Summer Learning Recovery Programme-Gr4 To Gr5-2021-22

Grade: 4 going to 5
2021-22
SUMMER
LEARNING
RECOVERY
PROGRAMME
PRESIDENCY SCHOOL
Grade 4 moving to Grade 5

Summer Learning Recovery Programme – 2021-22
General note to the parents
Learning gaps and needs:

During the pandemic time, Presidency group of institutions have done their best to protect their students learning
needs and provide virtual modes of learning models on the fly. Despite the efforts the impact of pandemic has
caused many learning disruptions in the academic year. This has led to learning loss and learning gaps in students.
For the new academic year, to avoid the long lasting effects of the learning gaps - parents, schools and teachers
will have to extend support to the children to ensure smooth settling in the classrooms with minimum challenges
to be faced.
Summer Learning Recovery Programme has been identified as one of the solutions to address the learning gaps
and also ensure the child is able to utilise holiday time more wisely and inculcate the habit of working
independently.
We wish to ensure that the summer vacation is a time full of fun and frolic. Summer Learning Recovery
Programme provided to the children is well planned, stimulating and fun loving which will engage the child to
practice and learn flexibly.
Following are some of the essential areas where children will have to focus in order to hone their skills:
 Writing skills (English, Kannada, Hindi):

 Handwriting practice [4 Pages/ Week – Eng-2Pgs, Kan-1Pg, Hin-1Pg]
 Composition writing, Creative Writing, Diary writing etc.
 Build and improve Vocabulary through cross words, jumbled words, dictionary, framing meaningful
sentences.
 Reading skills:
 Read newspaper
 Reading for pleasure at least 2-3 books of personal choice
We wish you all a very happy and refreshing vacation time!!

PRESIDENCY SCHOOL

Subject Specific Summer Holiday Homework

Instructions:
Holiday’s homework will be reviewed; hence submission of work post vacation is compulsory for all students.
 Worksheets are uploaded in specific MS-Team class folder. Parents are requested to provide printouts to
their wards.
 Written homework must be done in the unused pages in their subject specific class work book. Use good
quality of pencil, eraser to maintain the tidiness in the notebooks. Written work should be in cursive.
 The last date for submission of holiday assignment is June 2nd 2022.
Language Arts
Homework1:
One page of handwriting everyday mentioning the date and day.
Make sure you write neatly and legibly in a ruled notebook.
Objective:
Students learn to write letters and words with accuracy.
Homework2:
“Every family has a story to tell.” So, in your words, narrate the most memorable moment spent with your
family on an A4 size sheet and paste the picture of that moment if it is possible to make it more creative.
(Once a week)
Objective:
To enhance new vocabulary and their writing skills.
Mathematics
 Learn tables from 2 to 15.
 Involve the child in the following:
 Counting money with denominations
 Checking the bills
(grocery, newspaper, electricity, water bills etc.)
 Calculating the duration in minutes
(Time spent on playing, watching TV, taking bath, sleep time etc.)
 Solving -Sudoku Puzzles, loop the loop from Newspapers/ Magazines
 Solving Rubric Cube
 Play games like – Monopoly or any other interesting games which develop critical thinking

PRESIDENCY SCHOOL

General Science
 Encourage the child to observe the night sky every day and identify any constellation, observe Venus
(Morning star or Evening star) and notice whether it twinkles or not.
 Observe some indoor and outdoor plants and notice the difference in the frequency at which they need to be
watered.
Social Studies:
Diary writing: (Everyday)

Children are introduced to Diary Writing. They are to write their experiences of the day in 5-6 lines before bed
time. Let every entry begin with “Dear Diary, and close with ‘Good Night’ as the child signs off with his
signature.
My experiential Learning:
We encourage children to learn a new skill and document the same. It could be being an assistant to mom
while cooking or gardening or having acquired a new
Kannada
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Hindi
´ÉuÉhÉ, mÉPûlÉ, uÉÉcÉlÉ, sÉåZÉlÉ AprÉÉxÉ

[Listening/Speaking/Reading/Writing practice]
ÌSL aÉL PPT qÉåÇ SÏ aÉD MüWûÉlÉÏ MüÉå WûÉuÉ-pÉÉuÉ xÉÌWûiÉ mÉÄRûMüU AmÉlÉå qÉÉiÉÉ-ÌmÉiÉÉ /
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PRESIDENCY SCHOOL

LMü mÉåmÉU mÉU ÍsÉÎZÉL |
 AÉmÉMüÉå rÉWû MüWûÉlÉÏ mÉÄRûMüU MæüxÉÉ sÉaÉÉ ?
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AkrÉÉÌmÉMüÉ MüÉå pÉåeÉåÇ |
NOTE- How did you feel while doing this homework? Which work you liked the most? What did you learn
from Hindi Homework? Video record your feedback in Hindi and share it with your teacher.

PRESIDENCY SCHOOL
Grade 4 moving to 5
Week wise Summer Learning Recovery Programme Schedule – 2021-22
Language General Social Parent’s Teacher’s

Week Mathematics Kannada Hindi
Arts Science Science Signature Signature
th
11 April
Pgs. 1, 2 Pgs. 35 & Pgs. 44 & Pgs. 56 &
to Pgs. 24 & 25 Pg. 33
th &3 36 45 57
15 April
th
18 April
Pgs. 4, 5 Pgs. 46 & Pgs. 58 &
to Pg. 26 Pg. 33 Pg. 37
nd &6 47 59
22 April
th
25 April
Pgs. 7, 8
to Pgs. 27 & 28 Pg. 34 Pg. 38 Pg. 48 Pg. 60
th &9
29 April
nd
2 May
Pgs. 10, Pgs. 49 &
to Pgs. 29 & 30 Pg. 34 Pg. 39 Pgs. 61
th 11 & 12 50
6 May
th
9 May
Pgs. 13, Pgs. 51 & Pgs. 62 &
to Pgs. 31 & 32 Pg. 34 Pg. 40
th 14 & 15 52 63
13 May
th
16 May Pgs. 16,
Pg. 41 & Pgs. 64 &
to 17, 18 & Pgs. 31 & 32 Pg. 34 Pg. 53
th 42 65
20 May 19
rd
23 May Pgs. 20,
Pgs. 54 &
to 21, 22 & Pgs. 31 & 32 Pg. 34 Pg. 43 -
th 55
27 May 23

LANGUAGE
ARTS
Name: Grade: 4 Sec: Date: PRESIDENCY SCHOOL
Subject: Language Arts Summer Learning Recovery Programme
Page 1
Page 2
Page 3
Follow the cursive style of writing and copy the text given in the box below:
A Day with Dad
Nadia and Dad are spending the day together. Nadia gets to choose what she
would like to do. Nadia likes to play baseball. Dad and Nadia go to the park. At
the park, Dad and Nadia see some friends they know. Their friends ask them to
play. Dad and Nadia happily join their team. It's Nadia's turn to hit. Nadia hits
a home run! Dad is proud of Nadia. Nadia is proud too.
Page 4
At the Beach
In the summer Joel likes to go to the beach. Joel walks along the edge of
the water. Sometimes he finds seashells. He likes to build sandcastles. Joel
also likes to swim in the waves. Joel brings his lunch. Joel is careful not to
leave any trash on the beach. Keeping the beach clean will help protect the
sea animals. There are many fun things you can do at the beach.
Page 5
A Trip to the Store
Ethan and Ayla were going to the store for Mom. They walked down the street
and past the park. They made it to the store. Ethan and Ayla found eggs, bread,
and milk. A woman put the food into a bag for them. They gave the woman some
money. Then Ethan and Ayla walked home. Mom looked in the bag and said, "You
forgot to get the cheese!" Ethan and Ayla had to go all the way back to the
store.
Page 6
Working with Grandpa
Grandpa needed some help fixing the fence. Dad said, "Ezra can help you." Ezra
wanted to help, but he was worried. Grandpa liked to work late into the night.
Ezra did not like to be outside at night. Ezra was afraid of the dark. The two
worked hard all day. Finally, night fell, and Ezra began hearing strange sounds.
Ezra was scared Grandpa could see that Ezra was afraid. Grandpa said, "We can
finish the rest of this tomorrow morning. Grandpa put Ezra on his shoulders,
and they went home
Page 7
Sharing with a Friend
Jill wakes up to get ready for school. Jill looks in her closet and pulls out her coat.
Jill tries to put the coat on. My coat is too small!" Jill shouts. Mom says. "You can
wear mine." Jill smiles and says, "I have the best mom. At school, the class goes
outside to play. Jill is glad she has a warm coat. Her friend Kate does not have a
coat. Kate looks cold. "Here Kate, we can share my big coat." Jill says. Kate smiles
and says, "I have the best friend."
Page 8
On the Farm
Every spring Sofia's class takes a trip to a farm. Today was the big day. Sofia
was excited. Sofia loved going to the farm. When the class arrived, the farmer
greeted them "Welcome to the farm. I need a special helper to feed this baby
calf," he said Sofia raised her hand, hoping to be picked. The farmer handed
Sofia the calf's bottle. Sofia was happy that she was picked to be the special
helper
Page 9
Maya's Fish
For Maya's sixth birthday, her mom took her to the pet store. Maya picked out
a pink and yellow fish from a colourful fish tank. Maya named her pet fish
Shelly. The next day Shelly looked sick. Maya was worried. Maya went back to
the pet store. She bought some colourful plants. When Maya got home, she put
the plants in Shelly's tank. The tank looked like Shelly's old home at the pet
store. The colourful plants made Shelly swim happily around her new tank
Page 10
I. Sentence writing
With the help of the picture given below, imagine that you are spending a day on
the beach. Write 5 sentences about experiences you will have while on this
imaginary journey.
1.
2.
3.
4.
5.
Page 11
II. Publish a brochure on your neighbourhood:
What makes where you live special? Our families choose places to live based on
weather, family and culture. Talk to your parents about why they chose to live
where they do. Walk around the neighbourhood, take pictures and create a
brochure to let others know about the unique neighbourhood you call home
My Neighbourhood
About:
Page 12
III. Paragraph writing
“Every family has a story to tell.” So, in your words, narrate the most
memorable moment spent with your family and paste the picture of that moment
if it is possible.
PICTURE
Page 13
IV. Story writing
With the help of the images given below create your own adventurous story.
Page 14
Reading Comprehension – Worksheet 1
I. Read the given passage and answer the following questions.
The Piggy Bank
Piggy banks have been around for a long time, but did you ever wonder why people
thought to make their banks in the shape of a pig?
Pigs have nothing to do with money. They don’t store food like a camel or a squirrel.
So how did we end up using a pig as the style of a bank? Believe it or not, it happened
by mistake.
During the fifteenth century, metal was very expensive. Dishes and pots were made
of a type of inexpensive orange clay called piggy, which was pronounced just like pig.
At this time, there weren’t banks like we have today, so people would store their
money at home.
When people had extra coins to save, they would place them in clay jars or pots.
Since the type of clay was called piggy, people referred to the jars as piggy banks.
Over time this evolved into the piggy banks.
After a few hundred years, people forgot that the word piggy referred to the clay
the banks were made from. The English language was also changing, and the word
pig was more commonly used. So in the nineteenth century, when English potters
began to get requests for piggy banks, they assumed their customers were asking
for banks in the shape of pigs, not banks made from piggy.
Today piggy banks are made from all kinds of materials, and they also come in a
variety of shapes and animals. But the term piggy bank is still used to refer to
these adorable containers for loose change.
Answer the following questions:
1. What is piggy?
a) a type of metal that was used to make banks
b) a type of clay that was used to make dishes and pots
c) a place to store money
d) a pink farm animal with a snout.
Page 15
2. Before piggy banks were invented, where did people usually store their money at
home?
3. List two ways that piggy banks today are different from the ones that were
made a few hundred years ago.
4. Who is responsible for making banks in the shape of pigs?
5. What type of passage is this?

a) non-fiction ( ) c) science fiction ( )
b) fiction ( ) d) fable ( )
II. Read the following poem and answer the questions given below:
The moon is a sphere, big and white

It loves to reflect the sun’s bright light.
It goes on a journey every 28th day
Around the Earth, a hide and seek game it will play.
In the beginning, it is new
Out of sight from me and you
Then it waxes in white
As it grows in its right
Waxing crescent and quarter, then gibbous too
When full, the phases are halfway through!
Now it flips to the left and starts to wane
As it fades away in its orbit lane.
Waning gibbous and quarter then crescent too
It’s completed its orbit and is back to new!
Page 16
a) The above poem is about

(i) sun and its uses (iii) beautiful flowers
(ii) moon and its different shapes (iv) pollution
b) According to the poem, the moon reflects

(i) the bright light of the sun (iii) the light of the earth
(ii) the light of the planets (iv) the light of the torch
c) Name the game that the moon plays in the above poem.
d) According to the poem, how is the moon in the beginning?
e) Find the synonyms of the words given below from the poem
(i) washout /pale -
(ii) voyage/excursion -
f) Give a suitable title to the poem.
III. Read the poem carefully and answer the following questions:
Some people are like caterpillars,

Some people are like butterflies.
People who are insecure.
People who think they are fat.
People who think they are ugly.
People who are scared of their flaws.
Are the caterpillars.
People who have accepted that no matter how hard you try,
You will never be perfect.
People who are positive.
Page 17
People who are dreamers.

People who believe anything can happen as long as you try.
Are the butterflies.
The good thing about caterpillars is that they always
Turn into a beautiful butterfly.
You will soon turn into a person who
Is able to accept that they are who they are.
You will be a bit shaky at first.
But with more confidence
You will fly high.
a) What are the people like?

(i) caterpillars (iii) lions
(ii) cat (iv) tiger
b) People who are ________ the butterflies.

(i) positive (iii) ugly
(ii) fat (iv) scared
c) What is the good thing about caterpillars?
d) How will you fly high?
e) Write the synonyms from the passage for the given words:
(i) frightened -
Page 18
(ii) unstable -
Grammar Worksheet -2
Topic: - Personal and Possessive Pronouns
I. Identify the errors and rewrite the sentence with the correct usage
of personal and possessive pronouns.
1. Nisha is my neighbor. Her is my friend.
2. Me like she very much.
3. Us play and study together.
II. Replace the nouns/ noun expressions with personal pronouns. Change
the verbs to match with the changed subjects.
1. My name is Hamsa. Hamsa loves these clouds, as they bring rain.
2. Under the rain, Hamsa and her friends have rain dance parties.
3. When Hamsa’s friends see such clouds, Hamsa’s friends come running to our
garden.
III. Complete the incomplete sentences using possessive pronouns:
1. Mishu (to me): Is this toy ?
2. Me (to Mishu): Yes, it’s . Where did you find it?
3. Rajan: I found it outside. I showed it to Ankia.
She said it was not
Page 19
IV. Use possessive pronouns to fill in the sentences.

1. This farm was gifted to me. Now it’s
2. Their hard work finally paid off. The credit is
3. We constructed this building. The profit is
Topic- Adverbs
I. Read the sentences, identify, and underline the adverb and state its
type (Adverb of manner/time/place)
1. Ankush read the newspaper quickly.
2. He put away the newspaper inside his drawer.
3. His mother frantically searched for the newspaper.
II. Use the following adverbs in the sentences here
there, here, merrily, upstairs.
1. All the children want to spend time
2. They have planned for a trip
3. The elders would not disturb the children
III. Use adverbs to complete the sentences. Adverb types have been
indicated in the brackets.
1. We visit them. (frequency)
2. They take us every Sunday. (place)
3. We spend our time with them. (manner)
Page 20
Topic- Simple present and simple past
I. Change the simple present forms of the verbs into their simple past
forms.
1. My grandmother tells me stories.

2. The wind blows hard during the winter.
3. My brother fights with me every day.
II. Read the paragraph and rewrite the paragraph by changing the
tense from present to past.
Riddhi’s Daily Activity
Riddhi usually gets up at 6 o’clock in the morning. Then, she cleans my room and
takes a bath. She puts on her clothes and prays. She helps her parents before she
has breakfast in the dining room, and she never forgets to wash her hands before
having breakfast.
After breakfast at about 8 o’clock, she goes to school. She goes to the school by
school bus because her school is far from her house. She arrives at school at about
8.30 am. After school, she usually has lunch and takes a nap.
In the afternoon, she does her homework and sometimes watches TV. In the
evening, she stays at home with her parents and studies her lessons. Then, she goes
to bed at about 10.00 pm.
Riddhi’s Daily Activity
Page 21
Topic- Helping Verbs
I. Circle the words that are not helping verbs.

1. find, do, may, shall
2. laugh, sing, must, could
3. would, throw, might, sit
II. Write the past forms of these helping verbs.

1. Do
2. Can
3. Will
III. Change the present to past and the past to present forms of the
auxiliary verbs in the following sentences.
1. We were not paying attention.
2. They can’t find my book.
3. What had he done to get the award?
IV. Use the shortened forms of helping verbs in the following

sentences.
1. You cannot row a boat, can you?
2. I have not prepared well for the rowing test.
3. You were not ill, were you?
Page 22
Writing skill Worksheet - 3
Letter Writing
Write a letter to your grandparents describing them on how you spent

your summer vacation.
*************************
Page 23
MATHEMATICS
Subject: Mathematics Summer Learning Recovery Programme
1. Solve the following problems and write the value of the quotient in green and
remainder in blue in each case:
Page 24
2. Find the sum of the numbers in each of the following:
3. Solve the problems given below
4. Multiply the numbers given below and colour the even numbers red and odd numbers
green:
Page 25
Page 26
I. Virat and Dhoni were having a discussion on equivalent fractions. Virat said that he will
colour the first circle to represent a fraction and Dhoni should colour the second circle
so that it is equivalent to the first fraction. Colour the second circle on Dhoni’s behalf
as he has gone out to play a friendly cricket match.
Page 27
II. Madiha said to Juhaina, “When one number is a multiple of the other, then the LCM is
the greater number”. Juhaina was not very sure if Madiha was correct. Do you think
that Madiha was correct?
Find the LCM for the given pairs and check if Madiha’s statement is correct or not.
Page 28
1. Look at the two pictures shown below. Write the length of each line as measured by
the ruler in the appropriate unit.
2. Shown below are three containers filled with a liquid. Add the volume of liquid in each
container and write the total volume in litres and millilitres. (eg. If it adds to 2234 ml
then write it as 2000 ml + 234 ml = 2 l 234 ml)
Page 29
3. Shirline’s father works in a grocery store. He told her

that each 1 kg has 1000 g of mass (weight). Shirline asked
him if they can play a game on the weighing balance. Her
father agreed to play the game. Shirline told that each
one will have to add mass (weight) in the appropriate pan
so that the weighing balance is balanced. Given below are
the different situations that were seen during the game.
Write your values to ensure that the weighing balance is
balanced.
4. Learn the tables of 13, 14 and 15 and complete the table given below:
13 x 7 = 15 x 6 = 14 x 2 =
15 x 2 = 15 x 9 = 13 x 9 =
13 x 5 = 13 x 8 = 15 x 7 =
14 x 8 = 14 x 7 = 13 x 3 =
14 x 4 = 13 x 4 = 14 x 9 =
Page 30
I. Given below are six pictures of clocks with the time written below them. Draw the
hour and minute hand in each clock to show the correct time.
II. The clocks shown in the pictures above, show the time of different events in Sofia’s
daily routine. Identify the time in each clock and write the time for each of the
event and write am or pm along with the time against each of the following
statements so that these can represent Sofia’s daily routine.
(i) Sofia Gets up and brushes her teeth. ________________________.
(ii) Sofia gets ready and reaches her school. _____________________.
(iii) Sofia eats her lunch with her friends in school. __________________.
(iv) Sofia starts from school after completing her school day. ______________.
(v) Sofia reaches back home. ____________________.
(vi) Sofia goes to bed after saying Good night to her parents. ________________.
Page 31
III. Based on Sofia’s routine and the times shown in the clocks, answer the following
questions.
(i) How much time in seconds does Sofia take to come back home from her
school ?
(ii) After how many hours, from the time of reaching the school, does Sofia eat
her lunch?
(iii) Find the total number of hours for which Sofia sleeps.
(iv) If Sofia’s school starts at 7:30 in the morning and the rest of the times are
adjusted accordingly, when will she reach back home after school?
Page 32
GENERAL
SCIENCE
Subject: General Science Summer Learning Recovery Programme
I. Be a water conservationist:
Observe and estimate the amount of water

that you use for your daily chores like
bathing, washing clothes etc. Record your
observations for 5 days in a small
booklet. Now practice water saving
methods and again measure the water that
you use for your daily chores for the next
5 days. Record your observations again in
the booklet.
Compare the observations and tabulate the
same in your booklet.
For example, you may record it as follows:
Amount of Amount of
Activity/ Source of Water saving
water used water used
Purpose Water used method
(approximately) (approximately)
Bathing Used shower Not sure Used Bucket 15 litres
Watering the
plants
Washing
clothes
Mopping the
floors
Washing
vessels
Page 33
Subject: General Science Summer Learning Recovery Programme
II. Make your own planter (a container for growing plants):
Soak some green whole moong dal grains overnight and allow them
to sprout. Plant these sprouts or any other seeds like coriander
seeds, Methi seeds etc. in an empty coconut shell planter and
observe the changes. Record your daily observations in the same
booklet as you used for the above activity. (Your observations
should include the change in the colour of the sprouts or their
leaves, change in the height of the plant in a week ‘s time, how
much and how often did you water the saplings etc.) Draw a
diagram to show the different stages of development of the plant
from seed to sapling.
III. Be a Chef and a journalist:
With the help of your father, mother or siblings, make a salad and include at least
3 fruits, 5 vegetables and some sprouts in it. Make it as colourful as you can.
If possible, add some olive oil and arrange it in an interesting manner. Click a picture
of your salad and paste this picture in your booklet. Write the details about the nutrients
provided by each ingredient of the salad. Interview your family members about their
experience of eating this salad, what did they like the most in the salad and which
ingredient did they not like and why? Write the interview in the booklet.
IV. Learn to recreate:
Use old pieces of cloth and carton boxes or any

other waste materials to make something useful
for yourself. Write about the steps you took to
create this in your booklet. Bring and show this
to your friends and teachers when the school
reopens.
Note: While making your entries in your booklet, please write in cursive.
Suggestion: Instead of buying a note book you may make your own booklet by tearing
out the unused sheets from your class note books of previous year or
semester and stitching them. You may use old newspapers to make the
cover page of your booklet. Think of some interesting and innovative
ways of making your booklet beautiful by using old stuff. Let’s save paper
and use it judiciously.
Page 34
SOCIAL
STUDIES
Subject: Social Science Summer Learning Recovery Programme
I. A healthy mind resides in a healthy body – Engage yourself in a

regular physical activity routine.
Diary Writing:
Write your experiences of the day in 3 to 4 lines before bed time. Let every
entry begin with “Dear Diary, and close with ‘Good Night’ and sign off with your
signature. Make a note of it in the space provided, date and day wise about the
physical activity you did and how long was it?
Note: To be written in neat cursive handwriting.
Page 35
Page 36
II. Refer an atlas to locate, label and colour states and Union
Territories of India with their capitals once in a week during
summer holidays:
1. States (Yellow) 2. Union Territories (Red)
1st Week
Page 37
2nd Week
Page 38
3rd Week
Page 39
4th Week
Page 40
5th Week
Page 41
6th Week
Page 42
7th Week
Page 43
Kannada
Subject: Kannada Summer Learning Recovery Programme
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Page 44
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Page 45

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Page 46

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5. gÁªÀÄ£ÀÄ PÀgÀr¬ÄAzÀ ¥ÁgÁUÀ®Ä ºÉÃUÉ ªÀÄ®VzÀ£ÀÄ?
Page 47
II. F PÉ¼ÀV£À avÀæªÀ£ÀÄß UÀªÀÄ¤¹, avÀæzÀ°ègÀÄªÀ ªÀ¸ÀÄÛUÀ¼À£ÀÄß ¥ÀnÖ ªÀiÁrj ºÁUÀÆ F avÀæzÀ
PÀÄjvÀÄ ¤ªÀÄä ¸ÀéAvÀ ªÁPÀåzÀ°è §gÉ¬Äj.
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Page 48

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Page 49
aPÀÌ X zÉÆqÀØ ºÉÆgÀUÉ X M¼ÀUÉ KgÀÄ X E½
Page 50

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gÁd PÁ®Ä ªÀÄAZÀ
Page 51
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Page 52

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Page 53

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GzÁå£À £ÀUÀj ¨ÉAUÀ¼ÀÆgÀÄ PÀ£ÁðlPÀzÀ gÁdzsÁ¤AiÀiÁVzÉ.
PÀ£ÁðlPÀ gÁdåzÀ ªÉÆzÀ® ºÉ¸ÀgÀÄ ªÉÄÊ¸ÀÆgÀÄ gÁdå.
PÀ£ÀßqÀ £ÁqÀVÃvÉAiÀÄ£ÀÄß gÀa¹zÀªÀgÀÄ gÁµÀÖçPÀ« PÀÄªÉA¥ÀÄgÀªÀgÀÄ.
PÀ£ÀßqÀ ¨sÁµÉUÉ JAlÄ eÁÕ£À¦ÃoÀ ¥Àæ±À¹ÛUÀ¼ÀÄ zÉÆgÉwªÉ.
JA. UÉÆÃ«AzÀ ¥ÉÊ CªÀgÀÄ PÀ£ÀßqÀzÀ ªÉÆzÀ¯ï gÁµÀÖçPÀ«.
Page 54

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I. ªÀiÁzÀjAiÀÄAvÉ F PÉ¼ÀV£À UÁzÉUÀ¼À£ÀÄß JgÀqÀÄ UÉgÉAiÉÆ¼ÀUÉ §gÉ¬Äj.
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EAUÀÄ, vÉAUÀÄ EzÀÝgÉ ªÀÄAUÀ£ÀÆ CqÀÄUÉ ªÀiÁqÀÄvÀÛzÉ.
eÁt¤UÉ ªÀiÁw£À ¥ÉlÄÖ, PÉÆÃt¤UÉ zÉÆuÉÚAiÀÄ ¥ÉlÄÖ.
G¥ÀÄà wAzÀ ªÉÄÃ¯É ¤ÃgÀ£ÀÄß PÀÄrAiÀÄ¯ÉÃ ¨ÉÃPÀÄ.
PÀvÉÛUÉÃ£ÀÄ UÉÆwÛgÀÄvÀÛzÉ PÀ¸ÀÆÛjAiÀÄ ¥ÀjªÀÄ¼À.
Page 55
KANNADA
HINDI
Subject: Hindi Summer Learning Recovery Programme
Handwriting
xÉÑsÉåZÉ
CxÉMåü oÉÉS ÌTüU MÑüNû ÌSlÉ oÉÏiÉå | pÉÇQûÉUÏ ÌTüU WûÄQûoÉÄQÉiÉÉ

WÒûAÉ qÉÇ§ÉÏ Måü mÉÉxÉ mÉÔUÉ ÌWûxÉÉoÉ sÉåMüU AÉ aÉrÉÉ| ÌWûxÉÉoÉ
SåZÉMüU qÉÇ§ÉÏ MüÉ cÉåWûUÉ TüÐMüÉ mÉÄQ aÉrÉÉ uÉWû AmÉlÉÉ mÉxÉÏlÉÉ
mÉÉåÇNûMüU ÍxÉU ZÉÑeÉsÉÉMüU oÉÉåsÉÉ " rÉWû YrÉÉ MüU UWåû WûÉå !
ApÉÏ xÉå CiÉlÉÉ kÉlÉ cÉsÉÉ aÉrÉÉ, iÉÉå ÌTüU AÉaÉå YrÉÉ WûÉåaÉÉ ?
Page 56
xÉÑsÉåZÉ
SØÄRû ÌWûqÉÉsÉrÉ pÉÉUiÉqÉÉiÉÉ MüÉ qÉxiÉMü Wæû| rÉWû pÉÉUiÉ MüÉ aÉÉæUuÉ iÉjÉÉ U¤ÉMü Wæû| pÉÉUiÉ MüÐ
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rÉWû kÉUiÉÏ kÉlÉ-kÉÉlrÉ xÉå pÉUÏ lÉ WûÉåiÉÏ| CxÉxÉå ÌlÉMüsÉlÉå uÉÉsÉÏ AlÉåMü mÉÌuÉ§É lÉÌSrÉÉð
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LåµÉrÉïzÉÉsÉÏ WæÇû| ÌSlÉMüU eÉÏ lÉå PûÏMü WûÏ MüWûÉ Wæû-'qÉåUå lÉaÉmÉÌiÉ qÉåUå ÌuÉzÉÉsÉ'|
Page 57
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ÌMüxÉÏ MüÌuÉ lÉå PûÏMü WûÏ MüWûÉ Wæû-'rÉWûÏ mÉzÉÑ mÉëuÉ×Ì¨É Wæû ÌMü AÉmÉ-AÉmÉ WûÏ cÉUå, uÉWûÏ qÉlÉÑwrÉ Wæû
ÌMü eÉÉå qÉlÉÑwrÉ Wæû Måü ÍsÉL qÉUå|' mÉU-ÌWûiÉ rÉÉ mÉUÉåmÉMüÉU WûÏ qÉÉlÉuÉ-eÉÏuÉlÉ MüÉ kÉqÉï Wæû| mÉUÉåmÉMüÉU
MüÐ pÉÉuÉlÉÉ Måü ÌoÉlÉÉ qÉlÉÑwrÉ AÉæU mÉzÉÑ qÉåÇ MüÉåD AÇiÉU lÉWûÏÇ UWû eÉÉiÉÉ| CxÉ xÉÇxÉÉU Måü xÉpÉÏ iÉiuÉ
qÉlÉÑwrÉ Måü EmÉMüÉU qÉåÇ sÉaÉå WÒûL WæÇû| lÉSÏ AmÉlÉÉ eÉsÉ xuÉrÉÇ lÉWûÏÇ mÉÏiÉÏ; uÉ×¤É AmÉlÉå TüsÉ xuÉrÉÇ
lÉWûÏÇ ZÉÉiÉå; uÉwÉÉï AmÉlÉå ÍsÉL lÉWûÏÇ oÉUxÉiÉÏ; uÉÉrÉÑ AmÉlÉå ÍsÉL lÉWûÏÇ cÉsÉiÉÏ| AlÉåMü qÉWûÉmÉÑÂwÉÉåÇ
iÉjÉÉ xÉÉkÉÑ-xÉÇiÉÉåÇ MüÉ eÉÏuÉlÉ pÉÏ CxÉ oÉÉiÉ MüÉ xÉÉ¤ÉÏ Wæû ÌMü SÕxÉUÉåÇ Måü ÍsÉL eÉÏlÉÉ WûÏ
uÉÉxiÉÌuÉMü eÉÏuÉlÉ Wæû| xuÉÉqÉÏ ÌuÉuÉåMüÉlÉÇS, qÉWûÉiqÉÉ aÉÉÇkÉÏ, qÉSU OåûUåxÉÉ AÉÌS Måü eÉÏuÉlÉ xÉå rÉWû
pÉsÉÏ-pÉÉðÌiÉ xmÉ¹ WûÉå eÉÉiÉÉ Wæû ÌMü qÉÉlÉuÉ MüÉå xÉSÉ mÉUÉåmÉMüÉU qÉåÇ sÉaÉå UWûlÉÉ cÉÉÌWûL|
Page 58
ÌoÉÇSÉ lÉå ZÉÉåSlÉÉ UÉåMü ÌSrÉÉ AÉæU MüWûÉ iÉÑqWûÉUå xÉoÉ xÉuÉÉsÉÉåÇ MüÉ eÉuÉÉoÉ lÉ SÕðaÉÉ mÉU mÉWûsÉå CxÉ
oÉMüUÏ MüÉå oÉÉðkÉÉå ! qÉåUÉ xÉÉUÉ mÉÉsÉM cÉoÉÉ UWûÏ Wæ ! `` kÉlÉÏ ÌoÉ³ÉÏ MüÉå ZÉÏÇcÉ MüU sÉå aÉrÉÉ AÉæU
mÉÉxÉ Måü lÉÏÇoÉÔ Måü mÉåÄQ xÉå oÉÉðkÉ ÌSrÉÉ |
Page 59
Name: Grade: 4 Sec: Date:
PRESIDENCY SCHOOL
Creative Writing
I. eÉÇaÉsÉ eÉÉlÉuÉUÉåÇ MüÉ bÉU Wæû sÉåÌMülÉ eÉÇaÉsÉ MüOûiÉå eÉÉ UWåû WæÇû| eÉÉlÉuÉUÉåÇ Måü oÉÏcÉ
AmÉlÉÏ- AmÉlÉÏ mÉUåzÉÉÌlÉrÉÉåÇ MüÉå urÉ£ MüUiÉå WÒûL xÉÇuÉÉS MüÉå LMü Mä ÉÍqÉMü ÎxOíûmÉ
Måü qÉÉkrÉqÉ xÉå SzÉÉïLÆ |
Page 60
PRESIDENCY SCHOOL
II. ÍcÉ§É Måü AÉkÉÉU mÉU MüWûÉlÉÏ ÍsÉÎZÉL | MüWûÉlÉÏ xÉå mÉëÉmiÉ ÍzÉ¤ÉÉ MüÉ pÉÏ
EssÉåZÉ MüUåÇ -
Page 61
PRESIDENCY SCHOOL
Grammar Concepts
I. ‘MüÉ’ rÉÉ ‘MüÐ’ sÉaÉÉ MüU uÉÉYrÉ mÉÔUå MüUÉå AÉæU ÍcÉ§É mÉU xÉWûÏ eÉaÉW uÉÉYrÉ MüÉ
lÉqoÉU ÍsÉZÉÉå |
rÉW ÍsÉrÉÉå Wæû|
1. rÉW ÍsÉrÉÉå MüÉlÉ Wæû|
2. rÉW ÍsÉrÉÉå AÉÆZÉ Wæû|
3. rÉW ÍsÉrÉÉå lÉÉM Wæû|
4. rÉW ÍsÉrÉÉå mÉÔðN Wæû|
5. rÉW ÍsÉrÉÉå eÉÏpÉ Wæû|
6. rÉW ÍsÉrÉÉå OûÉðaÉ Wæû|
7. rÉW ÍsÉrÉÉå mÉÇeÉÉ Wæû|
8. rÉW ÍsÉrÉÉå mÉ–ûÉ Wæû|
II. ÌlÉqlÉÍsÉÎZÉiÉ aÉ±ÉÇzÉ qÉåÇ xÉå xÉÇ¥ÉÉ, xÉuÉïlÉÉqÉ , Ì¢ürÉÉ AÉæU ÌuÉzÉåwÉhÉ zÉoS
NûÉðOûMüU ÍsÉÎZÉL:
LM Mü¤ÉÉ qÉåÇ LM oÉŠÉ oÉæPûÉ-oÉæPûÉ UÉå UWûÉ jÉÉ, iÉpÉÏ ExÉMüÐ qÉæQûqÉ uÉWûÉð AÉ aÉD AÉæU
ExÉxÉå mÉÔNûlÉå sÉaÉÏ oÉåOûÉ qÉÉålÉÔ YrÉÉ WÒûAÉ? YrÉÉåÇ UÉå UWåû WûÉå? iÉoÉ ExÉlÉå MüWûÉ- qÉÑfÉå qÉåUÏ
Mü¤ÉÉ Måü MÑüN oÉŠå UÉåÌWûiÉ, aÉÉæiÉqÉ, qÉÏlÉÉ ÍcÉÄRûÉ UWåû jÉå AÉæU MüWû UWåû jÉå iÉÑqÉ mÉÄRûlÉå qÉåÇ
oÉWÒûiÉ oÉÑ®Õ WûÉå iÉÉå qÉæQûqÉ lÉå MüWûÉ AÉmÉ ElWåÇû WûÉåÍzÉrÉÉU oÉlÉMüU ÌSZÉÉAÉå ÌTüU uÉWû oÉWÒûiÉ
ZÉÑzÉ WÒûAÉ AÉæU ZÉÔoÉ qÉåWûlÉiÉ MüUlÉå sÉaÉÉ | mÉUÏ¤ÉÉ xÉqÉÉmiÉ WûÉålÉå Måü oÉÉS uÉWû AmÉlÉå qÉÉqÉÉ
Måü bÉU ÌSssÉÏ cÉsÉÉ aÉrÉÉ AÉæU uÉWûÉð ZÉÔoÉ qÉÉæeÉç qÉxiÉÏ MüÐ| AcNûÏ-AcNûÏ mÉÌ§ÉMüÉLÆ
mÉÄRûÏ NÒûÌ–ûrÉÉð xÉqÉÉmiÉ WûÉålÉå mÉU uÉW uÉÉmÉxÉ pÉÉåmÉÉsÉ AÉ aÉrÉÉ AÉæU ZÉÔoÉ mÉÄRûÉD MüUlÉå sÉaÉÉ|
Page 62
PRESIDENCY SCHOOL
1) xÉÇ¥ÉÉ-
2) xÉuÉïlÉÉqÉ-
3) Ì¢ürÉÉ-
4) ÌuÉzÉåwÉhÉ-
III. mÉWûsÉå xÉqÉfÉÉå ÌTüU ÍsÉZÉÉå-
bÉU = bÉç + A + Uç + A
1) SÉlÉ =
2) ÌSlÉ =
3) ÍzÉ¤ÉÉ =
4) qÉÑniÉ =
IV. ÌlÉqlÉÍsÉÎZÉiÉ ÌuÉmÉUÏiÉÉjÉïM zÉoSÉåÇ MüÉ xÉWûÏ ÍqÉsÉÉlÉ MüUÉå-
1) ÌuÉ²ÉlÉ xÉqqÉÉlÉ
2) AlÉåM qÉÔZÉï
3) AqÉÏU mÉëqÉÑZÉ
4) aÉÉåhÉ aÉUÏoÉ
5) AmÉqÉÉlÉ E³ÉÌiÉ
6) AuÉlÉÌiÉ LM
Page 63
PRESIDENCY SCHOOL
V. ÌlÉqlÉÍsÉÎZÉiÉ zÉoSÉåÇ Måü uÉcÉlÉ oÉSsÉÉå-
1) mÉÉPûzÉÉsÉÉ = mÉÉPûzÉÉsÉÉLÆ
2) aÉÉå¸Ï =
3) qÉÉsÉÉ =
4) lÉSÏ =
5) AkrÉÉÌmÉMüÉ =
6) SuÉÉD =
7) MüÌPûlÉÉD =
8) sÉiÉÉ =
9) iÉÉsÉÏ =
VI. xÉWûÏ uÉiÉïlÉÏ mÉU bÉåUÉ sÉaÉÉAÉå-
1) lÉå§ÉiuÉ lÉåiÉ×iuÉ lÉåiÉ×iuÉ
2) MåÇüSìÏrÉ MåÇüÌSìrÉ MåÇüÌSrÉ
3) rÉÉåaÉrÉiÉÉ rÉÉåeÉrÉiÉÉ rÉÉåarÉiÉÉ
4) mÉÉåwÉhÉ mÉÉåxÉhÉ mÉÉåzÉhÉ
5) ÌlÉUlÉrÉ ÌlÉlÉïrÉ ÌlÉhÉïrÉ
Page 64
PRESIDENCY SCHOOL
VII. ÌSL aÉL zÉoSÉåÇ MüÉ xÉWûÏ ÃmÉ ÍsÉÎZÉL |
1) xMÑüsÉ 5) xÉÑziÉM
2) xuÉÉxjrÉ 6) YrÉÉåÇMüÐ
3) mÉiÉlÉÏ 7) ´ÉÏqÉÌiÉ
4) mÉËU¤ÉÉ
Page 65

Summer Learning Recovery Programme-Gr4 To Gr5-2021-22

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Summer Learning Recovery Programme-Gr4 To Gr5-2021-22

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Grade: 4 going to 5

Grade 4 moving to Grade 5

General note to the parents

Learning gaps and needs:

 Writing skills (English, Kannada, Hindi):

We wish you all a very happy and refreshing vacation time!!

Grade 4 moving to Grade 5

Subject Specific Summer Holiday Homework

We wish you all a very happy and refreshing vacation time!!

Grade 4 moving to Grade 5

Diary writing: (Everyday)

2. PÀ£ÀßqÀ ªÁvÁð¥ÀwæPÉAiÀÄ£ÀÄß N¢, CzÀgÀ°ègÀÄªÀ £ÁªÀÄ¥ÀzÀUÀ¼À£ÀÄß ¥ÀnÖ ªÀiÁrj.

5. PÀ ¬ÄAzÀ ¼À CPÀëgÀzÀ ªÀgÉV£À MvÀÛPÀëgÀzÀ vÀSÉÛB(ZÁmïð)AiÀÄ£ÀÄß J3 ºÁ¼ÉAiÀÄ°è §gÉzÀÄ vÀ¤ßj.

´ÉuÉhÉ, mÉPûlÉ, uÉÉcÉlÉ, sÉåZÉlÉ AprÉÉxÉ

We wish you all a very happy and refreshing vacation time!!

Grade 4 moving to Grade 5

We wish you all a very happy and refreshing vacation time!!

Week wise Summer Learning Recovery Programme Schedule – 2021-22

Language General Social Parent’s Teacher’s

We wish you all a very happy and refreshing vacation time!!

Subject: Language Arts Summer Learning Recovery Programme

Subject: Language Arts Summer Learning Recovery Programme

Subject: Language Arts Summer Learning Recovery Programme

Subject: Language Arts Summer Learning Recovery Programme

A Day with Dad

Subject: Language Arts Summer Learning Recovery Programme

Subject: Language Arts Summer Learning Recovery Programme

A Trip to the Store

Subject: Language Arts Summer Learning Recovery Programme

Working with Grandpa

Subject: Language Arts Summer Learning Recovery Programme

Sharing with a Friend

Subject: Language Arts Summer Learning Recovery Programme

Subject: Language Arts Summer Learning Recovery Programme

Subject: Language Arts Summer Learning Recovery Programme

Subject: Language Arts Summer Learning Recovery Programme

II. Publish a brochure on your neighbourhood:

Subject: Language Arts Summer Learning Recovery Programme

III. Paragraph writing

Subject: Language Arts Summer Learning Recovery Programme

IV. Story writing

Subject: Language Arts Summer Learning Recovery Programme

Reading Comprehension – Worksheet 1

I. Read the given passage and answer the following questions.

The Piggy Bank

Answer the following questions:

Subject: Language Arts Summer Learning Recovery Programme

4. Who is responsible for making banks in the shape of pigs?

5. What type of passage is this?

The moon is a sphere, big and white

Subject: Language Arts Summer Learning Recovery Programme

a) The above poem is about

b) According to the poem, the moon reflects

d) According to the poem, how is the moon in the beginning?

(i) washout /pale -

f) Give a suitable title to the poem.

Some people are like caterpillars,

Subject: Language Arts Summer Learning Recovery Programme

People who are dreamers.

a) What are the people like?

b) People who are ________ the butterflies.

c) What is the good thing about caterpillars?

d) How will you fly high?