to colour the
circled nouns.

Learners will be able to:

Resources:
 Predict what might Teacher, children, class
happen in the story environment, sticky notes, flip
using their imagination chart, markers, writing material,
 Identify title, colouring material, reader, big
cover, rare page, Story Time: Oracy Time: Invisible Alligators book, word cards, reading corner.
illustrator author http://www.magickeys.com/books/invis-
of the book ‘. allig/index.html#pictop
 Answer simple
questions Starter Activity:
including what, Circle time: Cover page of the big book
who, why and will be shown to the children. Children
How questions. will repeat and name the author,
publisher and illustrator of readers. The http://www.magickeys.com/books/
 Identify qualities
title of the reader will be shared by invis-allig/index.html#pictop
of a character in
the story. saying and repeating it with them. The
 Identify and read title will then be related to their
practical lives by inquiring the open
tricky words
from Reader. ended question e.g:
 Use  Have you ever heard the term
comprehension Invisible?
skills to work out  Have you ever seen an
what is alligator?

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 happening in the  How did you feel if you meet
story. an alligator?
 What is the difference
between visible and invisible?
After the starter activity teacher will uplift the
curiosity of learners by asking what they think
is happening in this particular reader
Methodology
Steps of main lesson are as follows:
Step 1: After the implementation of the starter
activity the steps of shared reading will be
followed on. Teacher will read the reader by
attaining the children’s attention through
raising the voice pitch and suitable tone.
Children will be encouraged to predict the
pictures of the reader. Teacher will mark post
aids on few pages to build their curiosity by
asking what they think is happening on the next
page. This will be lead by a model reading
session. After the model reading learners will
be asked about the story of the reader in their
own words to assess their comprehension
skills. The story of the reader will also be linked
to the practical life e.g.; children helping mom
and dad in moving to a new place? Why a big
car or truck is needed when we move from one
home to another etc.? The next step will be a
mechanical reading session. Children will be
encouraged to read aloud.
Step 2: Learners will be asked to enact the
story. They’ll be asked closed ended and open
ended question as a story character.

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 Step 3: Learners will be encouraged to read the
flashcards of tricky words through sound talk.
Reading of sight words will be practiced too.
Step 4: Students to make their own story
booklets by drawing the pictures of read story.

Assessment for Learning:

Children will be assessed on their
abilities and their performance:
 Identify title, cover, rare page,
illustrator author of the book
Invisible Alligator.
 Answer simple questions
including what, who, why and
How questions.
 Identify qualities of a character
in the story.
 Identify and read tricky words
from ORT Reader.
 Use comprehension skills to
work out what is happening in
the story.
Wrap up / Plenary:
Pair talk time: Children will sequence
the story in their own words by sharing
it with their friends.

Words and sentences using sets 1–4 GPCs

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 (+ck) (+e) (+u) (+r) (+ck) (+e) (+u) (+r)
kick get Up rim Sock pet mum rip
sack ten run ram Dock net mug rat
pick pen cup rag Sick peg sun rug
pack met tuck rot ticket men mud rocket

Words with digraph ch

chip about Cloud scout loud round found sound proud house mouse mountain

Reading sentences / Captions using sets 1-4

Sentences / Captions

• An egg in an egg cup • Get off the car

• Socks on a mat • Go to the dog
• A sack on a rack • Pack a pen in a sack
• Archie in the den • Sit back to back
• Chip likes chips • The ugly witch
•

High Frequency as at if in it is
Words
Tricky Words me we be go he/she into
Sentences / Captions

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 • An egg in an egg cup • Get off the car
• Socks on a mat • Go to the dog
• A sack on a rack • Pack a pen in a sack
• Archie in the den • Sit back to back
• Chip likes chips • The ugly witch

Words and sentences using sets 1–4 GPCs

(+ck) (+e) (+u) (+r) (+ck) (+e) (+u) (+r)

kick get Up rim Sock pet mum rip
sack ten run ram Dock net mug rat
pick pen cup rag Sick peg sun rug
pack met tuck rot ticket men mud rocket
pocket neck sunset carrot

Words with digraph ch

chip chat chop chin chair chick lunch munch bench church crunch chicken

High Frequency Words of on off

Tricky Words like was you the

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