)‫تدريسي رٿابندي– شروعاتي ننڍپڻ جي سار سنڀال ۽ تعليم ( ِاي ِسي ِسي ِاي‬

‫ساليانه تعليمي رٿابندي‬/‫اسڪيم آف اسٽڊيز‬

‫ ذاتي ۽ جذباتي‬،‫ سماجي‬،‫ صفائي ۽ حفاظت‬،‫ صحت‬،‫ اسان جي آسپاس جي دنيا‬،‫ رياضي جا بنيادي تصور‬،‫هي دستاويز قومي نصابي پاليسي تحت ِاي سي سي ِاي جي ڇهن مضمونن (ٻولي ۽ خواندگي‬
‫ هن دستاويز سان گڏ‬.‫ اسان کي اميد آهي ته هي دستاويز استادن الِء پڙهائڻ ۽ سيکارڻ جي مرحلي دوران وڌ ۾ وڌ مددگار ثابت ٿيندو‬.‫نشونما ۽ تخليقي فن) جي سالياني نصابي رٿابندي تي مشتمل آهي‬
.‫ پوري سال ۾ پڙهائڻ جا ٽوٽل پيرڊس ڏنا ويا آهن جنهن مطابق روزانه تدريسي عمل جي وقت کي ورهايو ويو آهي‬،‫( ِاي ِسي ِسي ِاي) جو ٽائيم ٽيبل پڻ ڏنل آهي‬
‫ سال جي پڄاڻي تي اسڪيم آف اسٽڊيز ساڳي رهندي صرف ڪيلينڊر ۾ نئين سال جي حساب‬،‫ جنهن مطابق تدريسي عمل جاري رکيو ويندو‬،‫ تائين تعليمي ڪيلينڊر پڻ ڏنو ويو آهي‬2023-2024
.‫ اهي تبديليون استاد ڏنل هن سال جي ڪيلينڊر جي مدد سان پاڻ به آساني سان ڪري سگهن ٿا‬،‫س ان تبديليون آنديون وينديون‬

Time Table for ECCE Class

S
Time/(Duration) Monday Tuesday Wednesday Thursday Friday Saturday
No:
1 08:00 – 08:20 Greeting time Greeting time Greeting time Greeting time Greeting time Greeting time
Language &
Language & Literacy Language & Literacy Basic Mathematical Basic Mathematical Language & Literacy
2 08:20 – 09:00 Literacy
(English) (English) concepts concepts (Sindhi/Urdu)
(Sindhi/Urdu)
Basic Mathematical Basic Mathematical Language & Literacy Language & Literacy Language & Language & Literacy
3 09:00 – 09:40
concepts concepts (Sindhi/Urdu) (Sindhi/Urdu) Literacy (English) (English)
Personal, Social &
4 09:40 – 10:20 Creative Arts Health hygiene and safety The World around us Creative Arts The World around us
Emotional development
Break 10:20 – 10:50
Language & Literacy Language & Literacy Language & Literacy Language & Literacy Basic Mathematical Basic Mathematical
5 10:50 – 11:30
(Sindhi/Urdu) (Sindhi/Urdu) (English) (English) concepts concepts
Learning Corners Learning Corners Learning Corners Learning Corners Learning Corners
6 11:30 – 12:30
time/Reading time time/Reading time time/Reading time time/Reading time time/Reading time
1. Language & Literacy
1.1 Language & Literacy (English) per week 06 periods. 40x06 = 240 (Minutes)
1.2 Language & Literacy (Sindhi/Urdu) per week 06 periods. 40x06 = 240 (Minutes)
2. Basic Mathematical concepts per week 06 periods. 40x06 = 240 (Minutes)
3. Personal, Social & Emotional development per week 01 period. 40x01 = 40 (Minutes)
4. The World around us per week 02 period. 40x02 = 80 (Minutes)
5. Health hygiene and safety per week 01 periods. 40x01 = 40 (Minutes)
6. Creative Arts per week 02 periods. 40x02 = 80 (Minutes)
7. Learning Corners time/Reading time per week 05 periods. 60x05 = 300 (Minutes)
 Academic Calendar for the Year 2023-2024
Weeks & Sundays No of Gazetted
No of School
S# Month Holidays/Vacat Holiday/Events/Occasions Dates Days Distribution
Week Sunday days
ions
(Independence Day) 14th August
01. August 5 4 1 26
Latif day 14Th Safar th
19 August (Sunday)
(Chehlum & Defence Day)
6th Sept
02. September 5 4 2 (12 Rabiulawal, Eid Milad- 24
16th Sept
Un-Nabi)
03. October 5 5 0 - - 26
04. November 5 4 1 (Iqbal Day) 9th Nov 25
(Winter Vacations) 21st Dec: to 31st Dec
05. December 5 3 11 Quaid Day (25th) 25th Dec 17
Benazir day (27th) 27th Dec
Total days: 366
06. January 5 4 0 - - 27 Working Days: 239
Kashmir Solidarity Day 5th Feb Sundays: 41
Shab-E-Meraj 27th Rajab) 7th Feb
07. February 5 4 3 22 Vacation Days:72
Shab-e-Barat (15th Shoban) th
25 (Sunday)
Urs Qalandar 18th Shoban 28th Public Holidays: 14
rd
08. March 5 5 1 (Pakistan Day) 23 March 25
Youm-e-Ali 21st Ramzan 1st Apirl
Bhutto day 4th April
09. April 5 4 5 21
Lailtul Qadar 27th Ramzan 7th (Sunday)
Eid ul Fitr 10th to 12th
10. May 5 4 1 (Labor’s Day) 1st May 26
11 June 5 0 30 Eid-ul- Adha 17th, 18th, 9th 0
12 July 5 0 31 Youm-e-Aushura 15th ,16th 0
Total 60 41 25+61=86 - - 239
Implementation Guidelines:
• The SOSs are designed with respect to Units and sub units for each subject and grade, therefore it is mandatory to continue the teaching learning process
according to the shared academic calendar where in approximately 220-225 periods are fixed in different schemes.
• This shared calendar is only for 2023-2024, therefore it needs to be reorganized implemented for the next academic years.
• The lunar dates in the calendar are mentioned as per the expectations and would be finally decided after moon sign every month with a difference of a
day or two.
 Periods Distribution of 6 Key Learning Areas for the Year of 2023-2024
Key Learning Areas of Language & Literacy and Basic Mathematical Concepts
Total Teaching Welcome Sport Record Need-based
1st Semester 2nd Semester 3rd Semester Extra
KLAs Periods periods Week Week Keeping Reinforcement
Periods Periods Periods Periods
Periods Periods Periods Periods

BMC 239 203 06 06 06 06 06 06 - 0

LL (E) 239 202 06 06 06 06 06 06 - 1

LL (S) 239 210 06 04 04 04 06 05 - 0

Merged Key-Learning Areas

Total Teaching Welcome Sport Record Need-based
1st Semester 2nd Semester 3rd Semester Extra
KLAs Periods periods Week Week Keeping Reinforcement
Periods Periods Periods Periods
Periods Periods Periods Periods

SPED 36
WAU 35
239 6 6 6 6 6 6 30 13
HH&S 39
C.A 50
Total Periods 160
 )‫تدريسي رٿابندي– لئنگويج ۽ لٽريسي (سنڌي‬

‫اسڪيم آف اسٽڊيز‬

‫ اسان کي اميد آهي ته هي دستاويز استادن الِء پڙهائڻ ۽‬.‫هي دستاويز قومي نصابي پاليسي تحت ِاي سي سي ِاي جي سنڌي مضمون جي سالياني نصابي رٿابندي تي مشتمل آهي‬
.‫سيکارڻ جي مرحلي دوران وڌ ۾ وڌ مددگار ثابت ٿيندو‬

Days Distribution Period Distribution

Total days: 366 Total Periods 239

Grade: ECCE Working Days: 239 Teaching periods 207
Periods in a week: 06 Sundays: 41 Welcome & Pre-Writing Week periods 06
Period Time: 40 minutes Vacation Days:72 Sport Week Periods 06
Periods in a year: 239 Public Holidays: 14 1st Semester periods 04
2nd Semester period 04
3rd Semester Periods 06
Assessment Record maintenance week &
Activities for students 06
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫)‪Scheme of Studies Language & Literacy (Sindhi‬‬

‫سکيا جي حاصالت‬
‫گهربل سامان‬ ‫سيکارڻ جو طريقو‬ ‫عنوان‬
‫شاگرد ان قابل ٿي ويندا ته‬
‫• استاد پاڻ کي نرمي ۽ دوستاڻي انداز سان متعارف ڪرائيندو‪ /‬ڪرائيندي‪ ،‬ان کانپوِء شاگرد پنهنجو تعارف ڪرائيندا‪ ،‬انهن کي چيو ويندو ته‬
‫تعارف ۽‬
‫اهي پنهنجو ۽ پنهنجي ڳوٺ جو نالو ۽ پنهنجي مشغلن بابت ٻڌائين‬ ‫• استاد کي ۽ هڪٻئي کي سڃاڻي سگهندا‬
‫لکڻ کان اڳ‬
‫واري‪ /‬ڊٻا‪ِ /‬مٽي‪ /‬پاڻي‪/‬‬ ‫• استاد ٻارن کي گهڻو ڳالهائڻ تي همٿائيندو‪ /‬همٿائيندي ۽ ڳالهائڻ دواران انهن جي همت افزائي ڪندو‬ ‫• هڪٻئي جا ناال ياد ڪري سگهندا‬
‫واريون‬
‫چاڪ ‪ ،‬ورڪ بڪ‬ ‫• استاد لکڻ کان اڳ واريون مشقون (جيئن هوا ۾ ‪ ،‬واري تي‪ ،‬پاڻي ۾ ‪ ،‬سليٽ تي‪ ،‬پاٺن تي‪ ،‬بورڊ تي لکڻ) مينوئل ۾ ڏنل طريقيڪار مطابق‬ ‫• لکڻ جون مختلف مشقون ڪري سگهندا‬
‫مشقون‬
‫ڪرائيندو ‪ ،‬جنهن ۾ استاد ٻارن کان ساڄي کان کاٻي پاسي ڏي مختلف نمونن (سڌيون ‪ ،‬ڦڏيون‪ ،‬گول ‪ ،‬انگڙ ونگڙ ) جون لڪيرون ڪڍڻ‬ ‫• ساڄي کان کاٻي پاسي سنڌي لکي سگهندا‬
‫پيرڊ ‪1-6‬‬
‫جي مشق ڪرائيندو‪/‬ڪرائيندي‬
‫ڳالهه ٻولهه ۾ شرڪت‬ ‫• هڪٻئي سان ِرلي ِملي ويندا ۽ هڪٻئي سان سهڪار‬
‫استاد ٻارن کي ڳالهه ٻولهه ذريعي آماده ڪندو ته هو ڳالهائي سگهن‪ ،‬سوال ڪري سگهن ۽ پنهنجا خيال ٻين سان ونڊين‪ .‬جنهن الِء استاد‬ ‫•‬ ‫ڪندا‬
‫مينوئل ۾ ڏنل اتساهه واري سرگرمي ڪرائيندو‪/‬ڪرائيندي‬ ‫• اکر ”ا“ جي آواز ‪/‬ا‪ /‬کي سڃاڻي ۽ اُچاري سگهندا‬
‫آوازن جي مشق (‪)Sound Drill‬‬ ‫• اکر ”الف“ جي شڪل سڃاڻي سگهندا‬
‫اکر ” ا“ جا فليش‬
‫استاد ٻارن کي ٻڌائيندو ته اکر ” ا“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪/‬ڪندي‬ ‫•‬ ‫• ”ا“ جي آواز سان شروع ٿيندڙ مختلف شين کي سڃاڻي‬ ‫اکر الف ”ا“‬
‫ڪارڊ ۽ الڳاپيل‬
‫آخر ۾ ٻار اکر ” ا“ کي اچارڻ جي مشق ڪندا‪ .‬جنهن الِء استاد مينوئل ۾ ڏنل آوازن جي مشق‪ Sound Drill/‬ڪرائيندو‪/‬ڪرائيندي‪.‬‬ ‫•‬ ‫۽ شين سان الڳاپو ظاهر ڪري سگهندا‬ ‫پيرڊ ‪7‬‬
‫تصويرون‬
‫اکر جي شڪل جي سڃاڻپ‪) Letter Recognition( :‬‬ ‫• اکر ”ا“ جي شڪل جو الڳاپو ”ا“ جي آواز سان‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ا“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬ ‫• ‪/‬ا‪ /‬آواز سان شروع ٿيندڙ مختلف شين جي نالن ۾ ‪/‬ا‪/‬‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬ ‫آواز جي سڃاڻپ ڪري سگهندا‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬ ‫• ‪/‬ا‪ /‬آواز سان شروع ٿيندڙ مختلف شين جا ناال‬
‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫اُ َن‪ ،‬ٽوڪري‪ ،‬پلي ڊو‪،‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي خزانه‬ ‫•‬ ‫• اکر ”ا“ سان شروع ٿيندڙ مختلف شين جا ناال ٻڌائي‬
‫بالڪس‪ ،‬فليش‬ ‫پيرڊ ‪8‬‬
‫ٽوڪري‪ ،‬بيت‪ ،‬ليٽر ليسنگ ‪ ،‬پلي ڊو سان کيڏڻ‪ ،‬اکرن جا بالڪ ۽ تصويري فليش ڪارڊز‬ ‫سگهندا‬
‫رنگ ۽ پينسل‬
‫ڪار َڊ‪َ ،‬‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬
‫لکڻ جي مشق‪)Writing Practice( :‬‬
‫واري‪ ،‬پاڻي‪ِ ،‬مٽي‪،‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾ لکڻ‪،‬‬ ‫•‬ ‫اکر ” ا“ لکي سگهندا‬ ‫•‬
‫چاڪ‪ ،‬ورڪ شيٽ‪،‬‬ ‫پيرڊ ‪9‬‬
‫پاڻي تي لکڻ‪ ،‬هٿ‪/‬ٻانهن تي لکڻ ۽ ورڪ شيٽ ذريعي لکڻ جي مشق ڪرڻ‬
‫رنگ ۽ پينسل‬
‫َ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 1 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫جائزو ‪)Assesment( :‬‬ ‫• اکر ”ا“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬ا‪ /‬سان‬
‫رنگ‪ ،‬پينسل ۽ ورڪ‬
‫َ‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق جائزي واريون سرگرميون ڪرائيندو‪/‬دي‪ .‬جيئن‪ :‬انگڻ ونگڻ گس‪ ،‬خزانه ٽوڪري‬ ‫•‬ ‫شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬ ‫پيرڊ ‪10‬‬
‫شيٽ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬ ‫سگهندا‬
‫ڳالهه ٻولهه ۾ شرڪت‬ ‫• هڪٻئي جي ڳالهه ٻولهه غور سان ٻڌندا ‪.‬‬
‫استاد ٻارن کي ڳالهه ٻولهه دوران اها ڳالهه سمجهڻ ۾ مدد ڪندو ته اسان کي سامهون واري جي ڳالهه غور سان ٻڌڻ گهرجي ‪ ،‬ڳالهين کي غور‬ ‫•‬ ‫• اکر ”ب“ جي آواز ‪/‬ب‪ /‬کي سڃاڻي ۽ ُاچاري سگهندا‬
‫سان ٻڌڻ جو پاڻ کي فائدو اهو ٿيندو ته پاڻ بنا دير اها ڳالهه سمجهي ويندا سين ۽ سمجهڻ کان پوِء ئي ان مطابق پنهنجي ڳالهه ڪري‬ ‫• اکر ”ب“ جي شڪل سڃاڻي سگهندا‬
‫سگهنداسين‪.‬‬ ‫• ”ب“ جي آواز سان شروع ٿيندڙ مختلف شين کي‬
‫اکر ”ب“ جا فليش‬ ‫آوازن جي مشق (‪)Sound Drill‬‬ ‫سڃاڻي ۽ شين سان الڳاپو ظاهر ڪري سگهندا‬
‫اکر ”ب“‬
‫ڪارڊ ۽ الڳاپيل‬ ‫استاد ٻارن کي ٻڌائيندو ته اکر ”ب“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪/‬ڪندي‬ ‫• اکر ”ب“ جي شڪل جو الڳاپو ”ب“ جي آواز سان‬
‫پيرڊ ‪11‬‬
‫تصويرون‬ ‫آخر ۾ ٻار اکر ” ب“ کي اچارڻ جي مشق ڪندا‪ .‬جنهن الِء استاد مينوئل ۾ ڏنل آوازن جي مشق‪ Sound Drill/‬ڪرائيندو‪/‬ڪرائيندي‪.‬‬ ‫ڪري سگهندا‬
‫اکر جي شڪل جي سڃاڻپ‪Letter Recognition( :‬‬ ‫• ‪/‬ب‪ /‬آواز سان شروع ٿيندڙ مختلف شين جي نالن ۾‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ب“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬ ‫‪/‬ب‪ /‬آواز جي سڃاڻپ ڪري سگهندا‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬ ‫• ‪/‬ب‪ /‬آواز سان شروع ٿيندڙ مختلف شين جا ناال ٻڌائي‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬ ‫سگهندا‬
‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫اُ َن‪ ،‬ٽوڪري‪ ،‬پُتليون‪،‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي خزانه‬ ‫•‬ ‫• اکر ”ب“ سان شروع ٿيندڙ مختلف شين جا ناال ٻڌائي‬
‫بالڪس‪ ،‬فليش‬ ‫پيرڊ ‪12‬‬
‫ٽوڪري‪ ،‬پپٽ ‪ /‬پتال ٺاهڻ ‪ ،‬بيت‪ ،‬ليٽر ليسنگ ‪ ،‬پلي ڊو سان کيڏڻ‪ ،‬اکرن جا بالڪ ‪ ،‬تصويري فليش ڪارڊز ۽ ُاوني اکر وغيره ‪.‬‬ ‫سگهندا‪.‬‬
‫رنگ ۽ پينسل‬
‫ڪار َڊ‪َ ،‬‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬
‫لکڻ جي مشق‪)Writing Practice( :‬‬
‫واري‪ ،‬پاڻي‪ِ ،‬مٽي‪،‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾ لکڻ‪،‬‬ ‫•‬
‫چاڪ‪ ،‬ورڪ شيٽ‪،‬‬ ‫اکر ” ب“ لکي سگهندا‬ ‫•‬ ‫پيرڊ ‪13‬‬
‫پاڻي تي لکڻ‪ ،‬هٿ‪/‬ٻانهن تي لکڻ ۽ ورڪ شيٽ ذريعي لکڻ جي مشق ڪرڻ‬
‫رنگ ۽ پينسل‬
‫َ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫جائزو ‪)Assesment( :‬‬
‫استاد ٻارن کان اکر ”ب“ جي سڃاڻپ‪ ،‬آواز ۽ ”ب“ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن ( راند روند‪ ،‬تصويرن واري ٽوڪري‬ ‫•‬
‫• اکر ”ب“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬ب‪/‬‬
‫رنگ‪،‬‬
‫فليش ڪارڊ‪َ ،‬‬ ‫وغيره ) ذريعي وٺندو‪.‬‬
‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬ ‫پيرڊ ‪14‬‬
‫پينسل ۽ ورڪ شيٽ‬ ‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫سگهندا‬
‫استاد جائزي طور ”ا۽ ب“ واري ورڪ شيٽ ٻارن کان حل ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 2 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫• آسپاس موجود شين کي غور سان ڏسو ۽ انهن جو جائزو‬

‫ڳالهه ٻولهه ۾ شرڪت‬
‫وٺو‬
‫استاد ٻارن کي ڳالهه ٻولهه دوران اها ڳالهه سمجهڻ ۾ مدد ڪندو ته اسان کي پنهنجي آسپاس موجود شين کي غور ۽ فڪر ڪرڻ گهرجي ‪،‬‬ ‫•‬
‫• اکر ”ٻ“ جي آواز ‪/‬ٻ‪ /‬کي سڃاڻي ۽ اُچاري سگهندا‬
‫شين کي غور سان ڏسڻ ۽ انهن تي غور ڪرڻ سان اسان کي اهو فائدو پوندو جو اسان مختلف شين بابت گهڻي کان گهڻي ڄاڻ حاصل ڪري‬
‫• اکر ”ٻ“ جي شڪل سڃاڻي سگهندا‬
‫وٺنداسين ۽ گهڻي کان گهڻا سوال ڪري انهن جا جواب وٺي سگهنداسين‪.‬‬
‫• ”ٻ“ جي آواز سان شروع ٿيندڙ مختلف شين کي‬
‫اکر ”ٻ“ جا فليش‬ ‫آوازن جي مشق (‪)Sound Drill‬‬
‫سڃاڻي ۽ شين سان الڳاپو ظاهر ڪري سگهندا‬ ‫اکر ” ٻ“‬
‫ڪارڊ ۽ الڳاپيل‬ ‫استاد ٻارن کي ٻڌائيندو ته اکر ”ٻ“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪/‬ڪندي‬
‫• اکر ”ٻ“ جي شڪل جو الڳاپو ”ٻ“ جي آواز سان‬ ‫پيرڊ ‪15‬‬
‫تصويرون‬ ‫آخر ۾ ٻار اکر ” ٻ“ کي اچارڻ جي مشق ڪندو‪ .‬جنهن الِء استاد مينوئل ۾ ڏنل آوازن جي مشق‪ Sound Drill/‬ڪرائيندو‪/‬ڪرائيندي‬
‫ڪري سگهندا‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫• ‪/‬ٻ‪ /‬آواز سان شروع ٿيندڙ مختلف شين جي نالن ۾‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ٻ“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫‪/‬ٻ‪ /‬آواز جي سڃاڻپ ڪري سگهندا‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫• ‪/‬ٻ‪ /‬آواز سان شروع ٿيندڙ مختلف شين جا ناال ٻڌائي‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬
‫سگهندا‬
‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫پلي ڊو‪ ،‬بالڪس‪،‬اُ َن‪،‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬نيچر واڪ‪ ،‬بيت‪ ،‬ليٽر‬ ‫•‬ ‫• اکر ”ٻ“ سان شروع ٿيندڙ مختلف شين جا ناال ٻڌائي‬
‫رنگ ۽‬
‫فليش ڪار َڊ‪َ ،‬‬ ‫پيرڊ ‪16‬‬
‫ليسنگ ‪ ،‬پلي ڊو سان کيڏڻ‬ ‫سگهندا‬
‫پينسل‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫لکڻ جي مشق‪)Writing Practice( :‬‬
‫واري‪ ،‬پاڻي‪ِ ،‬مٽي‪،‬‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾ لکڻ‪،‬‬ ‫•‬
‫• اکر ”ٻ“ لکي سگهندا‬ ‫پيرڊ ‪17‬‬
‫چاڪ‬ ‫پاڻي تي لکڻ‪ ،‬هٿ‪/‬ٻانهن تي لکڻ ۽ ورڪ شيٽ ذريعي لکڻ جي مشق ڪرڻ وغيره ‪.‬‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫جائزو ‪)Assesment( :‬‬
‫استاد ٻارن کان اکر ”ٻ“ جي سڃاڻپ‪ ،‬آواز ۽ ”ٻ“ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي‪ ،‬راند روند‪ ،‬تصويرن واري‬ ‫•‬ ‫• اکر ”ٻ“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬ٻ‪/‬‬
‫فليش ڪارڊ‬
‫ٽوڪري وغيره ) ذريعي وٺندو‪.‬‬ ‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬ ‫پيرڊ ‪18‬‬
‫ورڪٻ شيٽ‬
‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬ ‫سگهندا‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫اکر ”ڀ“ جا فليش‬ ‫ڳالهه ٻولهه ۾ شرڪت‬ ‫• دوست ٺاهي سگهندا ۽ ان جي ڪم اچي سگهندا‪.‬‬
‫اکر ” ڀ“‬
‫ڪارڊ ۽ الڳاپيل‬ ‫استاد ٻارن کي ڳالهه ٻولهه دوران اها ڳالهه سمجهڻ ۾ مدد ڪندو ته اسان کي وڌ کان وڌ دوست ٺاهڻ گهرجن‪ .‬دوست هجڻ ان ڪري به ضروري‬ ‫•‬
‫پيرڊ ‪19‬‬
‫تصويرون‬ ‫هوندا آهن ته جيئن اسان هڪٻئي جي ساٿ سان زندگي کي وڌيڪ آسان بڻائي سگهون‪.‬دوست ڏک ُسک ۾ ڪم ايندا آهن‪ .‬پنهنجي دوستن‬ ‫• اکر ”ڀ“ کي سڃاڻي ۽ اُچاري سگهندا‪.‬‬
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 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫کي ڪم اچڻ هڪ سٺو گُڻ آهي‪.‬‬ ‫• اکر ”ڀ“ کي ڏسي سمجهي سگهندا‪.‬‬
‫آوازن جي مشق (‪)Sound Drill‬‬ ‫• اکر ” ڀ“ کي ڏسي سڃاڻي سگهندا‪.‬‬
‫استاد ٻارن کي ٻڌائيندو ته اکر ”ڀ“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬ ‫• ”ڀ“ جي آواز سان شروع ٿيندڙ مختلف شين کي‬
‫آخر ۾ ٻار اکر ” ڀ“ کي اچارڻ جي مشق ڪندو‪.‬‬ ‫•‬ ‫سڃاڻي ۽ شين سان الڳاپو ظاهر ڪري سگهندا‪.‬‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬ ‫• ”ڀ“ سان شروع ٿيندڙ مختلف شين جا ناال ٻڌائي‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ڀ“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬ ‫سگهندا‪.‬‬
‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬
‫رانديون ۽ سرگرميون‪.:‬‬
‫پلي ڊو‪ ،‬ٽوڪري‪،‬‬ ‫• اکر ”ڀ“ سان شروع ٿيندڙ مختلف شين جا ناال ٻڌائي‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬نيچر واڪ‪ ،‬بيت‪ ،‬ليٽر ليسنگ‬ ‫•‬
‫بالڪس‪ُ ،‬ا َن‪ ،‬فليش‬ ‫سگهندا‪.‬‬ ‫پيرڊ ‪20‬‬
‫‪ ،‬پلي ڊو سان کيڏڻ وغيره‪.‬‬
‫رنگ ۽ پينسل‬
‫ڪار َڊ‪َ ،‬‬ ‫‪.‬‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫لکڻ جي مشق‪)Writing Practice( :‬‬
‫واري‪ ،‬پاڻي‪ِ ،‬مٽي‪،‬‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾ لکڻ‪،‬‬ ‫•‬ ‫اکر ” ڀ“ لکي سگهندا‪.‬‬ ‫•‬
‫پيرڊ ‪21‬‬
‫چاڪ‬ ‫پاڻي تي لکڻ‪ ،‬هٿ‪/‬ٻانهن تي لکڻ ۽ ورڪ شيٽ ذريعي لکڻ جي مشق ڪرڻ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫جائزو ‪)Assesment( :‬‬
‫استاد ٻارن کان اکر ”ڀ“ جي سڃاڻپ‪ ،‬آواز ۽ ”ڀ“ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن ( ڀيٽاڀيٽي‪،‬آکاڻي ٻڌائڻ‪ ،‬راند روند‪،‬‬ ‫•‬
‫اکر ”ڀ“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬ڀ‪/‬‬ ‫•‬
‫نگ‪،‬‬
‫فليش ڪار َڊ‪َ ،‬ر َ‬ ‫تصويرن واري ٽوڪري وغيره ) ذريعي وٺندو‪.‬‬
‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬ ‫پيرڊ ‪22‬‬
‫پينسل ۽ ورڪ شيٽ‬ ‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫سگهندا‬
‫استاد جائزي طور ”ٻ ۽ ڀ“ واري ورڪ شيٽ ٻارن کان حل ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬ ‫• ٻين جي تعريف ڪري سگهندا‪.‬‬
‫استاد ٻارن کي ڳالهه ٻولهه دوران اها ڳالهه سمجهڻ ۾ مدد ڪندو ته اسان کي ڪنهن به ماڻهوَء ۾ ڪا ُسٺائي ۽ چڱائي نظر اچي ته ان جي‬ ‫•‬ ‫• اکر ”ت“ کي سڃاڻي ۽ اُچاري سگهندا‪.‬‬
‫اکر ”ت“ جا فليش‬ ‫اکر ” ت“‬
‫تعريف ضرور ڪرڻ گهرجي‪ .‬اسان کي پاڻ ۾ اها عادت وجهڻ گهرجي ته سٺو ڪم ڪير به ڪري‪ ،‬ان جي همت افزائي ڪريون‪ .‬ڇو ته سٺي‬ ‫• اکر ”ت“ کي ڏسي سمجهي سگهندا‪.‬‬
‫ڪارڊ ۽ الڳاپيل‬ ‫پيرڊ ‪23‬‬
‫ڪم جي تعريف ڪرڻ سان ئي سٺائي اڳتي وڌندي‪.‬‬ ‫• اکر ” ت“ کي ڏسي سڃاڻي سگهندا‪.‬‬
‫تصويرون‬
‫آوازن جي مشق (‪)Sound Drill‬‬ ‫• ”ت“ جي آواز سان شروع ٿيندڙ مختلف شين کي‬
‫استاد ٻارن کي ٻڌائيندو ته اکر ”ت“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬ ‫سڃاڻي ۽ شين سان الڳاپو ظاهر ڪري سگهندا‪.‬‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 4 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫آخر ۾ ٻار اکر ”ت“ کي اچارڻ جي مشق ڪندو‪.‬‬ ‫•‬ ‫• ”ت“ سان شروع ٿيندڙ مختلف شين جا ناال ٻڌائي‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬ ‫سگهندا‪.‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ت“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫رانديون ۽ سرگرميون‪.)Fun Games( .:‬‬
‫پلي ڊو‪ ،‬ٽوڪري‪،‬‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬لفظن جي ٽوڪري‪ ،‬ڪير‬ ‫•‬ ‫اکر ”ت“ سان شروع ٿيندڙ مختلف شين جا ناال ٻڌائي‬ ‫•‬
‫بالڪس‪ُ ،‬ا َن‪ ،‬فليش‬ ‫ڪير آهي؟ ڇا ڇا آهي؟‪ ،‬وال ڊسپلي‪ ،‬ليٽر ليسنگ ‪ ،‬پلي ڊو سان کيڏڻ‪ ،‬اکرن جا فليش ڪارڊ ‪ ،‬خزاني جي ٽوڪري ۽ تصويري فليش ڪارڊ‬ ‫سگهندا‪.‬‬ ‫پيرڊ ‪24‬‬
‫رنگ ۽ پينسل‬
‫ڪار َڊ‪َ ،‬‬ ‫وغيره‪.‬‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫لکڻ جي مشق‪Writing Practice( :‬‬ ‫•‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾ لکڻ‪ ،‬پاڻي‬
‫تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫اکر ” ت“ لکي سگهندا‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫واري‪ ،‬پاڻي‪ِ ،‬مٽي‪،‬‬ ‫اکر ”ت“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬ت‪/‬‬ ‫•‬
‫جائزو ‪)Assesment( :‬‬ ‫پيرڊ ‪25‬‬
‫چاڪ‪ ،‬ورڪ شيٽ‬ ‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬
‫استاد ٻارن کان اکر ”ت“ جي سڃاڻپ‪ ،‬آواز ۽ ”ت“ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي‪،‬الفابيٽ هنٽ چارٽ‪،‬‬ ‫•‬
‫سگهندا‪.‬‬
‫راند روند‪ ،‬تصويرن‪ /‬شين جي خزانه ٽوڪري وغيره ) ذريعي وٺندو‪.‬‬
‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ٻارن کي ڳالهه ٻولهه دوران اها ڳالهه سمجهڻ ۾ مدد ڪندو ته پنهنجون شيون سنڀالي رکڻ ۽ انهن جي حفاظت ڪرڻ هڪ سٺي عادت‬ ‫•‬ ‫• پنهنجون شيون سنڀالي رکي سگهندا‪.‬‬
‫آهي‪.‬اوهان پنهنجي گهر اندر يا گهر کان ٻاهر جيڪا شيِء جتان کڻو‪ُ ،‬اها واپس ساڳي جاِء تي رکو‪.‬‬ ‫• اکر ”ٿ“ کي سڃاڻي ۽ ُاچاري سگهندا‪.‬‬
‫اکر ” ٿ“ جا فليش‬ ‫آوازن جي مشق (‪)Sound Drill‬‬ ‫• ”ٿ“ جي آواز سان شروع ٿيندڙ مختلف شين کي‬
‫ڪارڊ ۽ الڳاپيل‬ ‫استاد ٻارن کي ٻڌائيندو ته اکر ”ٿ“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬ ‫سڃاڻي ۽ شين سان الڳاپو ظاهر ڪري سگهندا‪.‬‬ ‫پيرڊ ‪26‬‬
‫تصويرون‬ ‫آخر ۾ ٻار اکر ”ٿ“ کي اچارڻ جي مشق ڪندو‪.‬‬ ‫•‬ ‫• ”ٿ“ سان شروع ٿيندڙ مختلف شين جا ناال ٻڌائي‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬ ‫سگهندا‪.‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ٿ“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 5 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬

‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪،‬‬ ‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬

‫اکر ”ٿ“ سان شروع ٿيندڙ مختلف شين جا ناال ٻڌائي‬ ‫•‬
‫بالڪ‪ ،‬فليش ڪارڊ‪،‬‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬رول پلي‪ ،‬ڪوالج ورڪ‪ ،‬بيت‪،‬‬ ‫•‬
‫سگهندا‪.‬‬ ‫پيرڊ ‪27‬‬
‫نگ‪ ،‬پينسل ۽ رنگين‬
‫َر َ‬ ‫ليٽر ليسنگ ‪ ،‬پلي ڊو سان کيڏڻ‪ ،‬اکرن جا فليش ڪارڊ ‪ ،‬تصويرن‪ /‬شين جي خزانه ٽوڪري ۽ تصويري فليش ڪارڊ وغيره‪.‬‬
‫پنا‬ ‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫لکڻ جي مشق‪Writing Practice( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾ لکڻ‪،‬‬ ‫•‬
‫پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫• اکر ” ٿ“ لکي سگهندا‪.‬‬
‫واري‪ِ ،‬مٽي‪ ،‬واٻي‪،‬‬ ‫جائزو ‪)Assesment( :‬‬ ‫• اکر ”ٿ“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬ٿ‪/‬‬
‫پيرڊ ‪28‬‬
‫ڪ ۽ ورڪ شيٽ‬
‫چا ُ‬ ‫استاد ٻارن کان اکر ”ٿ“ جي سڃاڻپ‪ ،‬آواز ۽ ”ٿ“ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن ( ڀيٽاڀيٽي‪ ،‬ڪير ڪير آهي؟ ڇا ڇا‬ ‫•‬ ‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري سگهندا‬
‫آهي؟ ) ذريعي وٺندو‪.‬‬
‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫استاد جائزي طور ”ت ۽ ٿ“ واري ورڪ شيٽ ٻارن کان حل ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ٻارن کي ڳالهه ٻولهه دوران اها ڳالهه سمجهڻ ۾ مدد ڪندو ته اسان کي هميشه صبر ۽ تحمل کان ڪم وٺڻ گهرجي‪ .‬هڪٻئي سان‬ ‫•‬
‫سهڪار ڪرڻ گهرجي ۽ جڏهن به ڪنهن قطار ۾ بيهجي ته پنهنجي واري جو انتظار ڪرڻ گهرجي‪ .‬هڪٻئي سان سهڪار ڪرڻ ۽‬
‫هڪٻئي جو خيال رکڻ سان ئي گهربل مقصد سوالئي سان حاصل ڪري سگهبا آهن‪.‬‬ ‫• سهڪار ڪري سگهندا ۽ پنهنجي واري جو انتظاري‬
‫اکر ” ٽ“ جا فليش‬ ‫آوازن جي مشق (‪)Sound Drill‬‬ ‫ڪري سگهندا‪.‬‬
‫اکر ” ٽ“‬
‫ڪارڊ ۽ الڳاپيل‬ ‫استاد ٻارن کي ٻڌائيندو ته اکر ”ٽ“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬ ‫• اکر” ٽ“ کي سڃاڻي ۽ اُچاري سگهندا‪.‬‬
‫پيرڊ ‪29‬‬
‫تصويرون‬ ‫آخر ۾ ٻار اکر ”ٽ“ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬ ‫• اکر” ٽ“ کي ان جي شروعاتي آواز وارين شين سان‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬ ‫ڳنڍي سگهندا‪.‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ٽ“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫ٽوري‪ ،‬پلي ڊو‪،‬اُ َن‪،‬‬ ‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬ ‫• اکر ” ٽ“ سان شروع ٿيندڙ مختلف شين جا ناال ٻڌائي‬ ‫پيرڊ ‪30‬‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 6 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫بالڪس‪ ،‬فليش‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬بيهي رهو جيڪڏهن‪ ،‬لفظن‬ ‫•‬ ‫سگهندا‪.‬‬
‫نگ‪ ،‬پينسل‬
‫ڪارڊ‪َ ،‬ر َ‬ ‫جي ٽوڪري‪ ،‬ليٽر ليسنگ ‪ ،‬پلي ڊو سان کيڏڻ‪ ،‬اکرن جا فليش ڪارڊ ‪ ،‬تصويرن‪ /‬شين جي خزانه ٽوڪري ۽ تصويري فليش ڪارڊ وغيره‪.‬‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫لکڻ جي مشق‪Writing Practice( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾ لکڻ‪،‬‬ ‫•‬
‫پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫• اکر ”ٽ“ لکي سگهندا‪.‬‬
‫واري‪ ،‬پاڻي‪ِ ،‬مٽي‪،‬‬
‫جائزو ‪)Assesment( :‬‬ ‫• اکر ”ٽ“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬ٽ‪/‬‬ ‫پيرڊ ‪31‬‬
‫چاڪ ۽ ورڪ شيٽ‬
‫استاد ٻارن کان اکر ”ٽ“ جي سڃاڻپ‪ ،‬آواز ۽ ”ٽ“ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي‪ ،‬راند روند‪ ،‬تصويرن واري‬ ‫•‬ ‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري سگهندا‬
‫ٽوڪري‪ ،‬ڪير ڪير آهي؟ ڇا ڇا آهي؟ ) ذريعي وٺندو‪.‬‬
‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ٻارن کي ڳالهه ٻولهه دوران اها ڳالهه سمجهڻ ۾ مدد ڪندو ته اسان کي پنهنجي ڪالس اندر يا ڪالس کان ٻاهر‪ ،‬گهر اندر يا گهر کان‬ ‫•‬
‫ٻاهر هڪٻئي جو خاص خيال رکڻ گهرجي‪ .‬هڪٻئي سان جهيڙا ڪرڻ کان پاسو ڪرڻ گهرجي‪ ،‬هڪٻئي جي راِء جو احترام ڪرڻ گهرجي‬
‫۽ هڪٻئي جي اوکي ويل مدد ڪرڻ گهرجي‪.‬‬
‫• هڪٻئي جو خيال رکي سگهندا‪.‬‬
‫اکر ” ٺ“ جا فليش‬ ‫آوازن جي مشق (‪)Sound Drill‬‬
‫• اکر ” ٺ“ کي ُسڃاڻي ۽ ُاچاري سگهندا‪.‬‬ ‫اکر ” ٺ“‬
‫ڪارڊ ۽ الڳاپيل‬ ‫استاد ٻارن کي ٻڌائيندو ته اکر ”ٺ“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬
‫• اکر ” ٺ“ جي آواز کي اکر ” ٺ“ سان شروع ٿيندڙ‬ ‫پيرڊ ‪32‬‬
‫تصويرون‬ ‫آخر ۾ ٻار اکر ”ٺ“ کي اچارڻ جي مشق ڪندو‪.‬‬ ‫•‬
‫مختلف شين سان ڳنڍي سگهندا‪.‬‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ٺ“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪،‬‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬موتين‪ ،‬ٻجن ۽ ننڍڙين ڪاٺين سان‬
‫• اکر ” ٺ“ سان شروع ٿيندڙ مختلف شين جا ناال وٺي‬
‫بالڪ‪ ،‬فليش ڪار َڊ‪،‬‬ ‫اکر لکڻ‪ ،‬بيت‪ ،‬لفظن جي ٽوڪري‪ ،‬ليٽر ليسنگ ‪ ،‬پلي ڊو سان کيڏڻ‪ ،‬اکرن جا فليش ڪارڊ ‪ ،‬تصويرن‪ /‬شين جي خزانه ٽوڪري ۽ تصويري فليش‬ ‫پيرڊ ‪33‬‬
‫سگهندا‪.‬‬
‫رنگ‪ ،‬پينسل‬
‫َ‬ ‫ڪارڊ وغيره‪.‬‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 7 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫لکڻ جي مشق‪Writing Practice( :‬‬

‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾ لکڻ‪،‬‬ ‫•‬
‫پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫اکر” ٺ“ لکي سگهندا‪.‬‬ ‫•‬
‫واري‪ ،‬پاڻي‪ِ ،‬مٽي‪،‬‬ ‫جائزو ‪)Assesment( :‬‬ ‫اکر ”ٺ“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬ٺ‪/‬‬ ‫•‬
‫پيرڊ ‪34‬‬
‫چاڪ ۽ ورڪ شيٽ‬ ‫استاد ٻارن کان اکر ”ٺ“ جي سڃاڻپ‪ ،‬آواز ۽ ”ٺ“ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي‪ ،‬راندروند‪ ،‬تصويرن واري‬ ‫•‬ ‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬
‫ٽوڪري‪ ،‬اکر ان ايڪشن ) ذريعي وٺندو‪.‬‬ ‫سگهندا‪.‬‬
‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫استاد جائزي طور ”ٽ ۽ ٺ“ واري ورڪ شيٽ ٻارن کان حل ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ٻارن کي ڳالهه ٻولهه دوران اها ڳالهه سمجهڻ ۾ مدد ڪندو ته اسان کي ڪوڙ ڳالهائڻ کان پاسو ڪرڻ گهرجي ڇو ته ڪوڙ ڳالهائڻ هڪ‬ ‫•‬
‫خراب عادت آهي‪.‬سچ ڳالهائيندڙ کي هر ڪو پسند ڪندو آهي جڏهن ته ڪوڙ ڳالهائيندڙ کي ڪير به پسند نه ڪندو آهي‪.‬‬
‫ڪوڙ ڳالهائڻ کان پاسو ڪري سگهندا‪.‬‬ ‫•‬
‫آوازن جي مشق (‪)Sound Drill‬‬
‫اکر ” ث“ جا فليش‬ ‫اکر ” ث“ کي ُسڃاڻي ۽ اُچاري سگهندا‪.‬‬ ‫•‬
‫استاد ٻارن کي ٻڌائيندو ته اکر ”ث“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬ ‫اکر ” ث“‬
‫ڪارڊ ۽ الڳاپيل‬ ‫اکر ” ث“ جي شروعاتي آواز کي مختلف شين سان‬ ‫•‬
‫آخر ۾ ٻار اکر ”ث“ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬ ‫پيرڊ ‪35‬‬
‫تصويرون‬ ‫ڳنڍي سگهندا‪.‬‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫اکر ” ٺ“ سان شروع ٿيندڙ شين جا ناال ٻڌائي سگهندا‪.‬‬ ‫•‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ث“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪،‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي خزانه‬ ‫•‬
‫بالڪ‪ ،‬فليش ڪار َڊ‪،‬‬ ‫اکر ”ث“ سان شروع ٿيندڙ شين جا ناال ٻڌائي سگهندا‪.‬‬ ‫•‬ ‫پيرڊ ‪36‬‬
‫ٽوڪري ‪ ،‬رول پلي‪ ، ،‬بيت‪ ،‬ليٽر ليسنگ ‪ ،‬پلي ڊو سان کيڏڻ‪ ،‬اکرن جا بالڪ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬
‫رنگ‪ ،‬پينسل‬
‫َ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫لکڻ جي مشق‪Writing Practice( :‬‬ ‫اکر ” ث“ لکي سگهندا‪.‬‬ ‫•‬
‫واري‪ ،‬پاڻي‪ِ ،‬مٽي‪،‬‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾ لکڻ‪،‬‬ ‫•‬ ‫اکر ”ث“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬ث‪/‬‬ ‫•‬
‫پيرڊ ‪37‬‬
‫چاڪ ۽ ورڪ شيٽ‬ ‫پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬ ‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫سگهندا‪.‬‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 8 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫جائزو ‪)Assesment( :‬‬

‫استاد ٻارن کان اکر ”ث“ جي سڃاڻپ‪ ،‬آواز ۽ ”ث“ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي‪ ،‬راند روند‪ ،‬تصويرن جي‬ ‫•‬
‫ٽوڪري‪ ،‬اکرن جو بئنر ) ذريعي وٺندو‪.‬‬
‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ٻارن کي ڳالهه ٻولهه دوران اها ڳالهه سمجهڻ ۾ مدد ڪندو ته وقت تمام گهڻو قيمتي هوندو آهي‪ ،‬ان ڪري ان جو قدر ڪرڻ گهرجي‪ .‬اڄ‬ ‫•‬
‫جو ڪم اڄ ڪرڻ گهرجي ان کي سڀاڻي تي نه ڇڏڻ گهرجي‪ .‬ڇو ته جيڪڏهن اسان وقت جو قدر نه ڪنداسين ته پوِء سڀاڻي وقت اسان جو‬
‫قدر نه ڪندو‪ .‬اسان کي پنهنجو روزمرهه جو ڪم پنهنجي پنهنجي وقت تي پورو ڪرڻ گهرجي‪.‬‬
‫وقت جو قدر ڪري سگهندا‪.‬‬ ‫•‬
‫اکر ” پ “ جا فليش‬ ‫آوازن جي مشق (‪)Sound Drill‬‬
‫اکر ” پ“ کي ُسڃاڻي ۽ ُاچاري سگهندا‪.‬‬ ‫•‬ ‫اکر ” پ“‬
‫ڪارڊ ۽ الڳاپيل‬ ‫استاد ٻارن کي ٻڌائيندو ته اکر ”پ“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬
‫اکر ” پ“ کي ُسڃاڻي سگهندا‪.‬‬ ‫•‬ ‫پيرڊ ‪38‬‬
‫تصويرون‬ ‫آخر ۾ ٻار اکر ”پ“ کي اچارڻ جي مشق ڪندو‪.‬‬ ‫•‬
‫اکر ” پ“ کي سمجهي سگهندا‪.‬‬ ‫•‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”پ“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪،‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬ڪاغذ سان ٺاهڻ‪ ،‬بيت‪ ،‬ليٽر‬ ‫•‬ ‫اکر ” پ“ جي آواز سان شروع ٿيندڙ شين جا ناال ٻڌائي‬ ‫•‬
‫بالڪس‪ ،‬فليش‬ ‫پيرڊ ‪39‬‬
‫ليسنگ ‪ ،‬پلي ڊو سان کيڏڻ‪ ،‬اکرن جا بالڪ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬ ‫سگهندا‪.‬‬
‫نگ ۽ پينسل‬
‫ڪارڊ‪َ ،‬ر َ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬
‫لکڻ جي مشق‪Writing Practice( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾ لکڻ‪،‬‬ ‫•‬
‫پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬ ‫اکر ” پ“ لکي سگهندا‪.‬‬ ‫•‬
‫واري‪ ،‬پاڻي‪ ،‬چاڪ‪،‬‬ ‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫اکر ”پ“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬پ‪/‬‬ ‫•‬
‫پيرڊ ‪40‬‬
‫مٽي ۽ ورڪ شيٽ‬ ‫جائزو ‪)Assesment( :‬‬ ‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬
‫استاد ٻارن کان اکر ”پ“ جي سڃاڻپ‪ ،‬آواز ۽ ”پ“ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي‪ ،‬راند روند‪ ،‬ورڪ شيٽ‪،‬‬ ‫•‬ ‫سگهندا‪.‬‬
‫تصويرن واري ٽوڪري‪ ،‬جي ها جي نه ) ذريعي وٺندو‪.‬‬
‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 9 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫استاد جائزي طور ”ث ۽ پ “ واري ورڪ شيٽ ٻارن کان حل ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫•‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ٻارن کي ڳالهه ٻولهه دوران اها ڳالهه سمجهڻ ۾ مدد ڪندو ته بزرگ احترام الئق هوندا آهن‪ .‬اسان کي پنهنجي بزرگن جو خاص خيال‬ ‫•‬
‫وڏن جو احترام ڪري سگهندا‬ ‫•‬
‫رکڻ گهرجي‪ .‬انهن جو چيو مڃڻ گهرجي‪ .‬انهن جي خدمت ڪرڻ گهرجي ڇو ته پنهنجي وڏن جو احترام ڪرڻ اسان تي فرض آهي‪.‬اسان کي‬
‫اکر” ج“ کي ُسڃاڻي ۽ اُچاري سگهندا‪.‬‬ ‫•‬
‫اهڙي ڪا به حرڪت ڪرڻ نه گهرجي‪ ،‬جنهن سان اسان جي وڏن کي تڪليف پهچي‪.‬‬
‫اکر ” ج“ کي سمجهي سگهندا‪.‬‬ ‫•‬
‫اکر ”ج“ جا فليش‬ ‫آوازن جي مشق (‪)Sound Drill‬‬
‫مختلف شين کي ” ج“ اکر جي پهرين آواز سان ڳنڍي‬ ‫•‬ ‫اکر ” ج“‬
‫ڪارڊ ۽ الڳاپيل‬ ‫استاد ٻارن کي ٻڌائيندو ته اکر ”ج“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬
‫سگهندا‪.‬‬ ‫پيرڊ ‪41‬‬
‫تصويرون‬ ‫آخر ۾ ٻار اکر ”ج“ کي اچارڻ جي مشق ڪندو‪.‬‬ ‫•‬
‫”ج‪ ،‬اکر سان شروع ٿيندڙ مختلف شين جا ناال ٻڌائي‬ ‫•‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫سگهندا‪.‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ج“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫اکر“ ج“ لکي سگهندا‪.‬‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪،‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي خزانه‬ ‫•‬ ‫اکر ”ج“ سان شروع ٿيندڙ مختلف شين جا ناال ٻڌائي‬ ‫•‬
‫ڪ‪ ،‬فليش ڪارڊ‪،‬‬
‫بال َ‬ ‫پيرڊ ‪42‬‬
‫ٽوڪري‪ ،‬بيت‪ ،‬ليٽر ليسنگ ‪ ،‬پلي ڊو سان کيڏڻ‪ ،‬اکرن جا بالڪ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬ ‫سگهندا‪.‬‬
‫نگ‪ ،‬پينسل‬
‫َر َ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬
‫لکڻ جي مشق‪Writing Practice( :‬‬
‫واري‪ ،‬پاڻي‪ِ ،‬مٽي‪،‬‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾ لکڻ‪،‬‬ ‫•‬
‫اکر ”ج“ لکي سگهندا‪.‬‬ ‫•‬ ‫پيرڊ ‪43‬‬
‫چاڪ ۽ ورڪ شيٽ‬ ‫پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫جائزو ‪)Assesment( :‬‬
‫اکر ”ج“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬ج‪/‬‬ ‫•‬
‫فليش ڪارڊ‬ ‫استاد ٻارن کان اکر ”ج“ جي سڃاڻپ‪ ،‬آواز ۽ ”ج“ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ها يا نه ) ذريعي وٺندو‪.‬‬ ‫•‬
‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬ ‫پيرڊ ‪44‬‬
‫نگ پينسل‬
‫پينسل َر َ‬ ‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫سگهندا‪.‬‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫اکر”ڄ“ جا فليش‬ ‫ڳالهه ٻولهه ۾ شرڪت‬ ‫هدايتن تي عمل ڪري سگهندا‪.‬‬ ‫•‬
‫اکر ” ڄ“‬
‫ڪارڊ ۽ الڳاپيل‬ ‫استاد ٻارن کي ڳالهه ٻولهه دوران اهو سمجهڻ ۾ مدد ڪندو ته اهي هميشه جيڪو به ڪم ڪن ته سڀ کان پهرين اهو ڏسن ته اهو ڪم کين‬ ‫•‬ ‫اکر ” ڄ“ کي ُسڃاڻي ۽ ُاچاري سگهندا‪.‬‬ ‫•‬
‫پيرڊ ‪45‬‬
‫تصويرون‬ ‫ڪرڻو ڪيئن آهي؟ ان ڪم جي حوالي سان کين هدايتون ڪهڙيون مليون آهن؟ اسان کي هميشه اسڪول اندر استاد ۽ گهر اندر والدين‬ ‫”ڄ“ جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 10 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫جون هدايتون غور سان ٻڌي انهن تي عمل ڪرڻ گهرجي‪.‬‬ ‫سگهندا‪.‬‬
‫آوازن جي مشق (‪)Sound Drill‬‬ ‫”ڄ“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫استاد ٻارن کي ٻڌائيندو ته اکر ”ڄ“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬
‫آخر ۾ ٻار اکر ”ڄ“ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ڄ“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫ٽوڪري پلي ڊو‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي خزانه‬ ‫•‬
‫ُا َن بالڪ‬
‫ٽوڪري ‪ ،‬بيت‪ ،‬ليٽر ليسنگ ‪ ،‬ٽپن واري راند‪ ،‬پلي ڊو سان کيڏڻ‪ ،‬اکرن جا بالڪ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬ ‫”ڄ“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬ ‫پيرڊ ‪46‬‬
‫نگ‬
‫فليش ڪارڊ َر َ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬
‫پينسل رنگين پنا‬

‫لکڻ جي مشق‪Writing Practice( :‬‬

‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾ لکڻ‪،‬‬ ‫•‬
‫پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫اکر ”ڄ“ لکي سگهندا‪.‬‬ ‫•‬
‫واري‪ ،‬مٽي‪ ،‬پاڻي‪،‬‬ ‫جائزو ‪)Assesment( :‬‬ ‫اکر ”ڄ“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬ڄ‪/‬‬
‫پيرڊ ‪47‬‬
‫چاڪ ۽ ورڪ شيٽ‬ ‫استاد ٻارن کان اکر ”ڄ“ جي سڃاڻپ‪ ،‬آواز ۽ ”ڄ“ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (راند روند‪ ،‬ڀيٽاڀيٽي‪ ،‬تصويرن واري‬ ‫•‬ ‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬
‫ٽوڪري‪ ،‬ڪير ڪير آهي؟ ڇا ڇا آهي؟ ) ذريعي وٺندو‪.‬‬ ‫سگهندا ‪.‬‬
‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫استاد جائزي طور ”ج ۽ ڄ “ واري ورڪ شيٽ ٻارن کان حل ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬ ‫پنهنجون ذميواريون نڀائي سگهندا‪.‬‬ ‫•‬
‫اکر ” جهه“ جا فليش‬ ‫استاد ٻارن کي ڳالهه ٻولهه دوران اها ڳالهه سمجهڻ ۾ مدد ڪندو ته ذميواري جو احساس هر ٻار الِء ضروري هوندو آهي‪ .‬انهن کي گهرجي ته‬ ‫•‬ ‫اکر ” جهه“ کي ُسڃاڻي ۽ ُاچاري سگهندا‪.‬‬ ‫•‬
‫اکر ” جهه“‬
‫ڪارڊ ۽ الڳاپيل‬ ‫اهي پنهنجي ڪتابن کان ويندي پنهنجي ٿيلهي ۽ ٻين شين جي پاڻ حفاظت ڪن‪ .‬انهن کي سنڀالي رکن ۽ پنهنجي ڊريس کي ميرو ٿيڻ نه‬ ‫اکر ” جهه“ جي شروعاتي آواز وارين شين کي سڃاڻي‬ ‫•‬
‫پيرڊ ‪48‬‬
‫تصويرون‬ ‫ڏين‪.‬‬ ‫سگهندا‪.‬‬
‫آوازن جي مشق (‪)Sound Drill‬‬ ‫اکر” جهه“ سان شروع ٿيندڙ مختلف شين جا ناال ٻڌائي‬ ‫•‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 11 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪،‬‬
‫بالڪ‪ ،‬فليش ڪار َڊ‪،‬‬
‫نگ‪ ،‬پينسل ۽ رنگين‬
‫َر َ‬
‫پنا‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾ لکڻ‪،‬‬
‫واري پاڻي مٽي چاڪ‬
‫ورڪ شيٽ‬
‫استاد ٻارن کان اکر ”جهه“ جي سڃاڻپ‪ ،‬آواز ۽ ”جهه“ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (جهه جي چٽاڀيٽي‪ ،‬راند روند ۽‬
‫استاد ٻارن کي ڳالهه ٻولهه دوران اهو سمجهڻ ۾ مدد ڪندو ته جڏهن به ڪنهن دوست يا ڪنهن ٻئي ماڻهوَء کان ڪا شيِء وٺو يا ان جي ڪا‬
‫اکر ”ڃ“ جا فليش‬
‫ڪارڊ ۽ الڳاپيل‬
‫تصويرون‬
‫‪Developed By: Training Unit -SEF‬‬
‫استاد ٻارن کي ٻڌائيندو ته اکر ”جهه“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬ ‫سگهندا‪.‬‬
‫آخر ۾ ٻار اکر ”جهه“ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”جهه“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي خزانه‬ ‫•‬ ‫اکر ” جهه“ سان شروع ٿيندڙ مختلف شين جا ناال‬ ‫•‬
‫پيرڊ ‪49‬‬
‫ٽوڪري ‪ ،‬اکرن تي هلڻ‪ ،‬بيت‪ ،‬ليٽر ليسنگ ‪ ،‬پلي ڊو سان کيڏڻ‪ ،‬اکرن جا بالڪ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬ ‫ٻڌائي سگهندا‪.‬‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬
‫لکڻ جي مشق‪Writing Practice( :‬‬
‫•‬
‫پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫اکر ” جهه“ لکي سگهندا‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫اکر ”جهه“ ۽ ان جي آواز جي الڳاپي کي سمجهندي‬ ‫•‬
‫جائزو ‪)Assesment( :‬‬ ‫پيرڊ ‪50‬‬
‫‪/‬جهه‪ /‬سان شروع ٿيندڙ مختلف شين جي سڃاڻپ‬
‫•‬
‫ڪري سگهندا‪.‬‬
‫تصويرن واري ٽوڪري ) ذريعي وٺندو‪.‬‬
‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫•‬
‫اجازت وٺڻ سکندا‪.‬‬ ‫•‬
‫شيِء استعمال ڪجي ته ان کان اجازت وٺڻ گهرجي‪ .‬سٺيون عادتون اپنائڻ هڪ سٺو عمل هو‪.‬‬
‫اکر ” ڃ“ کي ُسڃاڻي ۽ اُچاري سگهندا‪.‬‬ ‫•‬
‫آوازن جي مشق (‪)Sound Drill‬‬
‫”ڃ“ جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬ ‫اکر ” ڃ“‬
‫استاد ٻارن کي ٻڌائيندو ته اکر ”ڃ“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬
‫سگهندا‪.‬‬ ‫پيرڊ ‪51‬‬
‫آخر ۾ ٻار اکر ”ڃ “ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬
‫”ڃ“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫اکر ”ڃ“ لکي سگهندا‪.‬‬ ‫•‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ڃ“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫‪Page 12 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪،‬‬ ‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫بالڪ‪ ،‬فليش ڪار َڊ‪،‬‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي خزانه‬ ‫•‬ ‫اکر ” ڃ“ جي شروعاتي آواز وارين شين کي ُسڃاڻي‬ ‫•‬
‫پيرڊ ‪52‬‬
‫نگ‪ ،‬پينسل ۽ رنگين‬
‫َر َ‬ ‫ٽوڪري ‪ ،‬اکرن تي هلڻ‪ ،‬بيت‪ ،‬ليٽر ليسنگ ‪ ،‬بحث مباحثو‪ ،‬پلي ڊو سان کيڏڻ‪ ،‬اکرن جا بالڪ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬ ‫سگهندا‪.‬‬
‫پنا‬ ‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬
‫لکڻ جي مشق‪(Writing Practice( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾ لکڻ‪،‬‬ ‫•‬
‫پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫اکر ”ڃ“ لکي سگهندا‪.‬‬ ‫•‬
‫واري‪ ،‬پاڻي‪ِ ،‬مٽي‪،‬‬ ‫جائزو ‪)Assesment( :‬‬ ‫اکر ”ڃ“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬ڃ‪/‬‬ ‫•‬
‫پيرڊ ‪53‬‬
‫چاڪ ۽ ورڪ شيٽ‬ ‫استاد ٻارن کان اکر ”ڃ“ جي سڃاڻپ‪ ،‬آواز ۽ ”ڃ“ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (اکرن تي ٽپا ڏيڻ ” لِلي هوپ“ )‬ ‫•‬ ‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬
‫ذريعي وٺندو‪.‬‬ ‫سگهندا‪.‬‬
‫ان کان عالوه استاد پڙهايل اکر بابت مينوئل ۾ ڏنل ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫استاد جائزي طور ”جهه ۽ ڃ“ واري ورڪ شيٽ ٻارن کان حل ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ٻارن کي ڳالهه ٻولهه دوران اهو سمجهڻ ۾ مدد ڪندو ته راند روند ۽ ٻين جسماني مشقن ۾ حصو وٺڻ ضروري هوندو آهي‪ .‬راند روند ۽‬ ‫•‬
‫ٻين سرگرمين ۾ حصو وٺڻ جو سڀ کان وڏو فائدو اهو ٿيندو ته ان سان ذهني ۽ جسماني ُچستي پيدا ٿيندي ۽ اعتماد وڌندو‪.‬‬
‫راند روند ۽ ٻين سرگرمين ۾ حصو وٺي سگهندا‪.‬‬ ‫•‬
‫آوازن جي مشق (‪)Sound Drill‬‬
‫اکر ” چ“ جا فليش‬ ‫اکر ”چ“ کي ُسڃاڻي ۽ ُاچاري سگهندا‪.‬‬ ‫•‬
‫استاد ٻارن کي ٻڌائيندو ته اکر ”چ“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬ ‫اکر ” چ“‬
‫ڪارڊ ۽ الڳاپيل‬ ‫اکر ”چ“ جي شروعاتي آواز جو مختلف شين سان‬ ‫•‬
‫آخر ۾ ٻار اکر ”چ“ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬ ‫پيرڊ ‪54‬‬
‫تصويرون‬ ‫الڳاپو ظاهر ڪري سگهندا‪.‬‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫”چ“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”چ“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪،‬‬ ‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫ڪ‪ ،‬فليش ڪار َڊ‪،‬‬
‫بال َ‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي خزانه‬ ‫•‬ ‫پيرڊ ‪55‬‬
‫”چ“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫نگ‪ ،‬پينسل ۽ رنگين‬
‫َر َ‬ ‫ٽوڪري ‪ ،‬اکرن تي هلڻ‪ ،‬بيت‪ ،‬ليٽر ليسنگ ‪ ،‬اکرن جو بيضو‪ ،‬پلي ڊو سان کيڏڻ‪ ،‬اکرن جا بالڪ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 13 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫َپنا‬ ‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬
‫لکڻ جي مشق‪Writing Practice( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾ لکڻ‪،‬‬ ‫•‬
‫پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫اکر ” چ“ لکي سگهندا‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪،‬‬ ‫اکر ”چ“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬چ‪/‬‬ ‫•‬
‫جائزو ‪)Assesment( :‬‬ ‫پيرڊ ‪56‬‬
‫چاڪ ۽ ورڪ شيٽ‬ ‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬
‫استاد ٻارن کان اکر ”چ“ جي سڃاڻپ‪ ،‬آواز ۽ ”چ“ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي‪/‬ڦِر ڦِر سونٽي ) ذريعي‬ ‫•‬
‫سگهندا‪.‬‬
‫وٺندو‪.‬‬
‫ان کان عالوه استاد پڙهايل اکر بابت مينوئل ۾ ڏنل ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ٻارن کي ڳالهه ٻولهه دوران اهو سمجهڻ ۾ مدد ڪندو ته روز مره جي زندگي ۾ ننڍيون ننڍيون خوشيون ملهائڻ جي ڪافي‬ ‫•‬
‫اهميت آهي‪.‬اسان کي خوشيَء واريون سرگرميون منعقد ڪرڻ گهرجن ۽ ان سان اسان جي آسپاس جي ماحول ۾ خوشگواري پيدا‬ ‫ننڍين ننڍين خوشين ۽ ڪاميابين کي ملهائي‬ ‫•‬
‫ٿيندي ۽ نئين حوصالافزائي ملندي‪.‬‬ ‫سگهندا‪.‬‬
‫آوازن جي مشق (‪)Sound Drill‬‬ ‫اکر ” ڇ“ کي ُسڃاڻي ۽ اُچاري سگهندا‪.‬‬ ‫•‬
‫اکر ” ڇ“ جا فليش ڪارڊ ۽‬ ‫اکر ” ڇ“‬
‫استاد ٻارن کي ٻڌائيندو ته اکر ”ڇ“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬ ‫”ڇ“ جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬
‫الڳاپيل تصويرون‬ ‫پيرڊ ‪57‬‬
‫آخر ۾ ٻار اکر ”ڇ “ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬ ‫سگهندا‪.‬‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬ ‫”ڇ“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ڇ“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي‬ ‫•‬
‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫خزانه ٽوڪري ‪ ،‬اکرن تي هلڻ‪ ،‬بيت‪ ،‬ليٽر ليسنگ ‪ ،‬اکرن تي ٽپا ڏيڻ ( لِلي پيڊ)‪ ،‬پلي ڊو سان کيڏڻ‪ ،‬اکرن جا بالڪ ۽ تصويري فليش‬ ‫”ڇ“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‬ ‫•‬ ‫پيرڊ ‪58‬‬
‫رنگين پنا‬ ‫ڪارڊ وغيره‪.‬‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ۽‬ ‫لکڻ جي مشق‪Writing Practice( :‬‬ ‫اکر ” ڇ“ لکي سگهندا‪.‬‬ ‫•‬
‫پيرڊ ‪59‬‬
‫ورڪ شيٽ‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬ ‫اکر ”ڇ“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬ڇ‪/‬‬ ‫•‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 14 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬ ‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪندا‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫جائزو ‪)Assesment( :‬‬
‫استاد ٻارن کان اکر ”ڇ“ جي سڃاڻپ‪ ،‬آواز ۽ ”ڇ“ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن ( ڀيٽاڀيٽي‪/‬راند روند ۽‬ ‫•‬
‫تصويرن واري ٽوڪري ) ذريعي وٺندو‪.‬‬
‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫استاد جائزي طور ”چ ۽ ڇ“ واري ورڪ شيٽ ٻارن کان حل ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ٻارن کي ڳالهه ٻولهه دوران اهو سمجهڻ ۾ مدد ڪندو ته راند کيڏڻ وقت هميشه صبر جو مظاهرو ڪرڻ گهرجي ۽ ڪڏهن به‬ ‫•‬
‫راند ڪرڻ وقت صبر ۽ تحمل جو مظاهرو ڪري‬ ‫•‬
‫هڪٻئي کي ڌڪا نه ڏيڻ گهرجي‪ .‬جيڪڏهن هڪٻئي کي ڌڪا ڏبا ته ان سان ڌڪ به لڳي سگهي ٿو‬
‫سگهندا‬
‫آوازن جي مشق (‪)Sound Drill‬‬
‫اکر ” ح“ کي ُسڃاڻي ۽ اُچاري سگهندا‪.‬‬ ‫•‬
‫اکر ” ح“ جا فليش ڪارڊ ۽‬ ‫استاد ٻارن کي ٻڌائيندو ته اکر ”ح“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬ ‫اکر ” ح“‬
‫”ح“ جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬
‫الڳاپيل تصويرون‬ ‫آخر ۾ ٻار اکر ”ح “ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬ ‫پيرڊ ‪60‬‬
‫سگهندا‪.‬‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫”ح“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ح“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي‬ ‫•‬ ‫”ح“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫پيرڊ ‪61‬‬
‫خزانه ٽوڪري ‪ ،‬اکرن تي هلڻ‪ ،‬بيت‪ ،‬ليٽر ليسنگ ‪،‬پلي ڊو سان کيڏڻ‪ ،‬اکرن جا بالڪ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬
‫رنگين پنا‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬
‫لکڻ جي مشق‪Writing Practice( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬ ‫اکر ” ح“ لکي سگهندا‪.‬‬ ‫•‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ۽‬ ‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬ ‫اکر ”ح“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬ح‪/‬‬ ‫•‬
‫پيرڊ ‪62‬‬
‫ورڪ شيٽ‬ ‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬
‫جائزو ‪)Assesment( :‬‬ ‫سگهندا‪.‬‬
‫استاد ٻارن کان اکر ”ح“ جي سڃاڻپ‪ ،‬آواز ۽ ”ح“ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي‪ ،‬راند روند‪،‬‬ ‫•‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 15 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫تصويرن واري ٽوڪري ) ذريعي وٺندو‪.‬‬

‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ٻارن کي ڳالهه ٻولهه دوران اهو سمجهڻ ۾ مدد ڪندو ته اسان کي هميشه پنهنجي پسند ۽ ناپسند جو اظهار ڪرڻ کان لنوائڻ‬ ‫•‬
‫نه گهرجي‪ .‬اسان کي دل کولي پنهنجي جذبن ۽ احساسن جو اظهار ڪرڻ گهرجي‪ .‬پنهنجي راِء جو مناسب استعمال ڪرڻ هڪ‬
‫پسند ۽ ناپسند جو اظهار ڪري سگهندا‪.‬‬ ‫•‬
‫بهترين عمل آهي‪.‬‬
‫اکر ” خ“ کي ُسڃاڻي ۽ ُاچاري سگهندا‪.‬‬ ‫•‬
‫آوازن جي مشق (‪)Sound Drill‬‬
‫اکر ” خ“ جا فليش ڪارڊ ۽‬ ‫”خ“ جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬ ‫اکر ” خ“‬
‫استاد شاگردن کي ٻڌائيندو ته اکر ”خ“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬
‫الڳاپيل تصويرون‬ ‫سگهندا‪.‬‬ ‫پيرڊ ‪63‬‬
‫آخر ۾ ٻار اکر ”خ “ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬
‫”خ “ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”خ“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي‬ ‫•‬
‫”خ“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫خزانه ٽوڪري ‪ ،‬اکرن تي هلڻ‪ ،‬بيت‪ ،‬ليٽر ليسنگ ‪ ،‬اکرن جو ڪوالج‪ Maze ،‬راند پلي ڊو سان کيڏڻ‪ ،‬اکرن جا بالڪ ۽ تصويري‬ ‫پيرڊ ‪64‬‬
‫رنگين پنا‬ ‫فليش ڪارڊ وغيره‪.‬‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬
‫لکڻ جي مشق‪Writing Practice( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬
‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫اکر ” خ“ لکي سگهندا‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ۽‬ ‫اکر ”خ“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬خ‪/‬‬ ‫•‬
‫جائزو ‪)Assesment( :‬‬ ‫پيرڊ ‪65‬‬
‫ورڪ شيٽ‬ ‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬
‫استاد ٻارن کان اکر ”خ“ جي سڃاڻپ‪ ،‬آواز ۽ ”خ“ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (آوازن جي ڀيٽاڀيٽي‪ ،‬راند‬ ‫•‬
‫سگهندا‪.‬‬
‫روند ‪ ،‬تصويرن واري ٽوڪري ۽ هوپ اسڪوچ ) ذريعي وٺندو‪.‬‬
‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫استاد جائزي طور ”ح ۽ خ“ واري ورڪ شيٽ ٻارن کان حل ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫•‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 16 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ٻارن کي ڳالهه ٻولهه دوران اهو سمجهڻ ۾ مدد ڪندو ته هميشه پنهنجي ڪم تي مڪمل ڌيان ڏيڻ گهرجي‪ .‬ان جو فائدو اهو‬ ‫•‬
‫ٿيندو جو توهان جيڪو به ڪم ڪندا ۽ جيڪڏهن اهو ڌيان سان ڪندا ته هڪ ته جلد مڪمل ٿيندو ۽ ٻيو اهو ڪم وڌيڪ بهتر‬
‫ڪو به ڪم ڌيان سان مڪمل ڪري سگهندا‬ ‫•‬
‫ٿيندو‪.‬لکڻ پڙهڻ کان ويندي پنهنجي صفائي سٿرائي سميت ٻيا ڪم ڌيان سان مڪمل ڪرڻ گهرجن‪.‬‬
‫اکر ” د“ کي ُسڃاڻي ۽ اُچاري سگهندا‪.‬‬ ‫•‬
‫آوازن جي مشق (‪)Sound Drill‬‬
‫اکر ” د“ جا فليش ڪارڊ ۽‬ ‫”د“ جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬ ‫اکر ” د“‬
‫استاد ٻارن کي ٻڌائيندو ته اکر ”د“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬
‫الڳاپيل تصويرون‬ ‫سگهندا‪.‬‬ ‫پيرڊ ‪66‬‬
‫آخر ۾ ٻار اکر ”د“ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬
‫”د “ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”د“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي‬ ‫•‬
‫اکر ”د“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫خزانه ٽوڪري ‪ ،‬اکرن تي هلڻ‪ ،‬بيت‪ ،‬ليٽر ليسنگ ‪ ،‬لفظن کي ڪئچ ڪرڻ‪ ،‬پلي ڊو سان کيڏڻ‪ ،‬اکرن جا بالڪ ۽ تصويري فليش‬ ‫پيرڊ ‪67‬‬
‫رنگين پنا‬ ‫ڪارڊ وغيره‪.‬‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬
‫لکڻ جي مشق‪Writing Practice( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬
‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫اکر ” د“ لکي سگهندا‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫رنگ‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ‪َ ،‬‬ ‫اکر ”د“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬د‪/‬‬ ‫•‬
‫جائزو ‪)Assesment( :‬‬ ‫پيرڊ ‪68‬‬
‫۽ ورڪ شيٽ‬ ‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬
‫استاد ٻارن کان اکر ”د “ جي سڃاڻپ‪ ،‬آواز ۽ ”د “ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي ‪ ،‬راند روڪ‪ ، ،‬ورڪ‬ ‫•‬
‫سگهندا‬
‫شيٽ جي استعمال ذريعي‪ ،‬تصويرن واري ٽوڪري۽ ها يا نه ) ذريعي وٺندو‪.‬‬
‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫اکر ”ڌ“ جا فليش ڪارڊ ۽‬ ‫ڳالهه ٻولهه ۾ شرڪت‬ ‫اخالق جو گڻ پيدا ڪري سگهندا‬ ‫•‬ ‫اکر ”ڌ“‬
‫الڳاپيل تصويرون‬ ‫استاد ٻارن کي ڳالهه ٻولهه دوران اهو سمجهڻ ۾ مدد ڪندو ته اخالق هڪ اهڙو زيور آهي‪ ،‬جنهن سان هر انسان سهڻو لڳندو آهي ۽‬ ‫•‬ ‫اکر ” ڌ“ کي ُسڃاڻي ۽ ُاچاري سگهندا‪.‬‬ ‫•‬ ‫پيرڊ ‪69‬‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 17 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫سڀني کي پسند ايندو آهي‪ .‬اسان سڀني کي هڪٻئي سان توڙي ٻين سان اخالق سان پيش اچڻ گهرجي‪ .‬اخالق سان ڳالهائڻ گهرجي‪.‬‬ ‫”ڌ“ جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬
‫هميشه نرم لهجي ۾ ڳالهه ٻولهه ڪرڻ گهرجي‪.‬‬ ‫سگهندا‪.‬‬
‫آوازن جي مشق (‪)Sound Drill‬‬ ‫”ڌ“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫استاد ٻارن کي ٻڌائيندو ته اکر ”ڌ“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬
‫آخر ۾ ٻار اکر ”ڌ“ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ڌ“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي‬ ‫•‬
‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫خزانه ٽوڪري ‪ ،‬اکرن تي هلڻ‪ ،‬بيت‪ ،‬ليٽر ليسنگ ‪ ،‬ڌوٻي چوي ٿو ‪ ،‬پلي ڊو سان کيڏڻ‪ ،‬اکرن جا بالڪ ۽ تصويري فليش ڪارڊ‬ ‫”ڌ“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬ ‫پيرڊ ‪70‬‬
‫رنگين پنا‬ ‫وغيره‪.‬‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬

‫لکڻ جي مشق‪Writing Practice( :‬‬

‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬
‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫اکر ” ڌ“ لکي سگهندا‪.‬‬ ‫•‬
‫رنگ‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ‪َ ،‬‬ ‫جائزو ‪)Assesment( :‬‬ ‫اکر ”ڌ “ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬ڌ‪/‬‬ ‫•‬
‫پيرڊ ‪71‬‬
‫۽ ورڪ شيٽ‬ ‫استاد ٻارن کان اکر ”ڌ “ جي سڃاڻپ‪ ،‬آواز ۽ ”ڌ“ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي‪ ،‬راند روند‪ ،‬تصويرن‬ ‫•‬ ‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬
‫واري ٽوڪري‪ ،‬ليٽر هنٽ چارٽ ۽ ِهٽ دي ليٽرز ) ذريعي وٺندو‪.‬‬ ‫سگهندا‪.‬‬
‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫استاد جائزي طور ”د ۽ ڌ “ واري ورڪ شيٽ ٻارن کان حل ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬ ‫ڳالهائڻ کان اڳ سوچڻ جي عادت ِسکندا‬ ‫•‬
‫اکر ” ڏ “ جا فليش ڪارڊ ۽‬ ‫اکر ” ڏ“‬
‫استاد ٻارن کي ڳالهه ٻولهه دوران اهو سمجهڻ ۾ مدد ڪندو ته اسان کي ڳالهائڻ کان اڳ سوچڻ گهرجي‪ .‬ٻين لفظن ۾ سوچي سمجهي‬ ‫•‬ ‫اکر ”ڏ“ کي ُسڃاڻي ۽ اُچاري سگهندا‪.‬‬ ‫•‬
‫الڳاپيل تصويرون‬ ‫پيرڊ ‪72‬‬
‫ڳالهائڻ گهرجي ته جيئن اسان جي ڳالهين سان ڪنهن جي به دل آزاري نه ٿئي‪ .‬پاڻ کي ان ڳالهه تي آماده ڪيو ته اسين جيڪو‬ ‫”ڏ“ جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬

‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 18 of 140‬‬

 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫ڪجهه ڳالهائينداسين‪ ،‬ان ۾ لفظن ۽ لهجي جو خاص خيال رکنداسين‪ .‬هڪٻئي جو خيال رکڻ هڪ بهترين گُڻ آهي‪.‬‬ ‫سگهندا‪.‬‬
‫آوازن جي مشق (‪)Sound Drill‬‬ ‫”ڏ“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫استاد ٻارن کي ٻڌائيندو ته اکر ”ڏ“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬
‫آخر ۾ ٻار اکر ”ڏ“ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ڏ“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي‬ ‫•‬ ‫”ڏ“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫پيرڊ ‪73‬‬
‫خزانه ٽوڪري ‪ ،‬اکرن تي هلڻ‪ ،‬بيت‪ ،‬ليٽر ليسنگ ‪ Maze ،‬راند ‪ ،‬پلي ڊو سان کيڏڻ‪ ،‬اکرن جا بالڪ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬
‫رنگين پنا‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬
‫لکڻ جي مشق‪Writing Practice( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬
‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫اکر ” ڏ“ لکي سگهندا‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫رنگ‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ‪َ ،‬‬ ‫اکر ”ڏ“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬ڏ‪/‬‬ ‫•‬
‫جائزو ‪)Assesment( :‬‬ ‫پيرڊ ‪74‬‬
‫۽ ورڪ شيٽ‬ ‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬
‫استاد ٻارن کان اکر ”ڏ “ جي سڃاڻپ‪ ،‬آواز ۽ ”ڏ“ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽا ڀييٽي ۽ لفظن کي ڪئچ‬ ‫•‬
‫سگهندا‬
‫ڪرڻ ) ذريعي وٺندو‪.‬‬
‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫ٻين جي ڏکن کي پنهنجو ڏک سمجهي سگهندا‬ ‫•‬
‫استاد ٻارن کي ڳالهه ٻولهه دوران اهو سمجهڻ ۾ مدد ڪندو ته پنهنجي دل ۾ ٻين الِء رحم پيدا ڪرڻ ۽ ٻين جي ڏک کي پنهنجو ڏک‬ ‫•‬
‫اکر ”ڊ“ کي ُسڃاڻي ۽ ُاچاري سگهندا‪.‬‬ ‫•‬
‫سمجهڻ هڪ انتهائي سٺو ُگڻ آهي‪ .‬اسان کي ٻين جي درد کي محسوس ڪرڻ گهرجي ۽ انهن سان همدردي جو اظهار ڪرڻ ۾ دير نه‬
‫اکر ”ڊ “ جا فليش ڪارڊ ۽‬ ‫”ڊ“ جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬ ‫اکر ” ڊ“‬
‫ڪرڻ گهرجي‪.‬‬
‫الڳاپيل تصويرون‬ ‫سگهندا‪.‬‬ ‫پيرڊ ‪75‬‬
‫آوازن جي مشق (‪)Sound Drill‬‬
‫”ڊ“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫استاد ٻارن کي ٻڌائيندو ته اکر ”ڊ“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬
‫آخر ۾ ٻار اکر ”ڊ“ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 19 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬

‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ڊ “ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬

‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬

‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي‬ ‫•‬ ‫”ڊ“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫پيرڊ ‪76‬‬
‫خزانه ٽوڪري ‪ ،‬بيت‪ ،‬ليٽر ليسنگ ‪ ، Tic tac toe،‬پلي ڊو سان کيڏڻ‪ ،‬اکرن جا بالڪ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬
‫رنگين پنا‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬
‫لکڻ جي مشق‪Writing Practice( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬
‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫اکر ” ڊ“ لکي سگهندا‪.‬‬ ‫•‬
‫رنگ‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ‪َ ،‬‬ ‫جائزو ‪)Assesment( :‬‬ ‫اکر ”ڊ“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬ڊ‪/‬‬ ‫•‬
‫پيرڊ ‪77‬‬
‫۽ ورڪ شيٽ‬ ‫استاد ٻارن کان اکر ”ڏ “ جي سڃاڻپ‪ ،‬آواز ۽ ”ڏ“ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽا ڀييٽي ۽ ووڊ ان ايڪشن‬ ‫•‬ ‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬
‫) ذريعي وٺندو‪.‬‬ ‫سگهندا‬
‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫استاد جائزي طور ”ڏ ۽ ڊ“ واري ورڪ شيٽ ٻارن کان حل ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ٻارن کي ڳالهه ٻولهه دوران اهو سمجهڻ ۾ مدد ڪندو ته هميشه ُسٺي ۽ هاڪاري سوچ اختيار ڪرڻ گهرجي‪.‬هميشه اٽل ارادي‬ ‫•‬
‫مثبت ۽ اٽل ارادو رکڻ سکي سگهندا‬ ‫•‬
‫سان ئي زندگي جي منزلن تي اڳتي وڌي سگهجي ٿو‪ .‬جيڪڏهن اوهان مثبت سوچ رکندا ۽ ارادا مضبوط رکندا ته هر ڪم آسان ٿي‬
‫اکر ”ڍ“ کي ُسڃاڻي ۽ اُچاري سگهندا‪.‬‬ ‫•‬
‫پوندو‪.‬‬
‫اکر ”ڍ “ جا فليش ڪارڊ ۽‬ ‫”ڍ“ جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬ ‫اکر ” ڍ“‬
‫آوازن جي مشق (‪)Sound Drill‬‬
‫الڳاپيل تصويرون‬ ‫سگهندا‪.‬‬ ‫پيرڊ ‪78‬‬
‫استاد ٻارن کي ٻڌائيندو ته اکر ”ڍ“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬
‫”ڍ“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫آخر ۾ ٻار اکر ”ڍ“ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ڍ“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 20 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬

‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي‬ ‫•‬
‫”ڍ“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫خزانه ٽوڪري ‪ ،‬اکرن تي هلڻ‪ ،‬بيت‪ ،‬ليٽر ليسنگ ‪ ،‬الفابيٽ هنٽ هائيڊ‪ ،‬پلي ڊو سان کيڏڻ‪ ،‬اکرن جا بالڪ ۽ تصويري فليش ڪارڊ‬ ‫پيرڊ ‪79‬‬
‫رنگين پنا‬ ‫وغيره‪.‬‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬
‫لکڻ جي مشق‪Writing Practice( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬
‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫اکر ”ڍ“ لکي سگهندا‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫رنگ‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ‪َ ،‬‬ ‫اکر ”ڍ“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬ڍ‪/‬‬ ‫•‬
‫جائزو ‪)Assesment( :‬‬ ‫پيرڊ ‪80‬‬
‫۽ ورڪ شيٽ‬ ‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬
‫استاد ٻارن کان اکر ”ڍ “ جي سڃاڻپ‪ ،‬آواز ۽ ”ڍ “ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽا ڀييٽي ۽ ها يا نه ) ذريعي‬ ‫•‬
‫سگهندا‬
‫وٺندو‪.‬‬
‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ٻارن کي ڳالهه ٻولهه دوران اهو سمجهڻ ۾ مدد ڪندو ته سٺو انسان بڻجڻ الِء ضروري آهي ته ٻين جي حقن جو احترام ڪيو‬ ‫•‬
‫وڃي ۽ ڪنهن جو به حق نه ڦٻايو وڃي‪ .‬مثال طور تي سامهون واري جي راِء جو احترام ڪرڻ‪ ،‬ان جي ڳالهه ٻڌڻ‪ ،‬ان کي عزت ڏيڻ ۽‬
‫ٻين جي حقن جو احترام ڪري سگهندا‪.‬‬ ‫•‬
‫ڪڏهن به ان جي خالف ان جي غير موجودگي ۾ نه ڳالهائڻ سٺي خصلت آهي‪ .‬ان تي عمل ڪرڻ گهرجي‪.‬‬
‫اکر ”ذ“ کي ُسڃاڻي ۽ ُاچاري سگهندا‪.‬‬ ‫•‬
‫آوازن جي مشق (‪)Sound Drill‬‬
‫اکر ”ذ “ جا فليش ڪارڊ ۽‬ ‫”ذ“ جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬ ‫اکر ” ذ“‬
‫استاد ٻارن کي ٻڌائيندو ته اکر ”ذ“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬
‫الڳاپيل تصويرون‬ ‫سگهندا‪.‬‬ ‫پيرڊ ‪81‬‬
‫آخر ۾ ٻار اکر ”ذ“ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬
‫”ذ“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ذ“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬

‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 21 of 140‬‬

 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬

‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي‬ ‫•‬ ‫”ذ“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫پيرڊ ‪82‬‬
‫خزانه ٽوڪري ‪ ،‬بيت‪ ،‬ليٽر ليسنگ ‪ ،‬اکرن جو هار‪ ،‬پلي ڊو سان کيڏڻ‪ ،‬اکرن جا بالڪ ۽ تصويري فليش ڪارڊ‬
‫رنگين پنا‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬
‫لکڻ جي مشق‪Writing Practice( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬
‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫اکر ”ذ“ لکي سگهندا‪.‬‬ ‫•‬
‫رنگ‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ‪َ ،‬‬ ‫جائزو ‪)Assesment( :‬‬ ‫اکر ”ذ“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬ذ‪/‬‬ ‫•‬
‫پيرڊ ‪83‬‬
‫۽ ورڪ شيٽ‬ ‫استاد ٻارن کان اکر ”ذ “ جي سڃاڻپ‪ ،‬آواز ۽ ”ذ“ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽا ڀييٽي ۽ اٿي بيهو‬ ‫•‬ ‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬
‫جيڪڏهن) ذريعي وٺندو‪.‬‬ ‫سگهندا‬
‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫استاد جائزي طور ”ڍ ۽ ذ “ واري ورڪ شيٽ ٻارن کان حل ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫•‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ٻارن کي ڳالهه ٻولهه دوران اهو سمجهڻ ۾ مدد ڪندو ته اهي پنهنجي آسپاس ۾ صفائي ُسٿرائي جو خاص خيال رکن‪ .‬جنهن‬ ‫•‬
‫گهر ۾ رهن ٿا‪ ،‬اتي گندگي نه ڪن‪ .‬جنهن اسڪول ۾ پڙهن ٿا‪ ،‬اتي گندگي نه ڪن‪ .‬جنهن گهٽيَء ۾ گهمن ٿا اتي گندگي ڪرڻ کان‬
‫پاسو ڪن‪ .‬استعمال ڪرڻ بعد شيون روڊن رستن تي اڇالئڻ بدران ٽوڪريَء ۾ وجهن‪ .‬ماني کائڻ کان اڳ ۽ واش روم استعمال‬
‫صفائي ُسٿرائي جو خيال رکي سگهندا‬ ‫•‬
‫ڪرڻ کانپوِء صابڻ سان هٿ ڌوئين‪ .‬ڇو ته صفائي ڪرڻ وارو انسان اهلل سائين کي وڌيڪ پسند آهي‪.‬‬
‫اکر ”ر“ کي ُسڃاڻي ۽ ُاچاري سگهندا‪.‬‬ ‫•‬
‫اکر ”ر “ جا فليش ڪارڊ ۽‬ ‫آوازن جي مشق (‪)Sound Drill‬‬ ‫اکر “ ر“‬
‫”ر“ جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬
‫الڳاپيل تصويرون‬ ‫استاد ٻارن کي ٻڌائيندو ته اکر ”ر“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬ ‫پيرڊ ‪84‬‬
‫سگهندا‪.‬‬
‫آخر ۾ ٻار اکر ”ر“ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬
‫”ر“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ر“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬

‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 22 of 140‬‬

 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬

‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬لفظن‪ /‬شين جي‬ ‫•‬
‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫ٽوڪري‪ ،‬بيت‪ ،‬ليٽر ليسنگ ‪ ،‬ڪير ڪير آهي؟ ڇا ڇا آهي؟‪ ،‬پلي ڊو سان کيڏڻ‪ ،‬اکرن جا بالڪ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬ ‫”ر“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬ ‫پيرڊ ‪85‬‬
‫رنگين پنا‬

‫لکڻ جي مشق‪Writing Practice( :‬‬

‫رنگ‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ‪َ ،‬‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬ ‫اکر ”ر “ لکي سگهندا‪.‬‬ ‫•‬
‫پيرڊ ‪86‬‬
‫۽ ورڪ شيٽ‬ ‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫جائزو ‪)Assesment( :‬‬
‫فليش ڪارڊ‬
‫استاد ٻارن کان اکر ”ر “ جي سڃاڻپ‪ ،‬آواز ۽ ”ر “ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي‪،‬راند روند‪ ،‬تصويرن‬ ‫•‬ ‫اکر ”ر“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬ر‪/‬‬ ‫•‬
‫پاڻي‬
‫واري راند ۽ لڪل اکرن) ذريعي وٺندو‪.‬‬ ‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬ ‫پيرڊ ‪87‬‬
‫مٽي‬
‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬ ‫سگهندا‬
‫چاڪ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ٻارن کي ڳالهه ٻولهه دوران اهو سمجهڻ ۾ مدد ڪندو ته اسين سڀ هڪٻئي کان مختلف آهيون‪ .‬اسان جو رنگ روپ‪ ،‬نسل ۽‬ ‫•‬
‫ٻولي به هڪٻئي کان مختلف آهي پر ان باوجود اسان سڀ برابر آهيون ۽ اسان سڀني کي هڪٻئي سان برابري وارو سلوڪ اختيار‬
‫ڪرڻ گهرجي‪ .‬ان جو فائدو اسان کي اهو ٿيندو جو اسان هڪٻئي کي قبول ڪرڻ سکي وينداسين‪ .‬اسان جو دوست گهڻا ٿيندا ۽‬ ‫سڀني سان برابري جي بنياد تي هلڻ سکندا‪.‬‬ ‫•‬
‫اسان ُسک سان زندگي گذاري سگهنداسين‪.‬‬ ‫اکر ”ڙ“ کي ُسڃاڻي ۽ اُچاري سگهندا‪.‬‬ ‫•‬
‫اکر ”ڙ “ جا فليش ڪارڊ ۽‬ ‫آوازن جي مشق (‪)Sound Drill‬‬ ‫”ڙ“ جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬ ‫اکر ” ڙ“‬
‫الڳاپيل تصويرون‬ ‫استاد ٻارن کي ٻڌائيندو ته اکر ”ڙ“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬ ‫سگهندا‪.‬‬ ‫پيرڊ ‪88‬‬
‫آخر ۾ ٻار اکر ”ڙ“ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬ ‫”ڙ“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ڙ“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬

‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 23 of 140‬‬

 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬ ‫اکر ” ڙ “ کي ُسڃاڻي سگهندا‪.‬‬ ‫•‬

‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي‬ ‫•‬ ‫” ڙ “ جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬
‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫پيرڊ ‪89‬‬
‫خزانه ٽوڪري ‪ ،‬بيت‪ ،‬ليٽر ليسنگ‪ ،‬پلي ڊو سان کيڏڻ‪ ،‬اکرن جا بالڪ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬ ‫سگهندا‪.‬‬
‫رنگين پنا‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬ ‫” ڙ “ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫لکڻ جي مشق‪)Writing Practice( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬
‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫اکر ” ڙ “ لکي سگهندا‪.‬‬ ‫•‬
‫گ‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ‪ ،‬رن َ‬ ‫جائزو ‪)Assesment( :‬‬ ‫اکر ”ڙ “ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬ڙ‪/‬‬ ‫•‬
‫پيرڊ ‪90‬‬
‫۽ ورڪ شيٽ‬ ‫استاد ٻارن کان اکر ”ڙ “ جي سڃاڻپ‪ ،‬آواز ۽ ”ڙ “ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي‪ ،‬راند روند‪ ،‬تصويرن‬ ‫•‬ ‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬
‫واري ٽوڪري‪ ،‬سوال جواب ) ذريعي وٺندو‪.‬‬ ‫سگهند‬
‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫استاد جائزي طور ”ر ۽ ڙ “ واري ورڪ شيٽ ٻارن کان حل ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ٻارن کي ڳالهه ٻولهه دوران اهو سمجهڻ ۾ مدد ڪندو ته هميشه پنهنجي دل کي ڪيني ۽ نفرت کان پاڪ رکو‪ .‬ڪنهن جي الِء‬ ‫•‬
‫به بُرو نه سوچيو‪ .‬ڇو ته جڏهن به اسان جي دل ۾ ڪنهن ٻئي ٻار الِء نفرت يا ڪينو پيدا ٿيندو ته اسان جي وچ ۾ وٿي ايندي ۽ دوستي تي‬
‫فرق پوندو‪ .‬ائين ڪرڻ سان ڪڏهن به اسان ُسٺا دوست ٺاهي نه سگهنداسين‪ .‬دل ۾ ٻين الِء ڪينو رکڻ جو سڀ کان وڏو نقصان اسان‬ ‫ٻين الِء ڪينو ۽ نفرت نه رکي سگهندا‪.‬‬ ‫•‬
‫کي اهو ٿيندو ته اسان پاڻ به پنهنجي اندر ۾ ناخوش رهنداسين‪.‬‬ ‫اکر ”ز“ کي ُسڃاڻي ۽ ُاچاري سگهندا‪.‬‬ ‫•‬
‫اکر ”ز“ جا فليش ڪارڊ ۽‬ ‫آوازن جي مشق (‪)Sound Drill‬‬ ‫”ز“ جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬ ‫اکر ” ز“‬
‫الڳاپيل تصويرون‬ ‫استاد ٻارن کي ٻڌائيندو ته اکر ”ز“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬ ‫سگهندا‪.‬‬ ‫پيرڊ ‪91‬‬
‫آخر ۾ ٻار اکر ”ز“ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬ ‫”ز“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ز“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬
‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬ ‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫” ز “ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬ ‫پيرڊ ‪92‬‬
‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 24 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫رنگين پنا‬ ‫خزانه ٽوڪري ‪ ،‬بيت‪ ،‬ليٽر ليسنگ‪ ،‬سوال جواب‪ ،‬پلي ڊو سان کيڏڻ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬
‫لکڻ جي مشق‪Writing Practice( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬
‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫اکر ” ز“ لکي سگهندا‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫رنگ‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ‪َ ،‬‬ ‫اکر ”ز“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬ز‪/‬‬ ‫•‬
‫جائزو ‪)Assesment( :‬‬ ‫پيرڊ ‪93‬‬
‫۽ ورڪ شيٽ‬ ‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬
‫استاد ٻارن کان اکر ”ز “ جي سڃاڻپ‪ ،‬آواز ۽ ”ز “ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي‪ /‬هوپ اسڪوچ)‬ ‫•‬
‫سگهندا‪.‬‬
‫ذريعي وٺندو‪.‬‬
‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫•‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ٻارن کي ڳالهه ٻولهه دوران اهو سمجهڻ ۾ مدد ڪندو ته دوستن کي هميشه انهن جي نالن سان پڪارڻ گهرجي‪ .‬ان سان دوستن‬ ‫•‬
‫جو اعتماد به بحال ٿيندو ۽ دوستي واري الڳاپي ۾ وڌيڪ پنهنجائپ جو احساس پيدا ٿيندو‪ .‬اوهان جنهن سان به ملو ان سان اکين جو‬
‫رابطو ( آِء ڪانٽيڪٽ) قائم رکو ۽ ساڻس ُمرڪي ملو‪ .‬ائين نه ٿئي جو اوهان ڳالهايو هڪ ماڻهوَء سان ۽ ڏسو ڪنهن ٻئي ماڻهوَء‬
‫ماڻهن کي نالن سان ُپڪاري سگهندا‪.‬‬ ‫•‬
‫ڏانهن‪.‬‬
‫اکر ”س“ کي ُسڃاڻي ۽ ُاچاري سگهندا‪.‬‬ ‫•‬
‫اکر ”س“ جا فليش ڪارڊ ۽‬ ‫آوازن جي مشق (‪)Sound Drill‬‬ ‫اکر ” س“‬
‫”س“ جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬
‫الڳاپيل تصويرون‬ ‫استاد ٻارن کي ٻڌائيندو ته اکر ”س“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬ ‫پيرڊ ‪94‬‬
‫سگهندا‪.‬‬
‫آخر ۾ ٻار اکر ”س“ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬
‫”س“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”س“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬
‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي خزانه‬ ‫” س“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫پيرڊ ‪95‬‬
‫ٽوڪري ‪ ،‬بيت‪ ،‬ليٽر ليسنگ‪ ،‬پلي ڊو سان کيڏڻ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬
‫رنگين پنا‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬
‫رنگ‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ‪َ ،‬‬ ‫لکڻ جي مشق‪)Writing Practice( :‬‬ ‫اکر ” س“ لکي سگهندا‪.‬‬ ‫•‬ ‫پيرڊ ‪96‬‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 25 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫۽ ورڪ شيٽ‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬ ‫‪.‬‬
‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫جائزو ‪)Assesment( :‬‬
‫استاد ٻارن کان اکر ”س “ جي سڃاڻپ‪ ،‬آواز ۽ ”س “ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي‪ /‬منظرٺاهڻ)‬ ‫•‬
‫اکر ”س“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬س‪/‬‬ ‫•‬
‫رنگ‪،‬‬
‫فليش ڪارڊ‪ ،‬پينسل‪َ ،‬‬ ‫ذريعي وٺندو‪.‬‬
‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬ ‫پيرڊ ‪97‬‬
‫ورڪ شيٽ‬ ‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫سگهندا‪.‬‬
‫استاد جائزي طور ”ز ۽ س“ واري ورڪ شيٽ ٻارن کان حل ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ٻارن کي ڳالهه ٻولهه دوران اهو سمجهڻ ۾ مدد ڪندو ته انسانن توڙي جانورن تي رحم ڪرڻ ۽ انهن سان پيار ڪرڻ سٺو گُڻ‬ ‫•‬
‫آهي‪ .‬اسان سڀني کي پکين توڙي جانورن تي رحم ڪرڻ گهرجي‪.‬اسان کي گهرجي ته اسان گهر جي ڇتين تي پاٽوڙي ۾ پاڻي رکون ۽‬
‫پاڻ ۾ رحمدلي جو جذبو پيدا ڪري سگهندا‪.‬‬ ‫•‬
‫داڻو رکون ته جيئن پکين کي اهو ميسر ٿي سگهي ‪ .‬اسان کي جانورن جي بُک ۽ اڃ جو احساس به رکڻ گهرجي‪.‬‬
‫اکر ”ش“ کي ُسڃاڻي ۽ ُاچاري سگهندا‪.‬‬ ‫•‬
‫آوازن جي مشق (‪)Sound Drill‬‬
‫اکر ”ش“ جا فليش ڪارڊ ۽‬ ‫”ش“ جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬ ‫اکر ” ش“‬
‫استاد ٻارن کي ٻڌائيندو ته اکر ”ش“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬
‫الڳاپيل تصويرون‬ ‫سگهندا‪.‬‬ ‫پيرڊ ‪98‬‬
‫آخر ۾ ٻار اکر ”ش“ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬
‫”ش“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ش“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬
‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي خزانه‬ ‫” ش“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫پيرڊ ‪99‬‬
‫ٽوڪري ‪ ،‬بيت‪ ،‬ليٽر ليسنگ‪ ،‬دلچسپ رانديون‪ ،‬ها يا نه ‪ ،‬اکرن جو ڪوالج‪ ،‬پلي ڊو سان کيڏڻ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬
‫رنگين پنا‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬
‫لکڻ جي مشق‪Writing Practice( :‬‬ ‫اکر ”ش“ لکي سگهندا‪.‬‬ ‫•‬
‫رنگ‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ‪َ ،‬‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬ ‫اکر ”ش“ ۽ ان جي آواز جي الڳاپي کي سمجهندي‬ ‫•‬
‫پيرڊ ‪100‬‬
‫۽ ورڪ شيٽ‬ ‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬ ‫‪/‬ش‪ /‬سان شروع ٿيندڙ مختلف شين جي سڃاڻپ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫ڪندا‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 26 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫جائزو ‪)Assesment( :‬‬ ‫‪.‬‬

‫استاد ٻارن کان اکر ”ش“ جي سڃاڻپ‪ ،‬آواز ۽ ”ش “ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي‪،‬راند روند‪،‬‬ ‫•‬
‫تصويرن واري ٽوڪري) ذريعي وٺندو‪.‬‬
‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ٻارن کي ڳالهه ٻولهه دوران اهو سمجهڻ ۾ مدد ڪندو ته هميشه ٻين کي اهو احساس ڏياريو ته اهي توهان الِء اهم آهي‪ .‬ڇو ته‬ ‫•‬
‫پاڻ تڏهن خوش رهي سگهنداسين‪ ،‬جڏهن ٻين کي اهميت ڏينداسين ۽ ٻين کي اهو احساس ڏيارينداسين ته اسان توهان جي عزت‬
‫ٻين کي اهميت ڏئي سگهندا‪.‬‬ ‫•‬
‫ڪريون ٿا ۽ خيال رکون ٿا‪.‬اسان کي پنهنجي والدين‪ ،‬مائٽن ۽ دوستنن جو قدر ڪرڻ گهرجي‪.‬‬
‫اکر ”ص“ کي ُسڃاڻي ۽ ُاچاري سگهندا‪.‬‬ ‫•‬
‫آوازن جي مشق (‪)Sound Drill‬‬
‫اکر ”ص“ جا فليش ڪارڊ ۽‬ ‫”ص“ جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬ ‫اکر ” ص“‬
‫استاد ٻارن کي ٻڌائيندو ته اکر ”ص“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬
‫الڳاپيل تصويرون‬ ‫سگهندا‪.‬‬ ‫پيرڊ ‪101‬‬
‫آخر ۾ ٻار اکر ”ص“ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬
‫”ص“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ص“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬

‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬ ‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي‬ ‫” ص“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫پيرڊ ‪102‬‬
‫رنگين پنا‬ ‫خزانه ٽوڪري ‪ ،‬بيت‪ ،‬ليٽر ليسنگ‪ ،‬ڳجهارتون‪ ،‬دلچسپ رانديون‪ ،‬پلي ڊو سان کيڏڻ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬

‫لکڻ جي مشق‪Writing Practice( :‬‬

‫رنگ‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ‪َ ،‬‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬ ‫اکر ”ص“ لکي سگهندا‪.‬‬ ‫•‬
‫پيرڊ ‪103‬‬
‫۽ ورڪ شيٽ‬ ‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬ ‫‪.‬‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫فليش ڪارڊ‬ ‫جائزو ‪)Assesment( :‬‬ ‫اکر ”ص“ ۽ ان جي آواز جي الڳاپي کي سمجهندي‬ ‫•‬
‫پينسل‬ ‫استاد ٻارن کان اکر ”ص“ جي سڃاڻپ‪ ،‬آواز ۽ ”ص “ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي‪ ،‬راند روند‪،‬‬ ‫•‬ ‫‪/‬ص‪ /‬سان شروع ٿيندڙ مختلف شين جي سڃاڻپ‬ ‫پيرڊ ‪104‬‬
‫رنگ‬
‫َ‬ ‫تصويرن واري ٽوڪري) ذريعي وٺندو‪.‬‬ ‫ڪري سگهندا‪.‬‬

‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 27 of 140‬‬

 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫ورڪ شيٽ‬ ‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫استاد جائزي طور ”ش ۽ ص“ واري ورڪ شيٽ ٻارن کان حل ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ٻارن کي ڳالهه ٻولهه دوران اهو سمجهڻ ۾ مدد ڪندو ته هڪٻئي جي مدد ڪرڻ هڪ سٺو عمل آهي‪.‬اسان سڀني کي هڪٻئي‬ ‫•‬
‫جي مدد ڪرڻ گهرجي‪ .‬ڪنهن به ضعيف شخص کي رستو پار ڪرائڻ‪ ،‬ڪنهن منجهيل ماڻهوَء کي رستو ڏيکارڻ‪ ،‬پنهنجي غريب‬
‫دوست کي پنهنجي شيِء کارائڻ ۽ ڪنهن مسڪين جي مدد ڪرڻ تمام گهڻو ضروري آهي‪ .‬اهلل سائين اهڙن ماڻهن کي وڌيڪ پسند‬ ‫هڪٻئي جي مدد ڪري سگهندا‪.‬‬ ‫•‬
‫ڪندو آهي‪ ،‬جيڪي ٻين جي مدد ڪندا آهن‪.‬‬ ‫اکر ”ض“ کي ُسڃاڻي ۽ ُاچاري سگهندا‪.‬‬ ‫•‬
‫اکر ”ض“ جا فليش ڪارڊ ۽‬ ‫آوازن جي مشق (‪)Sound Drill‬‬ ‫اکر ”ض“ جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬ ‫اکر ”ض“‬
‫الڳاپيل تصويرون‬ ‫استاد ٻارن کي ٻڌائيندو ته اکر ”ض“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬ ‫سگهندا‪.‬‬ ‫پيرڊ ‪105‬‬
‫آخر ۾ ٻار اکر ”ض“ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬ ‫اکر ”ض“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬ ‫اکر ”ض‪ ،‬لکي سگهندا‪.‬‬ ‫•‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ض“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي‬ ‫•‬
‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫” ض“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬ ‫پيرڊ ‪106‬‬
‫خزانه ٽوڪري ‪ ،‬بيت‪ ،‬ليٽر ليسنگ‪ ،‬سالئيڊ چاڪ واڪ‪ ،‬هوپ اسڪوچ گيم‪ ،‬پلي ڊو سان کيڏڻ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬
‫رنگين پنا‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫لکڻ جي مشق‪Writing Practice( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬
‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫اکر ”ض“ لکي سگهندا‪.‬‬ ‫•‬
‫رنگ‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ‪َ ،‬‬
‫جائزو ‪)Assesment( :‬‬ ‫اکر ”ض“ ۽ ان جي آواز جي الڳاپي کي سمجهندي‬ ‫•‬ ‫پيرڊ ‪107‬‬
‫۽ ورڪ شيٽ‬
‫استاد ٻارن کان اکر ”ض“ جي سڃاڻپ‪ ،‬آواز ۽ ”ض “ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي‪،‬راند روند ۽‬ ‫•‬ ‫‪/‬ض‪ /‬سان شروع ٿيندڙ مختلف شين جي سڃاڻپ‬
‫تصويرن واري ٽوڪري) ذريعي وٺندو‪.‬‬ ‫ڪري سگهندا‪.‬‬
‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 28 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫ڳالهه ٻولهه ۾ شرڪت‬

‫استاد ٻارن کي ڳالهه ٻولهه دوران اهو سمجهڻ ۾ مدد ڪندو ته پاڻ ۾ خوش اخالقي پيدا ڪرڻ ۽ پنهنجي غلطي کي تسليم ڪرڻ‬ ‫•‬
‫نهايت اعليٰ وصف آهي‪ .‬جڏهن به اوهان کي اهو محسوس ٿئي ته اوهان کان غلطي ٿي آهي يا اوهان جو پنهنجي ڪنهن دوست يا‬
‫مائٽ سان رويو خراب ٿي ويو ته اوهان پنهنجي غلطي جو احساس ڪندي غلطي تسليم ڪيو ۽ ضرورت پوي ته ان جي معافي به وٺو‪.‬‬ ‫غلطي تسليم ڪري ۽ معافي وٺي سگهندا‪.‬‬ ‫•‬
‫اهو عمل انتهائي بهترين آهي‪ .‬جيڪو اڳتي هلي اوهان کي زندگي ۾ ڪافي ڪم ايندو‪.‬‬ ‫اکر ”ط“ کي ُسڃاڻي ۽ ُاچاري سگهندا‪.‬‬ ‫•‬
‫اکر ”ط“ جا فليش ڪارڊ ۽‬ ‫آوازن جي مشق (‪)Sound Drill‬‬ ‫اکر ”ط“ جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬ ‫اکر ” ط“‬
‫الڳاپيل تصويرون‬ ‫استاد ٻارن کي ٻڌائيندو ته اکر ”ط“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬ ‫سگهندا‪.‬‬ ‫پيرڊ ‪108‬‬
‫آخر ۾ ٻار اکر ”ط“ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬ ‫اکر ”ط“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬ ‫اکر ”ط‪ ،‬لکي سگهندا‪.‬‬ ‫•‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ط“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬ ‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي‬ ‫•‬
‫” ط“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬ ‫پيرڊ ‪109‬‬
‫رنگين پنا‬ ‫خزانه ٽوڪري ‪ ،‬بيت‪ ،‬ليٽر ليسنگ‪ ،‬ڳجهارتون‪ ،‬پلي ڊو سان کيڏڻ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬
‫لکڻ جي مشق‪Writing Practice( :‬‬
‫رنگ‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ‪َ ،‬‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬ ‫اکر ”ط“ لکي سگهندا‪.‬‬ ‫•‬
‫پيرڊ ‪110‬‬
‫۽ ورڪ شيٽ‬ ‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬ ‫‪.‬‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫جائزو ‪)Assesment( :‬‬
‫استاد ٻارن کان اکر ”ط “ جي سڃاڻپ‪ ،‬آواز ۽ ”ط “ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي‪ ،‬راند روند‪،‬‬ ‫•‬
‫تصويرن واري ٽوڪري) ذريعي وٺندو‪.‬‬ ‫اکر ”ط“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬ط‪/‬‬ ‫•‬
‫ورڪ شيٽ فليش ڪارڊ‬
‫استاد ڊرائنگ کڻي ايندو ۽ ٻارن کان ڊرائنگ چارٽ ۾ موجود شين بابت پڇندو‬ ‫•‬ ‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬ ‫پيرڊ ‪111‬‬
‫پينسل‬
‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬ ‫سگهندا‪.‬‬
‫استاد جائزي طور ”ض ۽ ط “ واري ورڪ شيٽ ٻارن کان حل ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬

‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 29 of 140‬‬

 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫ڳالهه ٻولهه ۾ شرڪت‬

‫استاد ٻارن کي ڳالهه ٻولهه دوران اهو سمجهڻ ۾ مدد ڪندو ته اهي پاڻ جيترن ڇوڪرن سان دوستي وڌائين ۽ انهن جي هر ڪم‬ ‫•‬
‫ڪار ۾ ضرورت مطابق مدد به ڪن ۽ سهڪار به ڪن‪ .‬پنهنجي دوستن جو خيال رکڻ هڪ بهترين عمل آهي‪.‬‬
‫سٺا دوست بڻائي سگهندا ۽ سٺا دوست بڻجي سگهندا‬ ‫•‬
‫آوازن جي مشق (‪)Sound Drill‬‬
‫اکر ”ظ“ کي ُسڃاڻي ۽ ُاچاري سگهندا‪.‬‬ ‫•‬
‫اکر ”ظ“ جا فليش ڪارڊ ۽‬ ‫استاد ٻارن کي ٻڌائيندو ته اکر ”ظ“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬ ‫اکر ” ظ“‬
‫اکر ”ظ“ جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬
‫الڳاپيل تصويرون‬ ‫آخر ۾ ٻار اکر ”ظ“ کي اچارڻ جي مشق ڪندو‪.‬‬ ‫•‬ ‫پيرڊ ‪112‬‬
‫سگهندا‪.‬‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫اکر ”ظ“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ظ“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬
‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي‬ ‫•‬ ‫” ظ“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫پيرڊ ‪113‬‬
‫خزانه ٽوڪري ‪ ،‬بيت‪ ،‬ليٽر ليسنگ‪ Maze ،‬راند‪ ،‬پلي ڊو سان کيڏڻ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬
‫رنگين پنا‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬
‫لکڻ جي مشق‪Writing Practice( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬
‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫اکر ”ظ“ لکي سگهندا‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫رنگ‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ‪َ ،‬‬ ‫اکر ”ظ“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬ظ‪/‬‬ ‫•‬
‫جائزو ‪)Assesment( :‬‬ ‫پيرڊ ‪114‬‬
‫۽ ورڪ شيٽ‬ ‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬
‫استاد ٻارن کان اکر ”ظ“ جي سڃاڻپ‪ ،‬آواز ۽ ”ظ “ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي‪،‬راند روند‪،‬‬ ‫•‬
‫سگهندا‪.‬‬
‫تصويرن واري ٽوڪري) ذريعي وٺندو‪.‬‬
‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪..‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬ ‫ٻين کي همٿائي سگهندا‪.‬‬ ‫•‬
‫استاد ٻارن کي ڳالهه ٻولهه دوران اهو سمجهڻ ۾ مدد ڪندو ته ٻين کي همٿائڻ هڪ سٺو عمل آهي‪ .‬اسان کي هميشه سٺا ڪم ڪرڻ‬ ‫•‬ ‫اکر ”ع“ کي ُسڃاڻي ۽ اُچاري سگهندا‪.‬‬ ‫•‬
‫اکر ”ع“ جا فليش ڪارڊ ۽‬ ‫اکر ”ع“‬
‫گهرجن ۽ ٻين کي به اتساهڻ گهرجي ته اهي به سٺا عمل ڪن‪ .‬همت افزائي ڪرڻ سان معامال بهتر ٿيندا‪.‬‬ ‫اکر ”ع“ جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬
‫الڳاپيل تصويرون‬ ‫پيرڊ ‪115‬‬
‫آوازن جي مشق (‪)Sound Drill‬‬ ‫سگهندا‪.‬‬
‫استاد شاگردن کي ٻڌائيندو ته اکر ”ع“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬ ‫اکر ”ع“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 30 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫آخر ۾ شاگرد اکر ”ع“ کي اچارڻ جي مشق ڪندو‪.‬‬ ‫•‬ ‫اکر ”ع“ لکي سگهندا‪.‬‬ ‫•‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ع “ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬
‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬ ‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي‬ ‫•‬
‫” ع“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬ ‫پيرڊ ‪116‬‬
‫رنگين پنا‬ ‫خزانه ٽوڪري ‪ ،‬بيت‪ ،‬ليٽر ليسنگ‪ ،‬وڻ تي ”ع“‪ ،‬پلي ڊو سان کيڏڻ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬
‫لکڻ جي مشق‪Writing Practice( :‬‬
‫رنگ‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ‪َ ،‬‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬
‫اکر ”ع“ لکي سگهندا‪.‬‬ ‫•‬ ‫پيرڊ ‪117‬‬
‫۽ ورڪ شيٽ‬ ‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫جائزو ‪)Assesment( :‬‬
‫استاد ٻارن کان اکر ”ع “ جي سڃاڻپ‪ ،‬آواز ۽ ”ع “ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي‪،‬تصويرن واري‬ ‫•‬
‫فليش ڪارڊ‬ ‫ٽوڪري) ذريعي وٺندو‪.‬‬ ‫اکر ”ع“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬ع‪/‬‬ ‫•‬
‫رنگ‬
‫پينسل َ‬ ‫استاد ٻارن کي گروپن ۾ ورهائيندو ۽ تيلين سان فرش تي ”ع“ لکڻ واري سرگرمي ڪرائيندو‬ ‫•‬ ‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬ ‫پيرڊ ‪118‬‬
‫ورڪ شيٽ‬ ‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬ ‫سگهندا‪.‬‬
‫استاد جائزي طور ”ظ ۽ ع“ واري ورڪ شيٽ ٻارن کان حل ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ٻارن کي ڳالهه ٻولهه دوران اهو سمجهڻ ۾ مدد ڪندو ته ڪو به ڪم بار سمجهي نه ڪيو وڃي‪ .‬جيڪڏهن ڪنهن به ڪم کي‬ ‫•‬ ‫زندگي ۾ خوش رهڻ سکندا‪.‬‬ ‫•‬
‫شروع ڪرڻ وقت ان کي بار سمجهبو ته بوريت ٿيندي پر جيڪڏهن خوشي خوشي پنهنجا ڪم سرانجام ڏبا ته اوهان کي مزو به ايندو‬ ‫اکر ” غ“ کي ُسڃاڻي ۽ اُچاري سگهندا‪.‬‬ ‫•‬
‫اکر ” غ“ جا فليش ڪارڊ ۽‬ ‫ته ڪم به جلد مڪمل ٿيندو‪ .‬اسان کي هميشه زندگي خوشي سان گذارڻ گهرجي‪.‬‬ ‫اکر ” غ“جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬ ‫اکر ” غ“‬
‫الڳاپيل تصويرون‬ ‫آوازن جي مشق (‪)Sound Drill‬‬ ‫سگهندا‪.‬‬ ‫پيرڊ ‪119‬‬
‫استاد ٻارن کي ٻڌائيندو ته اکر ” غ“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬ ‫اکر ” غ“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫آخر ۾ ٻار اکر ” غ“ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬ ‫اکر ”ع“ لکي سگهندا‪.‬‬ ‫•‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 31 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”غ “ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬
‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي‬ ‫•‬ ‫” غ“سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫پيرڊ ‪120‬‬
‫خزانه ٽوڪري ‪ ،‬بيت‪ ،‬ليٽر ليسنگ‪ ،‬پلي ڊو سان کيڏڻ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬
‫رنگين پنا‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬
‫لکڻ جي مشق‪Writing Practice( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬
‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫اکر ” غ“ لکي سگهندا‪.‬‬ ‫•‬
‫رنگ‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ‪َ ،‬‬
‫جائزو ‪)Assesment( :‬‬ ‫اکر ”غ“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬غ‪/‬‬ ‫•‬ ‫پيرڊ ‪121‬‬
‫۽ ورڪ شيٽ‬
‫استاد ٻارن کان اکر ”غ“ جي سڃاڻپ‪ ،‬آواز ۽ ”غ “ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي‪،‬راند روند‪،‬‬ ‫•‬ ‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪندا‬
‫تصويرن واري ٽوڪري) ذريعي وٺندو‪.‬‬
‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ٻارن کي ڳالهه ٻولهه دوران اهو سمجهڻ ۾ مدد ڪندو ته هميشه پنهنجو پاڻ کي انهن ٻارن‪ /‬ماڻهن جي مدد ڪرڻ الِء تيار‬ ‫•‬
‫ضرورت هوندي آهي‪ .‬هميشه ٻين جي مدد ڪرڻ سان اهلل سائين خوش ٿيندو آهي ۽ هو اسان جي به‬ ‫رکجي‪ ،‬جن کي اسان جي مدد جي ِ‬
‫ضرورتمندن جو خيال رکي سگهندا‬ ‫•‬
‫مدد ڪندو آهي‪.‬‬
‫اکر ” ف “ کي ُسڃاڻي ۽ ُاچاري سگهندا‪.‬‬ ‫•‬
‫آوازن جي مشق (‪)Sound Drill‬‬
‫اکر ” ف“ جا فليش ڪارڊ ۽‬ ‫اکر ” ف “جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬ ‫اکر ” ف“‬
‫استاد ٻارن کي ٻڌائيندو ته اکر ” ف“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬
‫الڳاپيل تصويرون‬ ‫سگهندا‪.‬‬ ‫پيرڊ ‪122‬‬
‫آخر ۾ ٻار اکر ” ف “ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬
‫اکر ” ف “ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫اکر ”ف“ لکي سگهندا‪.‬‬ ‫•‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ف“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬

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 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬ ‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي‬ ‫•‬ ‫” ف“سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫پيرڊ ‪123‬‬
‫رنگين پنا‬ ‫خزانه ٽوڪري ‪ ،‬بيت‪ ،‬ليٽر ليسنگ‪ ،‬وڻ جي ٽارين ۽ ٻجن واري راند‪ ،‬پلي ڊو سان کيڏڻ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬
‫لکڻ جي مشق‪Writing Practice( :‬‬
‫رنگ‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ‪َ ،‬‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬
‫اکر ”ف“ لکي سگهندا‪.‬‬ ‫•‬ ‫پيرڊ ‪124‬‬
‫۽ ورڪ شيٽ‬ ‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫جائزو ‪)Assesment( :‬‬
‫استاد ٻارن کان اکر ”ف“ جي سڃاڻپ‪ ،‬آواز ۽ ”ف “ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي‪ ،‬راند روند ۽‬ ‫•‬
‫فليش ڪارڊ‬ ‫تصويرن واري ٽوڪري) ذريعي وٺندو‪.‬‬ ‫اکر ”ف“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬ف‪/‬‬ ‫•‬
‫رنگ‬
‫پينسل َ‬ ‫استاد ٻارن کي خالي پنا ڏئي هدايت ڪندو ته اهي پنهنجي پسند سان اهڙي تصوير ٺاهين‪ ،‬جنهن جو شروعاتي آواز ” ف“ هجي‬ ‫•‬ ‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬ ‫پيرڊ ‪125‬‬
‫ورڪ شيٽ‬ ‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪..‬‬ ‫•‬ ‫سگهندا‪.‬‬
‫استاد جائزي طور ”غ ۽ ف “ واري ورڪ شيٽ ٻارن کان حل ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ٻارن کي ڳالهه ٻولهه دوران اهو سمجهڻ ۾ مدد ڪندو ته زندگي ۾ اسان جيڪي به ننڍا وڏا ڪم ڪريون‪ .‬اهي مڪمل‬ ‫•‬
‫ايمانداري سان ڪريون‪ .‬ايمانداري هڪ سٺو ُگ ُڻ آهي‪ .‬جيڪڏهن اسان پنهنجا ڪم جذبي‪ ،‬پيار‪ ،‬سچائي ۽ ايمانداري سان‬
‫ڪنداسين ته اهي ڪاميابي سان مڪمل ٿيندا ۽ اها ڳالهه اسان جي والدين‪ ،‬مٽن مائٽن توڙي دوستن کي به اسان جي وڌيڪ ويجهو‬ ‫ايمانداريَء جو گُڻ ُ ِسکي سگهندا‬ ‫•‬
‫بڻائيندي‪.‬‬ ‫اکر ” ڦ“ کي ُسڃاڻي ۽ اُچاري سگهندا‪.‬‬ ‫•‬
‫اکر ” ڦ“ جا فليش ڪارڊ ۽‬ ‫آوازن جي مشق (‪)Sound Drill‬‬ ‫اکر ” ڦ“جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬ ‫اکر ” ڦ“‬
‫الڳاپيل تصويرون‬ ‫استاد ٻارن کي ٻڌائيندو ته اکر ” ڦ“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬ ‫سگهندا‪.‬‬ ‫پيرڊ ‪126‬‬
‫آخر ۾ ٻار اکر ” ڦ“ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬ ‫اکر ” ڦ“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬ ‫اکر ”ڦ“ لکي سگهندا‪.‬‬ ‫•‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ڦ“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬
‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬ ‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬ ‫” ڦ“سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬ ‫پيرڊ ‪127‬‬
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 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي‬ ‫•‬
‫رنگين پنا‬ ‫خزانه ٽوڪري‪ ،‬بيت‪ ،‬ليٽر ليسنگ‪ ،‬ڊبل ڊرا‪ ،‬پلي ڊو سان کيڏڻ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬
‫لکڻ جي مشق‪Writing Practice( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬
‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬ ‫اکر ”ڦ“ لکي سگهندا‪.‬‬ ‫•‬
‫رنگ‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ‪َ ،‬‬ ‫جائزو ‪)Assesment( :‬‬ ‫اکر ”ڦ“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬ڦ‪/‬‬ ‫•‬
‫پيرڊ ‪128‬‬
‫۽ ورڪ شيٽ‬ ‫استاد ٻارن کان اکر ”ڦ“ جي سڃاڻپ‪ ،‬آواز ۽ ”ڦ “ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي‪ ،‬راند روند ۽‬ ‫•‬ ‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬
‫تصويرن واري ٽوڪري) ذريعي وٺندو‪.‬‬ ‫سگهندا‪.‬‬
‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ٻارن کي ڳالهه ٻولهه دوران اهو سمجهڻ ۾ مدد ڪندو ته هميشه ُسٺا انسان بڻجڻ جي ڪوشش ڪريو‪ .‬اسان کي پنهنجي‬ ‫•‬
‫زندگي جي رول ماڊل انسانن جي زندگي جو جائزو وٺي پاڻ به رول ماڊل بڻجڻ گهرجي‪ .‬اهڙا ڪم ڪرڻ گهرجن‪ ،‬جيڪي اسان الِء فخر‬
‫سٺو انسان بڻجي سگهندا‪.‬‬ ‫•‬
‫جو سبب بڻجي سگهن‪.‬‬
‫اکر ” ق“ کي ُسڃاڻي ۽ اُچاري سگهندا‪.‬‬ ‫•‬
‫آوازن جي مشق (‪)Sound Drill‬‬
‫اکر ” ق“ جا فليش ڪارڊ ۽‬ ‫اکر ” ق“جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬ ‫اکر ” ق“‬
‫استاد ٻارن کي ٻڌائيندو ته اکر ”ق “ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬
‫الڳاپيل تصويرون‬ ‫سگهندا‪.‬‬ ‫پيرڊ ‪129‬‬
‫آخر ۾ ٻار اکر ”ق “ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬
‫اکر ” ق“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫اکر ”ق“ لکي سگهندا‪.‬‬ ‫•‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ق“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي‬ ‫•‬
‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫” ق“سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬ ‫پيرڊ ‪129‬‬
‫خزانه ٽوڪري ‪ ،‬بيت‪ ،‬ليٽر ليسنگ‪ ” ،‬ق“ جي ڳوٿري‪ ،‬پلي ڊو سان کيڏڻ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬
‫رنگين پنا‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬
‫رنگ‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ‪َ ،‬‬ ‫لکڻ جي مشق‪Writing Practice( :‬‬ ‫اکر ”ق“ لکي سگهندا‪.‬‬ ‫•‬
‫پيرڊ ‪130‬‬
‫۽ ورڪ شيٽ‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬ ‫‪ .‬اکر ”ق “ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬ق‬ ‫•‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 34 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬ ‫‪ /‬سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫سگهندا‪.‬‬
‫جائزو ‪)Assesment( :‬‬
‫استاد ٻارن کان اکر ”ق“ جي سڃاڻپ‪ ،‬آواز ۽ ”ق “ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي‪ ،‬راند روند ۽‬ ‫•‬
‫تصويرن واري ٽوڪري) ذريعي وٺندو‪.‬‬
‫استاد ٻارن کي گروپن ۾ ورهائيندو ۽ کين هدايت ڪندو ته سڀئي پاڻ ۾ گڏجي واريَء جي ڀت اهڙي ٺاهين‪ ،‬جو ” ق“ جي شڪل ٺهي‬ ‫•‬
‫پوي‬
‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫استاد جائزي طور ”ڦ ۽ ق “ واري ورڪ شيٽ ٻارن کان حل ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ڪائنات بابت ڪجهه بنيادي معلومات حاصل ڪرڻ الِء شاگردن کان سوال ڪري جواب وٺندو‪.‬‬ ‫•‬
‫ٻارن سان گڏيل ڳالهه ٻولهه شروع ڪندو‪.‬‬ ‫•‬
‫اکر ”ڪ“ کي ُسڃاڻي ۽ اُچاري سگهندا‪.‬‬ ‫•‬
‫آوازن جي مشق (‪)Sound Drill‬‬
‫اکر ” ڪ“جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬
‫اکر ” ڪ“ جا فليش ڪارڊ ۽‬ ‫استاد ٻارن کي ٻڌائيندو ته اکر ”ڪ “ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬ ‫اکر ” ڪ“‬
‫سگهندا‪.‬‬
‫الڳاپيل تصويرون‬ ‫آخر ۾ ٻار اکر ”ڪ “ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬ ‫پيرڊ ‪131‬‬
‫اکر ” ڪ“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫اکر ”ڪ“ لکي سگهندا‪.‬‬ ‫•‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ڪ “ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬

‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬

‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي‬ ‫•‬
‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫” ڪ“سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬ ‫پيرڊ ‪132‬‬
‫خزانه ٽوڪري ‪ ،‬بيت‪ ،‬ليٽر ليسنگ‪ ،‬يادگيري واري راند ( ميموري گيم)‪،‬ڪوالج ورڪ ‪ ،‬پلي ڊو سان کيڏڻ ۽ تصويري فليش ڪارڊ‬
‫رنگين پنا‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬

‫لکڻ جي مشق‪Writing Practice( :‬‬

‫رنگ‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ‪َ ،‬‬ ‫اکر ”ڪ“ لکي سگهندا‪.‬‬ ‫•‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬ ‫پيرڊ ‪133‬‬
‫۽ ورڪ شيٽ‬
‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬

‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 35 of 140‬‬

 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫جائزو ‪)Assesment( :‬‬
‫فليش ڪارڊ‬ ‫استاد ٻارن کان اکر ”ڪ “ جي سڃاڻپ‪ ،‬آواز ۽ ”ڪ “ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي‪ ،‬راند روند‪،‬‬ ‫•‬
‫اکر ”ڪ “ ۽ ان جي آواز جي الڳاپي کي سمجهندي‬ ‫•‬
‫پينسل‬ ‫تصويرن واري ٽوڪري) ذريعي وٺندو‪.‬‬
‫‪/‬ڪ‪ /‬سان شروع ٿيندڙ مختلف شين جي سڃاڻپ‬ ‫پيرڊ ‪134‬‬
‫رنگ‬
‫َ‬ ‫استاد ٻارن کي گروپن ۾ ورهائيندو ۽ کين هدايت ڪندو ته اهي پٿرن تي رنگن جي مدد سان اکر ” ڪ“ جي شڪل ٺاهين‬ ‫•‬
‫ڪري سگهندا‪.‬‬
‫ورڪ شيٽ‬ ‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ڪائنات بابت ڪجهه بنيادي معلومات حاصل ڪرڻ الِء شاگردن کان سوال ڪري جواب وٺندو‪.‬‬ ‫•‬
‫ٻارن سان گڏيل ڳالهه ٻولهه شروع ڪندو‪.‬‬ ‫•‬
‫آوازن جي مشق (‪)Sound Drill‬‬ ‫اکر ”ک“ کي ُسڃاڻي ۽ اُچاري سگهندا‪.‬‬ ‫•‬
‫اکر ” ک“ جا فليش ڪارڊ ۽‬ ‫استاد ٻارن کي ٻڌائيندو ته اکر ”ک “ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬ ‫اکر ” ک“جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬ ‫اکر ” ک“‬
‫الڳاپيل تصويرون‬ ‫آخر ۾ ٻار اکر ”ک “ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬ ‫سگهندا‪.‬‬ ‫پيرڊ ‪135‬‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬ ‫اکر ” ک“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ک“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬
‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬لفظن‪ /‬شين جي‬ ‫•‬ ‫” ک“سان شروع ٿيندڙ شين جا ناال وٺي سگهندو‪.‬‬ ‫•‬
‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫پيرڊ ‪136‬‬
‫ٽوڪري‪ ،‬بيت‪ ،‬ليٽر ليسنگ‪ ،‬پلي ڊو سان کيڏڻ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬
‫رنگين پنا‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬
‫لکڻ جي مشق‪Writing Practice( :‬‬
‫رنگ‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ‪َ ،‬‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬ ‫اکر ”ک“ لکي سگهندا‪.‬‬ ‫•‬
‫پيرڊ ‪137‬‬
‫۽ ورڪ شيٽ‬ ‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫جائزو ‪)Assesment( :‬‬ ‫اکر ”ک“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬ک‪/‬‬ ‫•‬
‫فليش ڪارڊ‪ ،‬پينسل‬
‫استاد ٻارن کان اکر ”ک “ جي سڃاڻپ‪ ،‬آواز ۽ ”ک “ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي‪ ،‬راند روند ۽‬ ‫•‬ ‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬ ‫پيرڊ ‪138‬‬
‫رنگ ‪ ،‬ورڪ شيٽ‬
‫َ‬
‫تصويرن واري ٽوڪري) ذريعي وٺندو‪.‬‬ ‫سگهندا‪.‬‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 36 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫استاد جائزي طور ”ڪ ۽ ک “ واري ورڪ شيٽ ٻارن کان حل ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ڪائنات بابت ڪجهه بنيادي معلومات حاصل ڪرڻ الِء شاگردن کان سوال ڪري جواب وٺندو‪.‬‬ ‫•‬
‫ٻارن سان گڏيل ڳالهه ٻولهه شروع ڪندو‪.‬‬ ‫•‬
‫اکر ”گ“ کي ُسڃاڻي ۽ اُچاري سگهندا‪.‬‬ ‫•‬
‫آوازن جي مشق (‪)Sound Drill‬‬ ‫اکر ” گ“جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬
‫اکر ” گ“ جا فليش ڪارڊ ۽‬
‫استاد ٻارن کي ٻڌائيندو ته اکر ”گ “ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬ ‫سگهندا‪.‬‬ ‫پيرڊ ‪139‬‬
‫الڳاپيل تصويرون‬
‫آخر ۾ ٻار اکر ”گ “ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬ ‫اکر ” گ“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬ ‫اکر ”گ“ لکي سگهندا‪.‬‬ ‫•‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”گ “ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي‬ ‫•‬
‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫” گ“سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬ ‫پيرڊ ‪140‬‬
‫خزانه ٽوڪري ‪ ،‬بيت‪ ،‬ليٽر ليسنگ‪ ،‬مٽيَء سان راند‪ ،‬پلي ڊو سان کيڏڻ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬
‫رنگين پنا‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬
‫لکڻ جي مشق‪Writing Practice( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬
‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫اکر ”گ“ لکي سگهندا‪.‬‬ ‫•‬
‫رنگ‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ‪َ ،‬‬ ‫اکر ”گ“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬گ‪ /‬جائزو ‪)Assesment( :‬‬ ‫•‬
‫پيرڊ ‪141‬‬
‫۽ ورڪ شيٽ‬ ‫استاد ٻارن کان اکر ”گ “ جي سڃاڻپ‪ ،‬آواز ۽ ” گ “ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي‪ ،‬راند روند ۽‬ ‫•‬ ‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬
‫تصويرن واري ٽوڪري) ذريعي وٺندو‪.‬‬ ‫سگهندا‪.‬‬
‫استاد ٻارن آڏو اکرن جا فليش ڪارڊ رکندو ۽ کين هدايت ڪندو ته اهي رڳو ” گ“ تي گول پائين ۽ ٻيا شاگرد ”گ“ کي اُچاريندا‬ ‫•‬
‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 37 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫ڳالهه ٻولهه ۾ شرڪت‬

‫استاد ڪائنات بابت ڪجهه بنيادي معلومات حاصل ڪرڻ الِء ٻارن کان سوال ڪري جواب وٺندو‪.‬‬ ‫•‬
‫ٻارن سان گڏيل ڳالهه ٻولهه شروع ڪندو‪.‬‬ ‫•‬
‫آوازن جي مشق (‪)Sound Drill‬‬ ‫اکر ”ڳ“ کي ُسڃاڻي ۽ اُچاري سگهندا‪.‬‬ ‫•‬
‫استاد ٻارن کي ٻڌائيندو ته اکر ”ڳ“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬ ‫اکر ” ڳ“جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬
‫اکر ” ڳ“ جا فليش ڪارڊ ۽‬ ‫اکر ” ڳ“‬
‫آخر ۾ ٻار اکر ”ڳ “ کي اچارڻ جي مشق ڪندو‪.‬‬ ‫•‬ ‫سگهندا‪.‬‬
‫الڳاپيل تصويرون‬ ‫پيزڊ ‪142‬‬
‫اکر ” ڳ“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ڳ “ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬ ‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي‬ ‫•‬ ‫” ڳ“سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫پيرڊ ‪143‬‬
‫رنگين پنا‬ ‫خزانه ٽوڪري ‪ ،‬بيت‪ ،‬ليٽر ليسنگ‪ ،‬سليپ دي ڪارڊ‪ ،‬پلي ڊو سان کيڏڻ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬
‫لکڻ جي مشق‪Writing Practice( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬
‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫اکر ”ڳ“ لکي سگهندا‪.‬‬ ‫•‬
‫جائزو ‪)Assesment( :‬‬
‫رنگ‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ‪َ ،‬‬ ‫اکر ”ڳ“ ۽ ان جي آواز جي الڳاپي کي سمجهندي‬ ‫•‬
‫استاد ٻارن کان اکر ”ڳ “ جي سڃاڻپ‪ ،‬آواز ۽ ” ڳ “ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي‪،‬راند روند ۽‬ ‫•‬ ‫پيرڊ ‪144‬‬
‫۽ ورڪ شيٽ‬ ‫‪/‬ڳ‪ /‬سان شروع ٿيندڙ مختلف شين جي سڃاڻپ‬
‫تصويرن واري ٽوڪري) ذريعي وٺندو‪.‬‬
‫ڪري سگهندا‪.‬‬
‫استاد مينوئل ۾ ڏنل چارٽ واري ڳئون جي سرگرمي ڪرائيندو‬ ‫•‬
‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫استاد جائزي طور ”گ ۽ ڳ “ واري ورڪ شيٽ ٻارن کان حل ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫اکر ” گهه “ جا فليش ڪارڊ ۽‬ ‫ڳالهه ٻولهه ۾ شرڪت‬ ‫اکر ”گهه“ کي ُسڃاڻي ۽ اُچاري سگهندا‪.‬‬ ‫•‬
‫پيرڊ ‪145‬‬
‫الڳاپيل تصويرون‬ ‫استاد ڪائنات بابت ڪجهه بنيادي معلومات حاصل ڪرڻ الِء شاگردن کان سوال ڪري جواب وٺندو‪.‬‬ ‫•‬ ‫اکر ” گهه“جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 38 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫ٻار سان گڏيل ڳالهه ٻولهه شروع ڪندو‪.‬‬ ‫•‬ ‫سگهندا‪.‬‬

‫آوازن جي مشق (‪)Sound Drill‬‬ ‫اکر ” گهه“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫استاد ٻار کي ٻڌائيندو ته اکر ”گهه “ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬ ‫اکر ”گهه“ لکي سگهندا‪.‬‬ ‫•‬
‫آخر ۾ ٻار اکر ”گهه “ کي اچارڻ جي مشق ڪندو‪.‬‬ ‫•‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”گهه“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬

‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬

‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬
‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي‬ ‫•‬ ‫” گهه“سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫پيرڊ ‪146‬‬
‫خزانه ٽوڪري ‪ ،‬بيت‪ ،‬ليٽر ليسنگ‪ ،‬مختلف نمونن‪ /‬اسٽائيل سان چئو‪ ،‬پلي ڊو سان کيڏڻ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬
‫رنگين پنا‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬
‫لکڻ جي مشق‪Writing Practice( :‬‬
‫رنگ‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ‪َ ،‬‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬ ‫اکر ”گهه“ لکي سگهندا‪.‬‬ ‫•‬
‫پيرڊ ‪147‬‬
‫۽ ورڪ شيٽ‬ ‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫جائزو ‪)Assesment( :‬‬
‫فليش ڪارڊ‬ ‫استاد ٻارن کان اکر ”گهه “ جي سڃاڻپ‪ ،‬آواز ۽ ” گهه “ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي‪ ،‬راند روند ۽‬ ‫•‬ ‫اکر ”گهه“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬گهه‬ ‫•‬
‫رنگ‬
‫پينسل َ‬ ‫تصويرن واري ٽوڪري) ذريعي وٺندو‪.‬‬ ‫‪ /‬سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬ ‫پيرڊ ‪148‬‬
‫ورڪ شيٽ‬ ‫ان کان عالوه استاد پڙهايل اکر بابت مينوئل ۾ ڏنل ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬ ‫سگهندا‪.‬‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫اکر ”ڱ“ کي ُسڃاڻي ۽ اُچاري سگهندا‪.‬‬ ‫•‬
‫استاد ڪائنات بابت ڪجهه بنيادي معلومات حاصل ڪرڻ الِء ٻارن کان سوال ڪري جواب وٺندو‪.‬‬ ‫•‬
‫اکر ” ڱ“جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬
‫اکر ” ڱ“ جا فليش ڪارڊ ۽‬ ‫ٻارن سان گڏيل ڳالهه ٻولهه شروع ڪندو‪.‬‬ ‫•‬ ‫اکر ” ڱ“‬
‫سگهندا‪.‬‬
‫الڳاپيل تصويرون‬ ‫آوازن جي مشق (‪)Sound Drill‬‬ ‫پيرڊ ‪149‬‬
‫اکر ” ڱ“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫استاد ٻارن کي ٻڌائيندو ته اکر ”ڱ “ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬
‫اکر ”ڱ“ لکي سگهندا‪.‬‬ ‫•‬
‫آخر ۾ ٻار اکر ”ڱ “ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 39 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬

‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ڱ“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬
‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي‬ ‫•‬ ‫” ڱ“سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫پيرڊ ‪150‬‬
‫(پٽَ تي ويهي کيڏڻ)‪ ،‬پلي ڊو سان کيڏڻ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬ ‫خزانه ٽوڪري ‪ ،‬بيت‪ ،‬ليٽر ليسنگ‪ ،‬پلي آن فلور َ‬
‫رنگين پنا‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫لکڻ جي مشق‪Writing Practice( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬
‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫جائزو ‪)Assesment( :‬‬ ‫اکر ”ڱ“ لکي سگهندا‪.‬‬ ‫•‬
‫رنگ‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ‪َ ،‬‬
‫استاد ٻارن کان اکر ”ڱ “ جي سڃاڻپ‪ ،‬آواز ۽ ”ڱ “ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي‪ ،‬راند روند ۽‬ ‫•‬ ‫اکر ”ڱ“ ۽ ان جي آواز جي الڳاپي کي سمجهندي‬ ‫•‬ ‫پيرڊ ‪151‬‬
‫۽ ورڪ شيٽ‬
‫تصويرن واري ٽوڪري) ذريعي وٺندو‪.‬‬ ‫‪/‬ڱ‪ /‬سان شروع ٿيندڙ مختلف شين جي سڃاڻپ‬
‫استاد مينوئل ۾ ڏنل فليش ڪارڊن واري سرگرمي ڪرائيندو‬ ‫•‬ ‫ڪري سگهندا‪.‬‬
‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫استاد جائزي طور ”گهه ۽ ڱ “ واري ورڪ شيٽ ٻارن کان حل ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ڪائنات بابت ڪجهه بنيادي معلومات حاصل ڪرڻ الِء شاگردن کان سوال ڪري جواب وٺندو‪.‬‬ ‫•‬
‫ٻارن سان گڏيل ڳالهه ٻولهه شروع ڪندو‪.‬‬ ‫•‬ ‫اکر ”ل“ کي ُسڃاڻي ۽ اُچاري سگهندا‪.‬‬ ‫•‬
‫آوازن جي مشق (‪)Sound Drill‬‬ ‫اکر ” ل“جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬
‫اکر ” ل“ جا فليش ڪارڊ ۽‬ ‫اکر ”ل“‬
‫استاد شاگردن کي ٻڌائيندو ته اکر ”ل “ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه ڪندا‪.‬‬ ‫•‬ ‫سگهندا‪.‬‬
‫الڳاپيل تصويرون‬ ‫پيرڊ ‪152‬‬
‫آخر ۾ شاگرد اکر ”ل “ کي اچارڻ جي مشق ڪندو‪.‬‬ ‫•‬ ‫اکر ” ل“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ل “ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 40 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬

‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬ ‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي‬ ‫•‬
‫” ل“سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬ ‫پيرڊ ‪153‬‬
‫رنگين پنا‬ ‫خزانه ٽوڪري ‪ ،‬بيت‪ ،‬ليٽر ليسنگ‪ ،‬ويونگ بنٽنگس‪ ،‬پلي ڊو سان کيڏڻ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫لکڻ جي مشق‪Writing Practice( :‬‬
‫رنگ‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ‪َ ،‬‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬ ‫اکر ”ل“ لکي سگهندا‪.‬‬ ‫•‬
‫پيرڊ ‪154‬‬
‫۽ ورڪ شيٽ‬ ‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫جائزو ‪)Assesment( :‬‬
‫استاد ٻارن کان اکر ”ل “ جي سڃاڻپ‪ ،‬آواز ۽ ” ل “ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي‪ ،‬راند روند ۽‬ ‫•‬
‫رنگ‬
‫فليش ڪارڊ پينسل َ‬ ‫تصويرن واري ٽوڪري) ذريعي وٺندو‪.‬‬ ‫اکر ”ل “ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬ل‪/‬‬ ‫•‬
‫پيرڊ ‪155‬‬
‫ورڪ شيٽ‬ ‫استاد مينوئل ۾ ڏنل ڪاغذ ۽ ڪپڙي جي ٽڪرن سان ”ل“ ٺاهڻ واري سرگرمي ڪرائيندو‬ ‫•‬ ‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪندا‬
‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ڪائنات بابت ڪجهه بنيادي معلومات حاصل ڪرڻ الِء شاگردن کان سوال ڪري جواب وٺندو‪.‬‬ ‫•‬
‫ٻارن سان گڏيل ڳالهه ٻولهه شروع ڪندو‪.‬‬ ‫•‬
‫اکر ”م“ کي ُسڃاڻي ۽ اُچاري سگهندا‪.‬‬ ‫•‬
‫آوازن جي مشق (‪)Sound Drill‬‬
‫اکر ” م“جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬
‫اکر ” م “ جا فليش ڪارڊ ۽‬ ‫استاد ٻارن کي ٻڌائيندو ته اکر ”م “ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬ ‫اکر ” م“‬
‫سگهندا‪.‬‬
‫الڳاپيل تصويرون‬ ‫آخر ۾ ٻار اکر ”م“ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬ ‫پيرڊ ‪156‬‬
‫اکر ” م“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”م “ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬
‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬ ‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫” م“سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬ ‫پيرڊ ‪157‬‬
‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي‬ ‫•‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 41 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫رنگين پنا‬ ‫خزانه ٽوڪري ‪ ،‬بيت‪ ،‬ليٽر ليسنگ‪ ،‬رنگ دي ليٽرز‪ ،‬پلي ڊو سان کيڏڻ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬
‫لکڻ جي مشق‪Writing Practice( :‬‬
‫رنگ‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ‪َ ،‬‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬ ‫اکر ”م“ لکي سگهندا‪.‬‬ ‫•‬
‫پيرڊ ‪158‬‬
‫۽ ورڪ شيٽ‬ ‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫جائزو ‪)Assesment( :‬‬
‫استاد ٻارن کان اکر ”م “ جي سڃاڻپ‪ ،‬آواز ۽ ”م “ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي‪ ،‬راند روند ۽‬ ‫•‬
‫اکر ”م“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬م‪/‬‬ ‫•‬
‫رنگ‬
‫فليش ڪارڊ پينسل َ‬ ‫تصويرن واري ٽوڪري) ذريعي وٺندو‪.‬‬
‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬ ‫پيرڊ ‪159‬‬
‫ورڪ شيٽ‬ ‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫سگهندا‪.‬‬
‫استاد جائزي طور ”ل ۽ م “ واري ورڪ شيٽ ٻارن کان حل ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ڪائنات بابت ڪجهه بنيادي معلومات حاصل ڪرڻ الِء شاگردن کان سوال ڪري جواب وٺندو‪.‬‬ ‫•‬
‫ٻارن سان گڏيل ڳالهه ٻولهه شروع ڪندو‪.‬‬ ‫•‬
‫آوازن جي مشق (‪)Sound Drill‬‬ ‫اکر ”ن“ کي ُسڃاڻي ۽ اُچاري سگهندا‪.‬‬ ‫•‬
‫اکر ” ن “ جا فليش ڪارڊ ۽‬ ‫استاد ٻارن کي ٻڌائيندو ته اکر ”ن“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬ ‫اکر ” ن“جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬
‫پيرڊ ‪160‬‬
‫الڳاپيل تصويرون‬ ‫آخر ۾ ٻار اکر ”ن“ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬ ‫سگهندا‪.‬‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬ ‫اکر ” ن“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ن“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬
‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬ ‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي‬ ‫•‬ ‫” ن“سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫پيرڊ ‪161‬‬
‫رنگين پنا‬ ‫خزانه ٽوڪري ‪ ،‬بيت‪ ،‬ليٽر ليسنگ‪ ،‬اکر کائو ( ليٽر ايٽنگ اينيمل)‪ ،‬پلي ڊو سان کيڏڻ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬
‫رنگ‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ‪َ ،‬‬ ‫لکڻ جي مشق‪Writing Practice( :‬‬ ‫‪.‬‬
‫پيرڊ ‪162‬‬
‫۽ ورڪ شيٽ‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬ ‫اکر ”ن“ لکي سگهندا‪.‬‬ ‫•‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 42 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫جائزو ‪)Assesment( :‬‬
‫فليش ڪارڊ‬ ‫اکر ”ن“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬ن‪/‬‬ ‫•‬
‫استاد ٻارن کان اکر ”ن “ جي سڃاڻپ‪ ،‬آواز ۽ ”ن “ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي) ذريعي وٺندو‪.‬‬ ‫•‬
‫رنگ‬
‫پينسل َ‬ ‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬ ‫پيرڊ ‪163‬‬
‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫ورڪ شيٽ‬ ‫سگهندا‪.‬‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ڪائنات بابت ڪجهه بنيادي معلومات حاصل ڪرڻ الِء شاگردن کان سوال ڪري جواب وٺندو‪.‬‬ ‫•‬
‫ٻارن سان گڏيل ڳالهه ٻولهه شروع ڪندو‪.‬‬ ‫•‬
‫اکر ”ڻ“ کي ُسڃاڻي ۽ اُچاري سگهندا‪.‬‬ ‫•‬
‫آوازن جي مشق (‪)Sound Drill‬‬
‫اکر ” ڻ“جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬
‫اکر ” ڻ“ جا فليش ڪارڊ ۽‬ ‫استاد ٻارن کي ٻڌائيندو ته اکر ”ڻ“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬ ‫اکر ” ڻ“‬
‫سگهندا‪.‬‬
‫الڳاپيل تصويرون‬ ‫آخر ۾ ٻار اکر ”ڻ“ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬ ‫پيرڊ ‪164‬‬
‫اکر ” ڻ“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫اکر ”ڻ“ لکي سگهندا‪.‬‬ ‫•‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ڻ“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬
‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬ ‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي‬ ‫•‬ ‫” ڻ“سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫پيرڊ ‪165‬‬
‫رنگين پنا‬ ‫خزانه ٽوڪري ‪ ،‬بيت‪ ،‬ليٽر ليسنگ‪ ،‬مختلف طريقن‪ /‬اسٽائيل سان چئو‪ ،‬پلي ڊو سان کيڏڻ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬
‫لکڻ جي مشق‪Writing Practice( :‬‬
‫رنگ‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ‪َ ،‬‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬ ‫اکر ”ڻ“ لکي سگهندا‪.‬‬ ‫•‬
‫پيرڊ ‪166‬‬
‫۽ ورڪ شيٽ‬ ‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫فليش ڪارڊ‬ ‫جائزو ‪)Assesment( :‬‬
‫اکر ”ڻ“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬ڻ‪/‬‬ ‫•‬
‫پينسل‬ ‫استاد ٻارن کان اکر ”ڻ “ جي سڃاڻپ‪ ،‬آواز ۽ ”ڻ “ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي‪ ،‬راند روند ۽‬ ‫•‬
‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬ ‫پيرڊ ‪167‬‬
‫رنگ‬
‫َ‬ ‫تصويرن واري ٽوڪري) ذريعي وٺندو‪.‬‬
‫سگهندا‪.‬‬
‫ورڪ شيٽ‬ ‫استاد ٻارن کي هنداڻي جي ڦار وارن فليش ڪارڊن واري سرگرمي ڪرائيندو‬ ‫•‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 43 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫استاد جائزي طور ”ن ۽ ڻ “ واري ورڪ شيٽ ٻارن کان حل ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ڪائنات بابت ڪجهه بنيادي معلومات حاصل ڪرڻ الِء ٻارن کان سوال ڪري جواب وٺندو‪.‬‬ ‫•‬
‫ٻارن سان گڏيل ڳالهه ٻولهه شروع ڪندو‪.‬‬ ‫•‬
‫اکر ”و“ کي ُسڃاڻي ۽ اُچاري سگهندا‪.‬‬ ‫•‬
‫آوازن جي مشق (‪)Sound Drill‬‬
‫اکر ” و“جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬
‫اکر ” و“ جا فليش ڪارڊ ۽‬ ‫استاد ٻارن کي ٻڌائيندو ته اکر ”و“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬ ‫اکر ” و“‬
‫سگهندا‪.‬‬
‫الڳاپيل تصويرون‬ ‫آخر ۾ ٻار اکر ”و“ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬ ‫پيرڊ ‪168‬‬
‫اکر ” و“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”و “ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬

‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬

‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي‬ ‫•‬
‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫” و“سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬ ‫پيرڊ ‪169‬‬
‫خزانه ٽوڪري ‪ ،‬بيت‪ ،‬ليٽر ليسنگ‪ ،‬اکرن کي ڪئچ ڪريو‪ ،‬پلي ڊو سان کيڏڻ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬
‫رنگين پنا‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬

‫لکڻ جي مشق‪Writing Practice( :‬‬

‫رنگ‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ‪َ ،‬‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬
‫اکر ”و“ لکي سگهندا‬ ‫•‬ ‫پيرڊ ‪170‬‬
‫۽ ورڪ شيٽ‬ ‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫جائزو ‪)Assesment( :‬‬
‫فليش ڪارڊ‬ ‫استاد ٻارن کان اکر ”و “ جي سڃاڻپ‪ ،‬آواز ۽ ”و “ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي‪ ،‬راند روند ۽‬ ‫•‬ ‫اکر ”و “ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬و ‪/‬‬ ‫•‬
‫رنگ‬
‫پينسل َ‬ ‫تصويرن واري ٽوڪري) ذريعي وٺندو‪.‬‬ ‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬ ‫پيرڊ ‪171‬‬
‫ورڪ شيٽ‬ ‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬ ‫سگهندا‪.‬‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬

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 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫ڳالهه ٻولهه ۾ شرڪت‬

‫استاد ڪائنات بابت ڪجهه بنيادي معلومات حاصل ڪرڻ الِء شاگردن کان سوال ڪري جواب وٺندو‪.‬‬ ‫•‬
‫ٻارن سان گڏيل ڳالهه ٻولهه شروع ڪندو‪.‬‬ ‫•‬
‫اکر ”هه“ کي ُسڃاڻي ۽ اُچاري سگهندا‪.‬‬ ‫•‬
‫آوازن جي مشق (‪)Sound Drill‬‬
‫اکر ” هه“جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬
‫اکر ” هه“ جا فليش ڪارڊ ۽‬ ‫استاد ٻارن کي ٻڌائيندو ته اکر ”هه“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬ ‫اکر ” هه“‬
‫سگهندا‪.‬‬
‫الڳاپيل تصويرون‬ ‫آخر ۾ ٻار اکر ”هه“ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬ ‫پيرڊ ‪172‬‬
‫اکر ” هه“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”هه“ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬
‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي‬ ‫•‬ ‫” هه“سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫پيرڊ ‪173‬‬
‫خزانه ٽوڪري ‪ ،‬بيت‪ ،‬ليٽر ليسنگ‪ ،‬ڊولي چاهي ٿي‪ ،‬پلي ڊو سان کيڏڻ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬
‫رنگين پنا‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬
‫لکڻ جي مشق‪Writing Practice( :‬‬
‫رنگ‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ‪َ ،‬‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬ ‫اکر ”هه“ لکي سگهندا‪.‬‬ ‫•‬
‫پيرڊ ‪174‬‬
‫۽ ورڪ شيٽ‬ ‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫جائزو ‪)Assesment( :‬‬
‫استاد ٻارن کان اکر ”هه “ جي سڃاڻپ‪ ،‬آواز ۽ ”هه “ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي‪ ،‬راند روند ۽‬ ‫•‬
‫فليش ڪارڊ‬ ‫اکر ”هه“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬هه‪/‬‬ ‫•‬
‫تصويرن واري ٽوڪري) ذريعي وٺندو‪.‬‬
‫رنگ‬
‫پينسل َ‬ ‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬ ‫پيرڊ ‪175‬‬
‫ان کان عالوه استاد پڙهايل اکر بابت ڪنهن ٻي سرگرمي ذريعي به جائزو وٺي سگهي ٿو‪.‬‬ ‫•‬
‫ورڪ شيٽ‬ ‫سگهندا‪.‬‬
‫استاد جائزي طور ”و ۽ هه“ واري ورڪ شيٽ ٻارن کان حل ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬ ‫اکر ” ء “ کي ُسڃاڻي ۽ اُچاري سگهندا‪.‬‬ ‫•‬
‫اکر ” ء “ جا فليش ڪارڊ ۽‬ ‫استاد ڪائنات بابت ڪجهه بنيادي معلومات حاصل ڪرڻ الِء شاگردن کان سوال ڪري جواب وٺندو‪.‬‬ ‫•‬ ‫اکر ” ء “جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬ ‫اکر ” ء “‬
‫الڳاپيل تصويرون‬ ‫ٻارن سان گڏيل ڳالهه ٻولهه شروع ڪندو‪.‬‬ ‫•‬ ‫سگهندا‪.‬‬ ‫پيرڊ ‪176‬‬
‫آوازن جي مشق (‪)Sound Drill‬‬ ‫اکر ” ء “ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 45 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫استاد ٻارن کي ٻڌائيندو ته اکر ” ء “ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬ ‫اکر ” ء “لکي سگهندا‪.‬‬ ‫•‬
‫آخر ۾ ٻار اکر” ء “ کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ء “ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬
‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬

‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬

‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي‬ ‫•‬
‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫” ء “سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬ ‫پيرڊ ‪177‬‬
‫خزانه ٽوڪري ‪ ،‬بيت‪ ،‬ليٽر ليسنگ‪ ،‬مونکي ڀريو (‪ ،)Fill Me‬پلي ڊو سان کيڏڻ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬
‫رنگين پنا‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬

‫لکڻ جي مشق‪Writing Practice( :‬‬

‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬
‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫اکر ” ء “ لکي سگهندا‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫رنگ‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ‪َ ،‬‬ ‫اکر ”ء“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬ء‪/‬‬
‫جائزو ‪)Assesment( :‬‬ ‫پيرڊ ‪178‬‬
‫۽ ورڪ شيٽ‬ ‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬
‫استاد ٻارن کان اکر ”ء “ جي سڃاڻپ‪ ،‬آواز ۽ ”ء “ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي‪ ،‬راند روند ۽‬ ‫•‬
‫سگهندا‪.‬‬
‫تصويرن واري ٽوڪري) ذريعي وٺندو‪.‬‬
‫ان کان عالوه استاد پڙهايل اکر بابت مينوئل ۾ ڏنل ” ڻ“ ڳولڻ واري سرگرمي ڪرائيندو‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ڪائنات بابت ڪجهه بنيادي معلومات حاصل ڪرڻ الِء شاگردن کان سوال ڪري جواب وٺندو‪.‬‬ ‫•‬
‫اکر ”ي“ کي ُسڃاڻي ۽ اُچاري سگهندا‪.‬‬ ‫•‬
‫ٻارن سان گڏيل ڳالهه ٻولهه شروع ڪندو‪.‬‬ ‫•‬
‫اکر ” ي“جي آواز سان شروع ٿيندڙ شين کي سڃاڻي‬ ‫•‬
‫اکر ” ي“ جا فليش ڪارڊ ۽‬ ‫آوازن جي مشق (‪)Sound Drill‬‬
‫سگهندا‪.‬‬ ‫پيرڊ ‪179‬‬
‫الڳاپيل تصويرون‬ ‫استاد ٻارن کي ٻڌائيندو ته اکر ”ي“ کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬
‫اکر ” ي“ سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬
‫آخر ۾ شاگرد اکر ”ي“ کي اچارڻ جي مشق ڪندو‪.‬‬ ‫•‬
‫اکر ”ي“ لکي سگهندا‪.‬‬ ‫•‬
‫اکر جي شڪل جي سڃاڻپ‪)Letter Recognition( :‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار تحت اکر ”ي “ جي سڃاڻپ ڪرائيندو‪ /‬ڪرائيندي‬ ‫•‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 46 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫راند ( اکر جو آواز سان ڳانڍاپو)‪:‬‬

‫استاد مينوئل ۾ ڏنل راند ”اکر جو آواز سان تعلق“ ڪرائيندو‪ /‬ڪرائيندي‬
‫ٽوڪري‪ ،‬پلي ڊو‪ ،‬اُ َن‪ ،‬بالڪ‪،‬‬ ‫رانديون ۽ سرگرميون‪)Fun Games( .:‬‬
‫نگ‪ ،‬پينسل ۽‬
‫فليش ڪارڊ‪َ ،‬ر َ‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق رانديون‪/‬سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬آکاڻيون ٻڌائڻ‪ ،‬تصويرن‪ /‬شين جي‬ ‫•‬
‫” ي“سان شروع ٿيندڙ شين جا ناال وٺي سگهندا‪.‬‬ ‫•‬ ‫پيرڊ ‪180‬‬
‫رنگين پنا‬ ‫خزانه ٽوڪري ‪ ،‬بيت‪ ،‬ليٽر ليسنگ‪ ،‬پنهنجو دوست ڳوليو‪ ، ،‬پلي ڊو سان کيڏڻ ۽ تصويري فليش ڪارڊ وغيره‪.‬‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬
‫لکڻ جي مشق‪Writing Practice( :‬‬
‫رنگ‬
‫واري‪ ،‬پاڻي‪ ،‬مٽي‪ ،‬چاڪ ‪َ ،‬‬ ‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق لکڻ واريون سرگرميون ڪرائيندو‪ /‬ڪرائيندي جيئن‪ :‬اکر ۾ رنگ ڀرڻ‪ ،‬واري تي لکڻ‪ ،‬هوا ۾‬ ‫•‬
‫اکر ”ي“ لکي سگهندا‪.‬‬ ‫•‬ ‫پيرڊ ‪181‬‬
‫۽ ورڪ شيٽ‬ ‫لکڻ‪ ،‬پاڻي تي لکڻ‪ ،‬هٿ جي تري‪/‬ٻانهن تي لکڻ ۽ ٽريسنگ ذريعي لکڻ جي مشق ڪرڻ‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫جائزو ‪)Assesment( :‬‬
‫استاد ٻارن کان اکر ”ي “ جي سڃاڻپ‪ ،‬آواز ۽ ”ي “ سان شروع ٿيندڙ شين‪/‬نالن جو جائزو مختلف طريقن (ڀيٽاڀيٽي‪ ،‬راند روند ۽‬ ‫•‬
‫فليش ڪارڊ‬ ‫اکر ”ي“ ۽ ان جي آواز جي الڳاپي کي سمجهندي ‪/‬ي ‪/‬‬ ‫•‬
‫تصويرن واري ٽوڪري) ذريعي وٺندو‪.‬‬
‫رنگ‬
‫پينسل َ‬ ‫سان شروع ٿيندڙ مختلف شين جي سڃاڻپ ڪري‬ ‫پيرڊ ‪182‬‬
‫ان کان عالوه استاد پڙهايل اکر بابت ٻيون سرگرميون به ڪرائيندو‬ ‫•‬
‫ورڪ شيٽ‬ ‫سگهندا‪.‬‬
‫استاد جائزي طور ”ء ۽ ي “ واري ورڪ شيٽ ٻارن کان حل ڪرائيندو‪ /‬ڪرائيندي‪.‬‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‪.‬‬
‫فليش ڪارڊ الڳاپيل شين‬ ‫آوازن جي مشق (‪)Sound Drill‬‬
‫جون تصويرون چاڪ‬ ‫استاد ٻارن کي ٻڌائيندو ته لفظ جو آخري آواز ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬ ‫لفظن جي آخري آواز کي سمجهي ‪ُ ،‬سڃاڻي‪ ،‬پڙهي ‪،‬‬ ‫•‬ ‫آخر وارو آواز‬
‫رنگ‬
‫ٽوڪري مٽي پينسل َ‬ ‫استاد ٻارن کي مينوئل ۾ ڏنل تصويري ڪارڊ ڏيکاريندو انهن کان پڇندو ته انهن ۾ ڪهڙو آخري آواز آهي‬ ‫•‬ ‫ٻڌائي ۽ لکي سگهندا‪.‬‬ ‫پيرڊ ‪183‬‬
‫ورڪ شيٽ‬ ‫آخر ۾ ٻار لفظ جي آخري آواز کي اچارڻ جي مشق ڪندا‪.‬‬ ‫•‬
‫لکڻ جي مشق‪(Writing Practice( :‬‬
‫ڪنهن به لفظ جي آخري آواز کي سڃاڻي انهن شين‬ ‫•‬
‫استاد بورڊ تي مختلف لفظ لکندو ۽ شاگردن کي هدايت ڪندو ته اهي انهن جا آخري آواز ڪاپي تي لکن ۽ بعد ۾ پڙهي ٻڌائين‪.‬‬ ‫•‬
‫جا ناال وٺي سگهندا‪ ،‬جن ۾ ڄاڻايل آخري آواز استعمال‬ ‫پيرڊ ‪184‬‬
‫جائزو ‪)Assesment( :‬‬
‫ٿيو هجي‪.‬‬
‫استاد ٻارن کي راند کيڏائيندي لفظ ٻڌائيندو ويندو ۽ انهن کان لفظن جا آخري آواز پڇندو‪.‬‬ ‫•‬
‫فليش ڪارڊ الڳاپيل شين‬ ‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ٻارن کي هدايت ڪندو ته جيڪڏهن اوهان ڪنهن قطار ۾ بيٺا آهيو‪ ،‬ڪنهن گول دائري ۾ ويٺا آهيو يا ڪنهن سرگرمي‪،‬سوال جواب جون تصويرون چاڪ‬ ‫زَب َ َر جي آواز کي سمجهي ‪ُ ،‬سڃاڻي‪ ،‬پڙهي ‪ ،‬ٻڌائي ۽‬ ‫•‬ ‫زَ َبر جو آواز‬
‫رنگ‬
‫۽ راند روند ۾ مصروف آهيو‪ .‬هميشه تڪڙ نه ڪريو‪ ،‬هڪٻئي کي ڌڪا نه ڏيو ۽ پنهنجي واريَء جو انتظار ڪريو‪.‬ان سان اهو ٿيندو ته ٽوڪري مٽي پينسل َ‬ ‫لِکي سگهندا‪.‬‬ ‫پيرڊ ‪185‬‬
‫ورڪ شيٽ‬ ‫سرگرمي‪ /‬ڪم سهڻي نموني سان مڪمل ٿيندو‪ .‬هڪٻئي سان سهڪار ڪرڻ سٺو عمل آهي‪.‬‬
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 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫آوازن جي مشق (‪)Sound Drill‬‬

‫استاد ٻارن کي ٻڌائيندو ته زَب َ َر جو آواز ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬
‫استاد ٻارن کي گروپن ۾ ورهائي الف کان پ تائين ٽرين ٺاهيندو ۽ ٻارن کي زَب َ َر جي آواز وارن اکرن کي اچارڻ جي هدايت ڪندو‪.‬‬ ‫•‬
‫آخر ۾ ٻار زَب َ َر جو آواز ُاچارڻ جي مشق ڪندا‪.‬‬ ‫•‬
‫راندروند ‪ :‬لفظن‪/‬شين جي ٽوڪري‬
‫استاد هڪ ٽوڪري ۾ الف کان ي تائين جا فليش ڪارڊ رکندو‪ ،‬جنهن ۾ هر اکر تي زبر لڳل هوندي‪ .‬استاد ٻارن کي چوندو ته پنهنجي‬ ‫•‬
‫پسند سان ڪو به اکر کڻو‪ .‬ان اکر جو نالو ٻڌايو ۽ هاڻي ان اکر جو آواز اُچاريو‪.‬‬
‫لکڻ جي مشق‪(Writing Practice( :‬‬
‫استاد ٻارن کي هدايت ڪندو ته اهي ڪو به هڪ اکر لکن ۽ ان تي زَب َ َر لڳائي ان کي رنگين ڪاغذ‪ ،‬گلن ۽ دال جي داڻن سان‬ ‫•‬
‫سجائين‪.‬‬
‫ڪنهن به لفظ ‪ /‬اکر جي زَب َ َر واري آواز کي سڃاڻي‬ ‫•‬
‫فليش ڪارڊ چاڪ ٽوڪري‬ ‫جائزو ‪)Assesment( :‬‬
‫انهن شين جا ناال وٺي سگهندا‪ ،‬جن ۾ ڄاڻايل آواز‬ ‫پيرڊ ‪186‬‬
‫رنگ‬
‫مٽي پينسل َ‬ ‫استاد شاگردن کي مينوئل ۾ ڏنل ٽپن واري راند کيڏائيندو‪.‬ان الِء استاد ڪجهه زَ َبرجي مهڙ وارن آوازن وارا لفظ اچاريندو ۽ ڪجهه‬ ‫•‬
‫استعمال ٿيو هجي‪.‬‬
‫بنا زَبر وارا لفظ ُاچاريندو‪.‬‬
‫استاد ٽيبل ۾ ڏنل لفظن مان ڪو به هڪ لفظ ٻارن کي پڙهي ٻڌائيندو ۽ ٻارن کان ُپڇندو ته ڪهڙي ڪهڙي اکر تي زبر آهي؟‪.‬اهڙي‬ ‫•‬
‫طريقي سان ٻار ۽ استاد هر هڪ لفظ پڙهندا ۽ ُاچاريندا ويندا‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ٻارن کي هدايت ڪندو ته اهي راند روند ۽ ٻين سرگرمين ۾ ڀورحصو وٺن جو اهي سرگرميون انهن جي ذهني ۽ جسماني نشونما الِء‬
‫ضروري آهن‪ .‬ڪالس اندر جيڪي تدريسي توڙي غيرتدريسي سرگرميون ٿين ٿيون‪ ،‬اهي اسان کي اسان جي مضمون ۾ ڏنل عنوان کي بهتر‬
‫نموني سمجهڻ ۾ مدد ڪن ٿيون‪ .‬ان الِء اسان جو انهن سرگرمين ۾ شامل ٿيڻ تمام گهڻو ضروري آهي‪.‬‬
‫فليش ڪارڊ الڳاپيل شين‬
‫آوازن جي مشق (‪)Sound Drill‬‬
‫جون تصويرون چاڪ‬ ‫ِزيرِ جي آواز کي سمجهي ‪ُ ،‬سڃاڻي‪ ،‬پڙهي ‪ ،‬ٻڌائي ۽‬ ‫•‬ ‫ِزيرِ جو آواز‬
‫استاد ٻارن کي ٻڌائيندو ته ِزيرِ جو آواز ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬
‫رنگ‬
‫ٽوڪري مٽي پينسل َ‬ ‫لِکي سگهندا‪.‬‬ ‫پيرڊ ‪187‬‬
‫استاد ٻارن کي گروپن ۾ ورهائي الف کان خ تائين ٽرين ٺاهيندو ۽ ٻارن کي ِزيرِ جي آواز وارن اکرن کي اچارڻ جي هدايت ڪندو‪.‬‬ ‫•‬
‫ورڪ شيٽ‬
‫راندروند ‪ :‬لفظن‪/‬شين جي ٽوڪري‬
‫استاد ٻارن کي هدايت ڪندو ته ٽوڪريَء مان ِزير وارو ڪو به اکر کڻو‪ ،‬ان جو نالو ٻڌايو ۽ ان کي اُچاريو‪.‬‬ ‫•‬
‫استاد مينوئل ۾ ڏنل لسٽ مطابق ٻارن کان اکر پڇندو ۽ کين چوندو ته اهي ِزير وارا اکر پڙهي ٻڌائين‪.‬‬ ‫•‬
‫آخر ۾ ٻار ِزيرِ جو آواز اُچارڻ جي مشق ڪندا‪.‬‬ ‫•‬
‫فليش ڪارڊ چاڪ ٽوڪري‬ ‫لکڻ جي مشق‪Writing Practice( :‬‬ ‫ڪنهن به لفظ ‪ /‬اکر جي ِزيرِ واري آواز کي سڃاڻي‬ ‫•‬
‫پيرڊ ‪188‬‬
‫رنگ‬
‫‪,‬مٽي پينسل َ‬ ‫استاد ٻارن کي هدايت ڪندو ته اهي ڪنهن به اکر جي تصوير ٺاهين ۽ ان کي ِزير ڏين ۽ ان ۾ مختلف رنگ ڀرين‪.‬‬ ‫•‬ ‫انهن شين جا ناال وٺي سگهندا‪ ،‬جن ۾ ڄاڻايل آواز‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 48 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫جائزو ‪)Assesment( :‬‬ ‫استعمال ٿيو هجي‪.‬‬

‫استاد ٻارن کي مينوئل ۾ ڏنل لفظن مطابق ٽپن واري راند کيڏائيندو‪ .‬کين هدايت ڪندو ته هو ڪجهه لفظ اچاريندو‪ ،‬جن جي منڍ ۾‬ ‫•‬
‫ِزيرِ جو آواز اچي ته اوهان کي ٽپو ڏيڻو آهي‪.‬‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ٻارن کي هدايت ڪندو ته اهي پنهنجي پسند يا ناپسند جو اظهار ڪرڻ کان نه لنوائين‪ .‬هر ماڻهوَء جي پنهنجي پسند ۽ ناپسند‬
‫فليش ڪارڊ اڳاپيل شين جون‬ ‫هوندي آهي‪ .‬اسان کي پنهنجي پسند نا پسند جو خيال رکڻ گهرجي‪.‬‬
‫تصويرون چاڪ ٽوڪري‬ ‫آوازن جي مشق (‪)Sound Drill‬‬
‫پيش جي آواز کي سمجهي ‪ُ ،‬سڃاڻي‪ ،‬پڙهي ‪ ،‬ٻڌائي ۽‬
‫ُ‬ ‫•‬ ‫پيش جو آواز‬
‫ُ‬
‫مٽي‬ ‫پيش جو آواز ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬
‫استاد ٻارن کي ٻڌائيندو ته ُ‬ ‫•‬
‫لِکي سگهندا‪.‬‬ ‫پيرڊ ‪189‬‬
‫رنگ‬
‫پينسل َ‬ ‫پيش جي آواز وارن اکرن کي اچارڻ جي هدايت ڪندو‪.‬‬
‫استاد ٻارن کي گروپن ۾ ورهائي الف کان ز تائين ٽرين ٺاهيندو ۽ ٻارن کي ُ‬ ‫•‬
‫ورڪ شيٽ‬ ‫راندروند ‪ :‬لفظن‪/‬شين جي ٽوڪري‬
‫• استاد ٻارن کي هدايت ڪندو ته ٽوڪريَء مان ُ‬
‫پيش وارو ڪو به اکر کڻو‪ ،‬ان جو نالو ٻڌايو ۽ ان کي اُچاريو‪.‬‬
‫پيش جو آواز ُاچارڻ جي مشق ڪندا‪.‬‬
‫آخر ۾ ٻار ُ‬
‫لکڻ جي مشق‪Writing Practice( :‬‬
‫پيش لڳائي ۽ ان اکر کي اُچاري‪.‬‬
‫استاد بورڊ تي وڏي سائيز سان اکر لکندو ۽ هر ٻار کي هدايت ڪندو ته اهو بورڊ تي اچي اکر تي ُ‬ ‫•‬ ‫پيش واري آواز کي سڃاڻي‬
‫ڪنهن به لفظ ‪ /‬اکر جي ُ‬ ‫•‬
‫فليش ڪارڊ‪ ،‬چاڪ ٽوڪري‬
‫جائزو ‪)Assesment( :‬‬ ‫انهن شين جا ناال وٺي سگهندا‪ ،‬جن ۾ ڄاڻايل آواز‬ ‫پيرڊ ‪190‬‬
‫رنگ‬
‫مٽي پينسل َ‬
‫استاد ٻارن کي مينوئل ۾ ڏنل لفظن مطابق ٽپن واري راند کيڏائيندو‪ .‬کين هدايت ڪندو ته هو ڪجهه لفظ اچاريندو‪ ،‬جن جي منڍ ۾‬ ‫•‬ ‫استعمال ٿيو هجي‪.‬‬
‫پيش جو آواز اچي ته اوهان کي ٽپو ڏيڻو آهي‪.‬‬
‫ُ‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ٻارن کي هدايت ڪندو ته شين کي غور سان ڏسڻ ‪ ،‬انهن تي سوچڻ ۽ مشاهدو ڪرڻ تمام گهڻو ضروري هوندو آهي‪ .‬اسان کي‬
‫پنهنجي آسپاس موجود هر شيِء کي غور ۽ گهرائي سان ڏسڻ گهرجي ۽ جيڪڏهن اوهان جي ذهن ۾ ان بابت ڪي سوال اُڀرن ٿا ته اهي‬
‫پنهنجي وڏن يا استادن کان پڇڻ گهرجن‪ .‬غور سان ڏسڻ جي ڪري اوهان ۾ شين تي غور ڪرڻ جي سگهه وڌندي ۽ اوهان کي شين بابت‬
‫فليش ڪارڊ الڳاپيل شين‬
‫وڌيڪ ڄاڻ ملندي‪.‬‬ ‫زَبَ َر‪ِ ،‬زيرِ ‪،‬‬
‫جون تصويرون چاڪ‬ ‫زَب َ َر‪ِ ،‬زيرِ ‪ُ ،‬‬
‫پيش ۽ مد (آ) جي آواز کي سمجهي ‪ُ ،‬سڃاڻي‪،‬‬ ‫•‬
‫آوازن جي مشق (‪)Sound Drill‬‬ ‫پيش ۽ مد‬
‫ُ‬
‫رنگ‬
‫ٽوڪري مٽي پينسل َ‬ ‫پڙهي‪ ،‬ٻڌائي ۽ لِکي سگهندا‪.‬‬
‫استاد ٻارن کي ٻڌائيندو ته زَب َ َر‪ِ ،‬زي ِر‪ُ ،‬‬
‫پيش ۽ مد (آ) جو آواز ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به‬ ‫•‬ ‫(آ) جو آواز‬
‫ورڪ شيٽ‬
‫ڪندو‪.‬‬ ‫پيرڊ ‪191‬‬
‫ڪڪ َپٽي پڙهڻ جي هدايت ڪندو‬
‫استاد ٻارن کي گروپن ۾ اعرابن واري َ‬ ‫•‬
‫راندروند ‪ :‬لفظن‪/‬شين جي ٽوڪري‬
‫پيش ۽ مد (آ) لکي ٻارن کي پنهنجي پسند جي آواز تي ٽپو ڏيڻ واري راند‬ ‫استاد ڪالس کان ٻاهر زمين تي خانن ۾ زيرِ ‪َ ،‬‬
‫زبر ‪ُ ،‬‬ ‫•‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 49 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫ڪرائيندو‪.‬‬
‫آخر ۾ ٻار زَب َ َر‪ِ ،‬زيرِ ‪ُ ،‬‬
‫پيش ۽ مد (آ) جو آواز اُچارڻ جي مشق ڪندا‪.‬‬ ‫•‬
‫لکڻ جي مشق‪Writing Practice( :‬‬
‫استاد بورڊ تي وڏي سائيز ۾ اکر لکندو ۽ ٻارن کي هدايت ڪندو ته اهي انهن اکرن تي زيرِ ‪َ ،‬‬
‫زبر ۽ پي ُش لڳائين‪.‬‬ ‫•‬
‫ڪنهن به لفظ ‪ /‬اکر ۾ موجود زَب َ َر‪ِ ،‬زيرِ ۽ ُ‬
‫پيش جي آواز‬ ‫•‬
‫فليش ڪارڊ چاڪ ٽوڪري‬ ‫استاد ٻارن کي هدايت ڪندو ته اهي ڪو به اکر پنهنجي مرضيَء سان لکي اعرابون (زبر‪ ،‬زير‪ ،‬پيش ۽ مد (آ) لڳائي پڙهن‪.‬‬ ‫•‬
‫ن کي سڃاڻي لفظن ۾ موجود هر هڪ آواز کي سڃاڻي‬ ‫پيرڊ ‪192‬‬
‫رنگ‬
‫مٽي پينسل َ‬ ‫جائزو ‪)Assesment( :‬‬
‫ٻڌائي سگهندا‪.‬‬
‫استاد ٻارن جا زَب َ َر‪ِ ،‬زيرِ ُ‬
‫‪،‬پيش ۽ مد (آ) جي نالي سان ‪ 3‬گروپ ٺاهيندو ۽ انهن کي چوندو ته اهي الڳاپيل اعرابن سان شروع ٿيڻ وارا‬ ‫•‬
‫پنهنجا پنهنجا لفظ پيش ڪن‪.‬‬
‫ُسرن جي سڃاڻپ(‪)Recognition of Sounds‬‬
‫فليش ڪارڊ الڳاپيل شين‬ ‫ُ‬
‫ڪ پٽيَء جي ‪ُ 10‬س َرن کي ڪيئن اچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به‬ ‫• استاد ٻارن کي ٻڌائيندو ته َ‬
‫ڪ َ‬
‫ڪ پٽيَء‬
‫ڪ َ‬
‫َ‬
‫جون تصويرون چاڪ‬ ‫ڪندو‪.‬‬ ‫ڪ پٽيَء جي ‪ُ 10‬س َرن جي آوازن کي سمجهي ‪،‬‬‫ڪ َ‬
‫َ‬ ‫•‬
‫جا ‪ُ 10‬س َر‬
‫رنگ‬
‫ٽوڪري مٽي پينسل َ‬ ‫راندروند ‪ :‬لفظن‪/‬شين جي ٽوڪري‬ ‫ُسڃاڻي‪ ،‬پڙهي ‪ ،‬ٻڌائي ۽ لِکي سگهندا‪.‬‬
‫پيرڊ ‪193‬‬
‫ورڪ شيٽ‬ ‫ڪ پٽيَء جي ‪ُ 10‬سرن مطابق اُچارڻ الِء چوندو‪.‬‬
‫ڪ َ‬
‫استاد ٻارن کي گروپن ۾ ورهائي هر گروپ کي هڪ اکر ڏيندو ۽ ان کي َ‬ ‫•‬
‫ڪ پٽيَء جا ‪ُ 10‬س َر ُاچارڻ جي مشق ڪندا‪.‬‬
‫ڪ َ‬
‫آخر ۾ ٻار مينوئل ۾ ڏنل چارٽ مطابق َ‬ ‫•‬
‫لکڻ جي مشق‪)Writing Practice( :‬‬
‫استاد هر ٻار کي انفرادي طور تي ‪1‬کرن کي ‪ُ 10‬سر ڏئي لکڻ جي هدايت ڪندو‬ ‫•‬
‫فليش ڪارڊ چاڪ ٽوڪري‬ ‫ڪ َپٽيَء ۾ موجود آوازن کي سمجهي لفظ اُچاري‬
‫ڪ َ‬
‫َ‬ ‫•‬
‫ٻارن کي دائري ۾ ويهاري چوندو ته اهي واريَء تي ڪو به اکر ُسر لڳائي لکن ۽ سڀني کي پڙهي ٻڌائين‪.‬‬ ‫•‬ ‫پيرڊ ‪194‬‬
‫رنگ‬
‫مٽي پينسل َ‬ ‫سگهندا‪.‬‬
‫جائزو ‪)Assesment( :‬‬
‫استاد مينوئل ۾ ڏنل مختلف لفظن جو شاگردن کان جائزو وٺندو ۽ ورڪ شيٽ حل ڪرائيندو‪.‬‬ ‫•‬
‫اکرن جي شڪلين جي سڃاڻپ(‪)Lettershapes Recognition‬‬
‫فليش ڪارڊ الڳاپيل شين‬
‫• استاد شاگردن کي ٻڌائيندو ته اڏُ‪ ،‬ننڍن‪ ،‬سڄن ۽ وڏن اکرن کي ڪيئن اُچاربو آهي ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه‬ ‫اڌ‪ ،‬ننڍا‪ ،‬سڄا‬
‫جون تصويرون چاڪ‬ ‫اڌ‪ ،‬ننڍا‪ ،‬سڄا ۽ وڏا اکر ۽ انهن جي آوازن کي سمجهي‬ ‫•‬
‫به ڪندو‪ .‬آخر ۾ شاگرد اڏُ‪ ،‬ننڍن‪ ،‬سڄن ۽ وڏن اکرن جي آوازن کي اُچارڻ جي مشق ڪندا‪.‬‬ ‫۽ وڏا اکر‬
‫رنگ‬
‫ٽوڪري مٽي پينسل َ‬ ‫‪ُ ،‬سڃاڻي‪ ،‬پڙهي ‪ ،‬ٻڌائي ۽ لِکي سگهندا‪.‬‬
‫راند روند ‪ /‬سرگرمي‪:‬‬ ‫پيرڊ ‪195‬‬
‫ورڪ شيٽ‬
‫استاد ٻارن کي گروپن ۾ ورهائيندو ۽ فليش ڪارڊن ذريعي مينوئل ۾ ڏنل سرگرمي ڪرائيندو‪.‬‬
‫لکڻ جي مشق‪(Writing Practice( :‬‬
‫فليش ڪارڊ چاڪ ‪،‬مٽي‬ ‫استاد ٻارن کي اکرن جون ننڍيون ۽ وڏيون شڪليون ڪاپيَء تي لکڻ جي هدايت ڪندو‬ ‫•‬ ‫اڌ‪ ،‬ننڍا ۽ وڏا اکر لکي سگهندا‪.‬‬ ‫•‬
‫پيرڊ ‪196‬‬
‫رنگ‬
‫پينسل َ‬ ‫استاد ٻارن کي واريَء تي اکرن جون ننڍيون ۽ وڏيون شڪليون پڻ لکرائي سگهي ٿو‬ ‫•‬
‫جائزو (‪)Assessment‬‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 50 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫استاد مينوئل ۾ ڏنل ننڍين ۽ وڏين شڪلين جي ڀيٽاڀيٽي واري سرگرمي ڪرائيندو ۽ ورڪ شيٽ حل ڪرائيندو‪.‬‬ ‫•‬

‫آوازن جي مشق (‪)Sound Drill‬‬ ‫اکرن جي شروعاتي ۽ آخري آوازن کي سمجهي‬ ‫•‬
‫فليش ڪارڊ الڳاپيل شين‬
‫استاد ٻارن کي ٻڌائيندو ته ٻن اکرن وارا لفظ ڪيئن اُچاربا آهن ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬ ‫سگهندا‪.‬‬ ‫ٻن اکرن وارا‬
‫جون تصويرون چاڪ‬
‫آخر ۾ ٻار ٻن اکرن وارن لفظن کي اُچارڻ جي مشق ڪندا‪.‬‬ ‫•‬ ‫ٻن اکرن وارا لفظ ٻڌائي سگهندا‪.‬‬ ‫•‬ ‫لفظ‬
‫رنگ‬
‫ٽوڪري مٽي پينسل َ‬
‫راند روند ‪ /‬سرگرمي‪:‬‬ ‫ٻن اکرن وارا لفظ سوالئي سان َپدن ۾ ٽوڙي اُچاري‬ ‫•‬ ‫پيرڊ ‪197‬‬
‫ورڪ شيٽ‬
‫استاد مينوئل ۾ ڏنل سرگرمي فليش ڪارڊن ذريعي ڪرائيندو‪.‬‬ ‫•‬ ‫سگهندا‪.‬‬
‫لکڻ جي مشق‪Writing Practice( :‬‬
‫استاد ٻارن کي ٻن اکرن وارا پَد ڪاپين ۾ لکڻ جي هدايت ڪندو‬ ‫•‬
‫استاد ٻارن کي ٻن اکرن وارا َپ َد واريَء تي لکڻ جي هدايت ڪندو‬ ‫•‬
‫فليش ڪارڊ چاڪ ٽوڪري‬
‫جائزو ‪)Assesment( :‬‬ ‫ٻن اکرن وارا َپ َد لکي سگهندا‪.‬‬ ‫•‬ ‫پيرڊ ‪198‬‬
‫رنگ‬
‫مٽي پينسل َ‬
‫استاد بورڊ تي ٻه خانا ٺاهيندو‪ .‬هڪ خاني ۾ اکر لکندو ۽ ٻيو خانو خالي ڇڏيندو ۽ ٻارن کي هدايت ڪندو ته اهي خانو ڀري لفظ‬ ‫•‬
‫مڪمل ڪن‬
‫استاد ورڪ شيٽ حل ڪرائيندو‪.‬‬ ‫•‬
‫ڳالهه ٻولهه ۾ شرڪت‬
‫استاد ٻارن کي هدايت ڪندو ته اهي هميشه ٻين جي ڳالهه غور سان ٻڌن‪ .‬ڳالهين کي غور سان ٻڌڻ جو اوهان کي فائدو اهو ٿيندو جو اوهان‬
‫ان کي بنا دير سمجهي ويندئو ۽ جڏهن سمجهندئو ته پوِء ئي ان مطابق اوهان پنهنجي ڳالهه ڪري سگهندئو‪ .‬ان ڪري پاڻ جڏهن به گروپن‬
‫۾ ويهنداسين ۽ مختلف سرگرميون ڪنداسين ته هڪٻئي جي ڳالهه غور سان ٻڌنداسين‪.‬‬
‫اکرن جي شروعاتي ۽ آخري آوازن کي سمجهي‬ ‫•‬
‫آوازن جي مشق (‪)Sound Drill‬‬
‫فليش ڪارڊ الڳاپيل شين‬ ‫سگهندا‪.‬‬
‫استاد شاگردن کي ٻڌائيندو ته ٽن اکرن وارا لفظ ڪيئن اُچاربا آهن ۽ ان کانپوِء فليش ڪارڊ جي مدد سان ڳالهه ٻولهه به ڪندو‪.‬‬ ‫•‬ ‫ٽن اکرن وارا‬
‫جون تصويرون چاڪ‬ ‫ٽن اکرن وارا لفظ ٻڌائي سگهندا‪.‬‬ ‫•‬
‫استاد بورڊ تي ٽه اکري لفظ لکندو ۽ ٻارن کان پڇندو ته هن جو ُمن َڍ وارو آواز ڪهڙو آهي؟ وچيون ۽ آخري آواز ڪهڙو آهي؟‬ ‫•‬ ‫لفظ‬
‫رنگ‬
‫ٽوڪري مٽي پينسل َ‬ ‫ٽن اکرن وارا لفظ سوالئي سان َپدن ۾ ٽوڙي اُچاري‬ ‫•‬
‫آخر ۾ شاگرد ٽن اکرن وارن لفظن کي ُاچارڻ جي مشق ڪندا‪.‬‬ ‫•‬ ‫پيرڊ ‪199‬‬
‫ورڪ شيٽ‬ ‫سگهندا‪.‬‬
‫رانديون ۽ سرگرميون‪.:‬‬
‫استاد مينوئل ۾ ڏنل طريقيڪار مطابق کاڏيَء تي هٿ رکڻ واري پَ َدن جي راند ڪرائيندو‪.‬‬ ‫•‬
‫استاد ٽه اکري شين جون تصويرون ٽوڪريَء ۾ رکندو ۽ ٻارن کي هڪ هڪ تصوير ڏيکاري انهن کان ان جو نالو‪ ،‬مُن َڍ ۽ آخر وارا آواز‬ ‫•‬
‫ُپڇندو‪.‬‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬

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 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫لکڻ جي مشق‪Writing Practice( :‬‬

‫استاد شاگردن کي ‪ 10‬ٽه اکري لفظ لکڻ جي هدايت ڪندو‬ ‫•‬
‫فليش ڪارڊ چاڪ ٽوڪري‬ ‫پيرڊ ‪200‬۽‬
‫عنوان بابت سيکاريل تصورن کي چٽو ڪري سگهندا‪.‬‬ ‫•‬
‫رنگ‬
‫مٽي پينسل َ‬ ‫‪201‬‬
‫جائزو ‪)Assesment( :‬‬
‫استاد شاگردن کي ٽوڪريَء مان فليش ڪارڊ ڪڍي انهن کي مالئي ٽه اکري لفظ ٺاهڻ جي هدايت ڪندو‬ ‫•‬
‫بصري لفظ سڃاڻڻ جي مشق (‪)Sight words‬‬
‫استاد شاگردن کي بصري لفظن ۽ تصويرن جي سڃاڻپ ڪرائيندو‬ ‫•‬
‫آخر ۾ شاگرد ٽن اکرن وارن بصري لفظن کي ُاچارڻ جي مشق ڪندا‪..‬‬ ‫•‬
‫فليش ڪارڊ الڳاپيل شين‬
‫سرگرمي‪:‬‬ ‫عام ڳالهه ٻولهه دوران استعمال ٿيندڙ لفظن مان مکيه ۽‬ ‫•‬ ‫مکيه لفظ‪/‬‬
‫جون تصويرون چاڪ‬
‫استاد مختلف شين جا تصويري ۽ لفظي فليش ڪارڊ شاگردن کي دائري ۾ ويهاري ڏيندو ۽ کين هدايت ڪندو ته لفظن ۽ تصويرن‬ ‫•‬ ‫بصري لفظن جي سڃاڻپ ڪري اهي لکي ‪ ،‬پڙهي ۽‬ ‫بصري لفظ‬
‫رنگ‬
‫ٽوڪري مٽي پينسل َ‬
‫سان جمال مڪمل ڪريو‬ ‫ٻڌائي سگهندا‪.‬‬ ‫پيرڊ ‪202‬‬
‫ورڪ شيٽ‬
‫رانديون ۽ سرگرميون‪.:‬‬
‫استاد مينوئل ۾ ڏنل بصري لفظن تي تاڙيون وڄائڻ واري راند ڪرائيندو‬ ‫•‬
‫نوٽ‪ :‬استاد وقت جي مناسبت سان ٻارن جي دلچسپي کي ڏسندي فهرست ۾ ڏنل ٻه يا ٻن کان وڌيڪ سرگرميون ڪرائيندو‪ /‬ڪرائيندي‬
‫لکڻ جي مشق‪Writing Practice( :‬‬
‫فليش ڪارڊ چاڪ ٽوڪري‬ ‫استاد شاگردن کي هدايت ڪندو ته بصري لفظ استعمال ڪندي پنهنجا جمال ٺاهي ڪاپي ۾ لکن‬ ‫•‬
‫ٽن اکرن وارا پد لکي سگهندا‪.‬‬ ‫•‬ ‫پيرڊ ‪203‬‬
‫رنگ‬
‫مٽي پينسل َ‬ ‫جائزو ‪)Assesment( :‬‬
‫استاد مينوئل ۾ ڏنل بصري لفظن جي مشق ڪرائيندو‪.‬‬ ‫•‬
‫ڳالهه ٻولهه ۾ شرڪت‪:‬‬
‫استاد ٻارن کي چوندو ته اهي هميشه اسڪول اندر استاد ۽ گهر اندر والدين جي هدايتن تي ضرور عمل ڪن‪ .‬هميشه جيڪو به ڪم ڪن‪،‬‬
‫فليش ڪارڊ الڳاپيل شين‬ ‫فعلن وارا لفظ ڄاڻي سگهندا‪.‬‬ ‫•‬ ‫فعل‪/‬‬
‫اهو ضرور ڏسن ته اهو ڪرڻو ڪيئن آهي؟ ۽ ان ڪم جي حوالي سان انهن کي هدايتون ڪهڙيون مليون آهن؟ جيڪڏهن اهي ڪنهن به‬
‫جون تصويرون چاڪ‬ ‫فعلن وارا لفظ سمجهي سگهندا‪.‬‬ ‫•‬ ‫ايڪشن‬
‫ڪم جي حوالي سان ڏنل هدايتن تي عمل نه ڪندا ته اهو ڪم معياري نه ٿي سگهندو‪.‬‬
‫رنگ‬
‫ٽوڪري مٽي پينسل َ‬ ‫عملي طور تي مختلف ڪم ڪري سگهندا‪.‬‬ ‫•‬ ‫ورڊس‬
‫سڃاڻپ ۽ مشق ‪:‬‬
‫ورڪ شيٽ‬ ‫پيرڊ ‪204‬‬
‫استاد مينوئل ۾ ڏنل بصري لفظ سڃاڻڻ واري سرگرمي ڪرائيندو‪ .‬ٿو‪ ،‬ٿا ۽ ٿي وارا بصري لفظ بورڊ تي لڳائيندو ۽ وچ ۾ تصوير هڻي‬ ‫•‬
‫جملو مڪمل ڪرائيندو‬
‫سرگرمي‪:‬‬
‫فليش ڪارڊ چاڪ ٽوڪري‬
‫• ُاستاد ڪالس ۾ بصري ۽ ڪليدي لفظن جي فليش ڪارڊن ذريعي سرگرمي ڪرائيندو‪.‬‬ ‫فعلن وارا لفظ لکي سگهندا‪.‬‬ ‫•‬ ‫پيرڊ ‪205‬‬
‫رنگ‬
‫مٽي پينسل َ‬
‫استاد مينوئل ۾ ڏنل بصري لفظن واري راند ڪرائيندو‬ ‫•‬
‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 52 of 140‬‬
 ‫)‪Scheme of Studies / Academic Plan of ECCE -Language & Literacy (Sindhi‬‬

‫جائزو ‪)Assesment( :‬‬

‫استاد بورڊ تي نامڪمل جمال لکندو ۽ شاگردن کي چوندو ته اهي ان ۾ بصري لفظ هڻي جمال مڪمل ڪن‬ ‫•‬
‫راند روند‪:‬‬ ‫تصوير ڪهاڻي کي پنهنجن لفظن ۾ بيان ڪري‬ ‫•‬
‫استاد بورڊ تي چارٽ‪ ،‬فليش ڪارڊن ذريعي هڪ تصويري ڪهاڻي ٺاهيندو ۽ مينوئل ۾ ڏنل طريقيڪار مطابق ٻارن کان سوال پڇندو‬ ‫•‬ ‫سگهندا‪.‬‬
‫درست‬
‫(ڪهاڻي ترتيب الِء)‬ ‫تصوير ڪهاڻي جي تصويرن کي ترتيب ۾ رکي‬ ‫•‬
‫فليش ڪارڊ الڳاپيل شين‬ ‫ترتيبب ۾‬
‫سرگرمي‪:‬‬ ‫سگهندا‪.‬‬
‫جون تصويرون چاڪ‬ ‫تصوير‬
‫استاد مينوئل ۾ ڏنل طريقي مطابق شاگردن کي تصوير ڪهاڻي کي عنوان ڏيڻ جي هدايت ڪندو‬ ‫•‬ ‫تصوير ڪهاڻي بابت پڇيل سوالن جا درست جواب‬ ‫•‬
‫رنگ ورڪ شيٽ‬
‫پينسل َ‬ ‫ڪهاڻي‬
‫تصوير ڪهاڻي کي پنهنجي ُپڄاڻي ڏياريندو‬ ‫•‬ ‫ڏئي سگهندا‪.‬‬
‫پيرڊ ‪206‬‬
‫تصوير وارن واقعن ۽ معاملن کي پنهنجي زندگي سان‬ ‫•‬
‫ڳنڍي سگهندا‪.‬‬
‫جائزو ‪)Assesment( :‬‬
‫فليش ڪارڊ چاڪ پينسل‬
‫استاد مينوئل ۾ ڏنل ڪهاڻي بابت تصويرون ڏيکاري شاگردن کي چوندو ته اهي ان ڪهاڻي کي عنوان به ڏين ۽ ڪهاڻي به ٻڌائين‪.‬‬ ‫•‬ ‫عنوان بابت سيکاريل تصورن کي چٽو ڪري سگهندا‪.‬‬ ‫•‬ ‫پيرڊ ‪207‬‬
‫رنگ‬
‫َ‬
‫استاد ڪهاڻي بابت ٻارن کان الڳاپيل سوال به ڪندو‬ ‫•‬
‫‪Revision and 1st Semester Assessment (Total Number of Periods 0 4) October Last week‬‬

‫‪Revision and 2nd Semester Assessment (Total Number of Periods 0 4) January last week‬‬

‫‪Revision and 3rd Semester Assessment (Total Number of Periods 06) May Last week‬‬
‫سرگرمين جو هفتو ؛راندين جو ڏهاڙو‪ ,‬سالد ٺاهڻ جي سرگرمي ‪،‬موج مستي ڏهاڙي (‪ )fun day‬جي تياري ( ‪ 6‬ڏينهن) ‪،‬رول پلي ‪،‬بيت‪ ،‬ڌنڌا ‪،‬رانديون ( ڊوڙ جو مقابلو‪ ،‬وزن کڻي توازن ۾ رهڻ واري راند ( بيلنس گيم) وغيره وغيره)‬
‫‪Assessment Record Maintenance and student activities(Total Number of Periods 06) May Last Week‬‬

‫‪Developed By: Training Unit -SEF‬‬ ‫‪Page 53 of 140‬‬

 Language & Literacy (English)
This document is based on the yearly Academic Planning of National curriculum – Language & Literacy (English) ECCE subject
We hope this document will provide maximum support to teachers in effective teaching and learning

Period Distribution
Total Periods 239
Days Distribution Teaching periods 202
Grade: ECCE Total days: 366 Welcome Introduction & Pre-writing
Periods in a week: 06 Working Days: 239 Week periods 06
Period Time: 40 minutes Sundays: 41 Sport Week Periods 06
Periods in a year: 239 Vacation Days:72 1st Semester periods 06
Total Number of Sub-topics: 13 Public Holidays: 14 2nd Semester period 06
3rd Semester Periods 06
Assessment Record maintenance week &
Activities for students 06
Extra Periods 02
 Scheme of Studies / Academic Plan of ECCE -Language & Literacy (English)

Scheme of Studies Language & Literacy (English)

Topic SLOs: Students will be able to: Teaching Method Required resources

Welcome & Introduction & Pre writing Activities

• Know teacher and each other by • Introduce yourself to your students in simple sentences. Tell them your name and ask AV Room
Introducing themselves. them their names. Encourage them to reply using “My name is ______”
Welcome& •
Introductio
Remember each other by names. • Write each student’s name on a name tag with a marker. Each student wears their name
• Get familiar to interact and cooperate with tag
n
Period 1-3
each other. • Sing a simple nursery rhyme with many actions with them and ask them to repeat after
you. You can use AV room for this activity.
• https://www.youtube.com/watch?v=7j_Y445NpdU
• Listen to simple English sentences • Make some puppet and a stage for this family introduction activity and perform it in the • Puppets
class below link is for your reference.
Pre-writing
• https://www.youtube.com/watch?v=Lzd88gcDZWU
practice
• Provide children papers and color pencils and ask them to draw their family.
Period 4-6
How to conduct Puppet show in class
• https://www.youtube.com/watch?v=cpKShcYtRKI
Language Skills Activities (16 Periods)
• Improve their balance skills by listening to the Play balance game with the children for reference see the video below. • Paper, ball and basket
Period 7 instructions • https://www.youtube.com/watch?v=uu2SNcnWvVQ
Improve gross motor skills • Draw different lines in the ground and ask students to move around on these lines. For • Chalks, tape
your reference link in given below
Period 8 • https://www.youtube.com/watch?v=g-C4R9YoE5w
• Given children chance to draw or doddle different lines on the ground.
• Bring a toy or anything for classroom activity
• Describe things in English • Teacher will start show and tell by saying “this is a …. Its color is ….”
Period 9
• Invite volunteers first and ask them to describe their toy in same manner.
• Reply to short question • Show different pictures of animals and things as in simple sentences what is this?
Period 10 Encourage the answers in local language and after the children reply tell them in English
it’s a e.g. ball
Reinforcement/assessment:
• Teacher will read the given instructions from assessment Pencil ,Worksheets ,Colours
Period 11 • Draw particular lines in their correct form.
worksheets no: 01 & 02 from workbook page no: 01 & Crayons
• 02 and ask the students to fill them accordingly.

Developed By: Training Unit -SEF Page 54 of 140

 Scheme of Studies / Academic Plan of ECCE -Language & Literacy (English)

Reinforcement/assessment:
• Pencil ,Worksheets
Period 12 • Draw particular lines in their correct form. • Teacher will read the given instructions from assessment worksheets no: 03 & 04 from
,Colours ,Crayons
workbook page no: 03 & 04 and ask the students to fill them accordingly.
Myself
Circle time:
(Conversati • Tell about themselves • Flashcards of names/name
• Teacher will get children sit in a circle; and introduce him/herself to them.
on) • Introduce themselves in English. tags
• He/she will continue the activity as per the procedure mentioned in ECCE manual.
Period 13
Daily
• Tell about their daily routine. Daily routine
routine • Flash cards of Actions
• Tell sequence of their daily routine activities. • Teacher will perform the activity as per the procedure mentioned in ECCE manual.
Period 14
Greetings Greetings
• Use greetings words • Flash cards of Dialogues
Period 15 • Teacher will perform the activity as per the procedure mentioned in ECCE manual.
Events& Morning meeting:
• Pictures of different events
Occasions • Teacher will perform the activity as per the procedure mentioned ECCE manual.
• Talk about different events/occasions & things connected to
different occasions
Period 16
Events &
• Pictures of different things
Occasions Morning meeting (Birthday party):
• Talk about different events/occasions connected to birthday party
• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Balloons
Period 17
Events & • Pictures of different events
Occasions Morning meeting (Jashan Eid Milad un Nabi/Eid): & things connected to
• Talk about different events/occasions
• Teacher will perform the activity as per the procedure mentioned in ECCE manual. different occasions
Period 18 Hard sheets ,Charts
Events &
• Pictures of different events
Occasions Morning meeting (Independence Day):
• Talk about different events/occasions & things connected to
• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
different occasions
Period 19
Religious
Festivals • Pictures of different events
Religious festival (Diwali/Christmas):
• Talk about different events/occasions & things connected to
• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
different occasions ,Diya
Period 20
• Pictures of different events
Morning & things connected to
meeting Morning meeting (Puppet show/Pakistani culture): different occasions
• Talk about different events/occasions
• Teacher will perform the activity as per the procedure mentioned ECCE manual. ,Puppets
Period 21 • Dresses according to
Pakistani cultures.

Developed By: Training Unit -SEF Page 55 of 140

 Scheme of Studies / Academic Plan of ECCE -Language & Literacy (English)

Pakistani
• Pictures of different events
Culture: Pakistani culture:
• Talk about different events/occasions & things connected to
• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
different occasions
Period 22
Alphabet (A-Z)
Sound drill practice:
• Teacher will give demonstration regarding how to pronounce letter “a” and its sound will
• Tell the sound /a/ of letter “aA”
be repeatedly shared and the shape will be discussed with the help of Flash cards and the • Flash cards, pictures and
• Write the letter “aA” with and without
Period 23: board. objects related to letter “a”
tracing.
• Objects beginning “a” will be shown as well.
• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Identify the letter “aA” by its shape
• Identify the letter “aA” by its name
• Identify the objects starting with the beginning Letter identification:
Period 24: Pencil,Colours ,Crayons
sound of “aA” • Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Write the letter “aA” with and without
tracing.
Games & activities:
• Lace
• Teacher will follow these activities are as under;
• Identify the objects starting with the beginning • Flash cards related to letter
• Letter lacing
Period 25: sound of “aA” “a”
• Finding letter “a”
• • Hard sheet
• Playing with play dough
• Playdough
• Note: Teacher will follow one or two activities from the given list.
• Identify the letter “aA” by its name Games & activities:
• Picture flash cards related
• Identify the objects starting with the beginning • Teacher will follow these activities are as under;
Period 26: to letter “a”
sound of “aA” • Story telling ,Picture flash cards .Treasure basket
• Basket ,Objects/toys
• • Note: Teacher will follow one or two activities from the given list.
Writing practice:
• Teacher will be writing practice with different ways such as;
• Write the letter “aA” with and without • Pre-writing exercise ,Colouring exercise,Tracing exercise , Sand exercise Air writing
Period 27: • Sand, Water, Clay, Chalk,
tracing. exercise
• Water writing exercise, Palm/Arm writing exercise
Note: Teacher will follow one or two activities from the given list.
• Identify the objects starting with the beginning Reinforcement/assessment:
sound of “aA” • Teacher will read the given instructions from assessment • Pencil,Worksheets,Colours
Period 28:
• Write the letter “aA” with and without worksheets no: 05 from workbook page no: 05 and ask the • Crayons
tracing. • students to fill out accordingly.
Letter “b” • Tell the sound /b/ of letter “bB” Sound drill practice: • Flash cards, pictures and
Developed By: Training Unit -SEF Page 56 of 140
 Scheme of Studies / Academic Plan of ECCE -Language & Literacy (English)

• Write the letter “bB” with and without • Teacher will give demonstration regarding how to pronounce letter “b” and its sound will objects related to letter “b”
Period 29 tracing. be repeatedly shared and the shape will be discussed with the help of Flash cards and the
board.
• Objects beginning “b” will be shown as well.
• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Identify the letter “bB” by its shape
• Identify the letter “bB” by its name
• Identify the objects starting with the beginning Letter identification:
Period 30 • Pencil ,Colours,Crayons
sound of “bB” • Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Write the letter “bB” with and without
tracing.
• Identify the letter “bB” by its shape Games & activities: • Flash cards
• Identify the letter “bB” by its name • Teacher will perform the activity as per the procedure mentioned in ECCE • Basket
Period 31
• Identify the objects starting with the beginning manual.Treasure basket • Objects/toys related to
sound of “bB” • Sound recognition letter “b”
• Tell the sound /b/ of letter “bB” • Basket
Games & activities:
Period 32 • Identify the objects starting with the beginning • Objects/toys related to
• Teacher will perform the activity as per the procedure mentioned in ECCE manual. Poem
sound of “bB” letter “b”
Writing practice:
Teacher will use different ways for the writing practice mentioned in ECCE manual.
• Write the letter “bB” with and without • Pre-writing exercise ,Colouring exercise,Tracing exercise ,Sand exercise.Air writing
Period 33 • Sand, Water, Clay, Chalk
tracing. exercise
• Water writing exercise ,Palm/Arm writing exercise
• Note: Teacher will follow one or two activities from the given list.
• Identify the objects starting with the beginning
Reinforcement/assessment: • Pencil Worksheets
sound of “bB”
Period 34 • Teacher will read the given instructions from assessment worksheets no: 06 from ,Colours
• Write the letter “bB” with and without
workbook page no: 06 and ask the students to fill out accordingly. Crayons
tracing.
Sound drill practice:
• Teacher will give demonstration regarding how to pronounce letter “c” and its sound will
• Tell the sound /c/ of letter “cC”
be repeatedly shared and the shape will be discussed with the help of Flash cards and the • Flash cards, pictures and
• Write the letter “cC” with and without
Period 35 board. objects related to letter “c”
tracing.
• Objects beginning “c” will be shown as well.
• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Identify the letter “cC” by its shape
• Identify the letter “cC” by its name
Letter identification:
Period 36 • Identify the objects starting with the beginning • Pencil,Colours,Crayons
• Teacher will perform the activity as per the procedure mentioned in ECCE manual..
sound of “cC”
• Write the letter “cC” with and without
Developed By: Training Unit -SEF Page 57 of 140
 Scheme of Studies / Academic Plan of ECCE -Language & Literacy (English)

tracing.
Games & activities: • Flash cards
• Identify the letter “cC” by its shape
Teacher will follow these activities as per the procedure mentioned on page no: ________ in • Playdough
• Identify the letter “c” by its name
Period 37 ECCE manual. • Basket
• Identify the objects starting with the beginning
• Magic basket,Playing with play dough ,Circle time • Objects/toys related to
sound of “c”
Note: Teacher will follow one or two activities from the given list. letter “c”
• Tell the sound /c/ of letter “cC” Games & activities:
Period 38 • Identify the objects starting with the beginning • Teacher will perform the activity as per the procedure mentioned in ECCE manual. • Chart Colours
sound of “cC” • Guess the letter ,Poem (Sing with me)
Writing practice:
Teacher will use different activities mentioned in the ECCE manual for the writing practice.
• Write the letter “cC” with and without • Sand, Water, Clay, Chalk,
Period 39 • Colouring exercise ,Sand writing exercise ,Scissors project ,Palm/Arm writing exercise
tracing. • Scissors Glue
• Tracing
Note: Teacher will follow one or two activities from the given list.
• Identify the objects starting with the beginning • Pencil
Reinforcement/assessment:
sound of “cC” • Worksheets
Period 40 • Teacher will read the given instructions from assessment worksheets no: 07 from
• Write the letter “cC” with and without • Colours
workbook page no: 07 and ask the students to fill them accordingly.
tracing. • Crayons
Sound drill practice:
• Teacher will give demonstration regarding how to pronounce letter “d” and its sound will
• Tell the sound /d/ of letter “dD”
be repeatedly shared and the shape will be discussed with the help of Flash cards and the • Flash cards, pictures and
• Write the letter “dD” with and without
Period 41 board. objects related to letter “d”
tracing.
• Objects beginning “d” will be shown as well.
• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Identify the letter “dD” by its shape
• Identify the letter “dD” by its name
• Pencil
• Identify the objects starting with the beginning Letter identification:
Period 42 • Colours
sound of “dD” • Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Crayons
• Write the letter “dD” with and without
tracing.
Games & activities: • Flash cards
• Identify the letter “dD” by its shape
• Teacher will follow these activities are as under; • Playdough
• Identify the letter “dD” by its name
Period 43 • Air writing exercise • Basket
• Identify the objects starting with the beginning
• Playing with playdough • Objects/toys related to
sound of “dD”
• Note: Teacher will follow one or two activities from the given list. letter “d”
• Tell the sound /d/ of letter “dD” Games & activities:
• Chart ,Colours ,Poster
Period 44 • Identify the objects starting with the beginning • Teacher will follow these activities are as under;
paint ,Paint brush
sound of “dD” • Dot painting ,Poem (Sing with me)
Period 45 • Write the letter “dD” with and without Writing practice: • Sand, Water, Clay, Chalk,
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tracing. Teacher will use different writing practice activities given in the mnual. • ScissorsGlue
• Colouring exercise ,Sand writing exercise ,Scissors project Palm/Arm writing
exerciseTracing
• Note: Teacher will follow one or two activities from the given list.
• Identify the objects starting with the beginning
Reinforcement/assessment:
sound of “dD” • Pencil Worksheets Colours
Period 46 • Teacher will read the given instructions from assessment worksheets no: 08 from
• Write the letter “dD” with and without • Crayons
workbook page no: 08 and ask the students to fill out accordingly.
tracing.
Sound drill practice:
• Tell the sound /e/ of letter “eE” • Teacher will give demonstration regarding how to pronounce letter “e” and its sound will • Flash cards, pictures and
Period 47 • Write the letter “eE” with and without tracing. be shared and discussed with the help of Flash cards and objects. objects related to letter “e”
• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Identify the letter “eE” by its shape
• Identify the letter “eE” by its name Letter identification: • Pencil
Period 48 • Identify the objects starting with the beginning • Teacher will perform the activity as per the procedure mentioned on page no: ________ • Colours
sound of “eE” in ECCE manual. • Crayons
• Write the letter “eE” with and without tracing.
• Flash cards
• Identify the letter “eE” by its shape Games & activities:
• Play dough
• Identify the letter “eE” by its name Teacher will follow these activities as per the procedure mentioned in ECCE manual.
Period 49 • Scissors
• Identify the objects starting with the beginning • Collage workPlaying with play dough
• Colour papers
sound of “eE” • Note: Teacher will follow one or two activities from the given list.
• Glue
Games & activities: • Spoon
• Tell the sound /e/ of letter “eE” Teacher will follow these activities as per the procedure mentioned in ECCE manual. • Bowl
Period 50 • Identify the objects starting with the beginning • Alphabet soup • Colour papers
sound of “eE” • Scissors
• Finding letter “e” • Tempo markers
• Sand,
Writing practice:
• Water,
• Teacher will be writing practice with different ways such as;
• Clay,
Period 51 • Write the letter “eE” with and without tracing. • Colouring exercise
• Chalk,
• Sand writing exercise Scissors projectPalm/Arm ,writing exercise ,Tracing
• Scissors
• Note: Teacher will follow one or two activities from the given list.
• Glue
Reinforcement/assessment: • Pencil
• Identify the objects starting with the beginning
• Teacher will read the given instructions from assessment • Worksheet
Period 52 sound of “eE”
worksheets no: 09 from workbook page no: 09 and ask the • Colours
• Write the letter “eE” with and without tracing.
• students to fill out accordingly. • Crayons
• Tell the sound /f/ of letter “fF” Sound drill practice: • Flash cards, pictures and
Period 53 • Write the letter “fF” with and without tracing. • Teacher will give demonstration regarding how to pronounce letter “f” F and its sound objects related to letter “f”
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will be repeatedly shared and the shape will be discussed with the help of Flash cards and
the board.
• Objects beginning “f” will be shown as well.
• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Identify the letter “f F” by its shape
• Identify the letter “f F ” by its name
• Pencil
• Identify the objects starting with the beginning Letter identification:
Period 54 • Colours
sound of “f F” • Teacher will perform the activity and the procedure is mentioned in ECCE manual.
• Crayons
• Write the letter “f F ” with and without
tracing.
Games & activities:
• Flash cards
• Identify the letter “f F ” by its shape Teacher will follow these activities are as mentioned in the manual
• Playdough
• Identify the letter “f F ” by its name
Period 55 • Scissors
• Identify the objects starting with the beginning • Collage work
• Colour papers
sound of “f F” • Playing with playdough
• Glue
• Note: Teacher will follow one or two activities from the given list.
• Tell the sound /f/ of letter “f F”
Games & activities: • Spoon Bowl,Colour papers
Period 56 • Identify the objects starting with the beginning
• Teacher will follow these activities are as under; Alphabet soupFinding letter “f” F • Scissors ,Tempo markers
sound of “f F”
Writing practice:
Teacher will USE different ways as per the procedure mentioned in ECCE manual.
• Write the letter “f F” with and without • Sand, Water, Clay,
Period 57 • Colouring exercise Sand writing exercise Scissors project
tracing. Chalk,ScissorsGlue
• Palm/Arm writing exerciseTracing
• Note: Teacher will follow one or two activities from the given list.
• Pencil
• Identify the objects starting with the beginning Reinforcement/assessment:
• Worksheet
Period 58 sound of “fF” • Teacher will read the given instructions from assessment worksheet no: 10 from
• Colours
• Write the letter “fF” with and without tracing. workbook page no: 10 and ask the students to fill out accordingly.
• Crayons
- Mini white boards/Slates
• Demonstrate correct writing posture and grip for each student
and use of a pencil. Introduction: - Dusters for each student
Period 59 • Match a picture of a word to the letter • Teacher will perform the activity as per the procedure mentioned in ECCE manual. - Board markers/Chalks for
representing its initial sound. each student
• Soft ball
• Identify correctly the letters aA to f F using • Pencil
Activities:
the names and phonic sounds of the letters. • Colours
• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
Period 60 • Write the letters aA to f F with a reasonable - Flash cards a to f with
Reinforcement:
degree of accuracy. relevant pictures
• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Match a picture of a word to the letter • Soft ball

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representing its initial sound.

Sound drill practice:
• Teacher will give demonstration regarding how to pronounce letter “g” and its sound will
• Tell the sound /g/ of letter “gG”
be repeatedly shared and the shape will be discussed with the help of Flash cards and the • Flash cards, pictures and
• Write the letter “gG” with and without
Period 61 board. objects related to letter “g”
tracing.
• Objects beginning “g” will be shown as well.
• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Identify the letter “gG” by its shape
• Identify the letter “gG” by its name
• Pencil
• Identify the objects starting with the beginning Letter identification:
Period 62 • Colours
sound of “gG” • Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Crayons
• Write the letter “gG” with and without
tracing.
• Flash cards
• Identify the letter “gG” by its shape Games & activities:
• Lace
• Identify the letter “gG” by its name • Teacher will follow these activities are as under;
Period 63 • Scissors
• Identify the objects starting with the beginning • Sing with me
• Chart
sound of “gG” • Letter lacing
• Glue
Games & activities: • Spoon
• Tell the sound /g/ of letter “gG” • Teacher will follow these activities are as under; • Bowl
Period 64 • Identify the objects starting with the beginning • Letter sound listening game • Colour papers
sound of “gG” • Scissors
• Playing with playdough • Playdough
Writing practice:
• Teacher will be writing practice with different ways such as;
• Write the letter “gG” with and without • Sand, Water, Clay, Chalk,
Period 65 • Sand writing exerciseColouring exercise Palm/Arm writing exercise
tracing. Scissors Glue ,Colours
• Tracing
Note: Teacher will follow one or two activities from the given list.
• Identify the objects starting with the beginning
Reinforcement/assessment:
sound of “gG” • Pencil WorksheetColours
Period 66 • Teacher will read the given instructions from assessment
• Write the letter “gG” with and without • Crayons
• worksheet no: 11 from workbook page no: 11 and ask the students to fill out accordingly.
tracing.
Sound drill practice:
• Tell the sound /h/ of letter “hH”
• Teacher will give demonstration regarding how to pronounce letter “h” and its sound will • Flash cards, pictures and
• Write the letter “hH” with and without
Period 67 be shared and discussed with the help of Flash cards and objects. objects related to letter “h”
tracing.
• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Identify the letter “hH” by its shape • Pencil
Letter identification:
Period 68 • Identify the letter “hH” by its name • Colours
• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Identify the objects starting with the beginning • Crayons
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sound of “hH”
• Write the letter “hH” with and without
tracing.
• Flash cards
• Identify the letter “hH” by its shape
Games & activities: • Playdough
• Identify the letter “hH” by its name
Period 69 • Teacher will follow these activities are as under; • Tissue paper box
• Identify the objects starting with the beginning
• Fun with moldingFeed me letter sounds • Crayons
sound of “hH”
• Colour paper
• Toys
• Tell the sound /h/ of letter “hH” Games & activities:
• Flash cards
• Identify the objects starting with the beginning • Teacher will follow these activities are as under;
Period 70 • Colour papers
sound of “hH” • Discover the letter “hH”
• Playdough
• • The Magic basket
• Basket
Writing practice: • Sand,
• Teacher will be writing practice with different ways such as; • Water,
• Sand writing exercise • Clay,
• Write the letter “hH” with and without
Period 71 • Palm/Arm writing exercise • Chalk,
• tracing.
• Colouring exercise • Scissors
• Tracing • Glue
• Note: Teacher will follow one or two activities from the given list. • Colours
• Identify the objects starting with the beginning Reinforcement/assessment: • Pencil
sound of “hH” • Teacher will read the given instructions from assessment • Worksheet
Period 72
• Write the letter “hH” with and without worksheet no: 12 from workbook page no: 12 and ask • Colours
tracing. • the students to fill out accordingly. • Crayons
Sound drill practice:
• Teacher will give demonstration regarding how to pronounce letter “i” and its sound will
• Tell the sound /i/ of letter “iI” • Flash cards, pictures and
be shared and discussed with the help of Flash cards and objects.
Period 73 • Write the letter “iI” with and without tracing. objects related to letter “i”
• Teacher will perform the activity as per the procedure mentioned on page no: ________
in ECCE manual.
• Identify the letter “iI” by its shape
• Identify the letter “iI” by its name • Pencil
Letter identification:
Period 74 • Identify the objects starting with the beginning • Colours
• Teacher will perform the activity and the procedure is mentioned IN ECCE manual.
sound of “iI” • Crayons
• Write the letter “iI” with and without tracing.
• Identify the letter “iI” by its shape • Flash cards ,Playdough
Games & activities:
• Identify the letter “iI” by its name • Candle ,Crayons
Period 75 • Teacher will follow these activities are as under;
• Identify the objects starting with the beginning • A4 size papers
• I Spy ,Discover the letter “iI”
sound of “iI” • Colour paper

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• A4 size papers
• Tell the sound /i/ of letter “iI” Games & activities:
• Glue ,Brush
Period 76 • Identify the objects starting with the beginning • Teacher will follow these activities are as under;
• Colourful Pompom ,Colour
sound of “iI” • Playing with pompom
papers
Writing practice:
• Teacher will be writing practice with different ways such as;
• Write the letter “iI” with and without • Sand, Water, Clay, Chalk,
Period 77 • Sand writing exercise ,Palm/Arm writing exercise
• tracing. • ScissorsGlue Colours
• Colouring exercise ,Tracing
• Note: Teacher will follow one or two activities from the given list.
• Pencil
• Identify the objects starting with the beginning Reinforcement/assessment:
• Worksheet
Period 78 sound of “iI” • Teacher will read the given instructions from assessment worksheet no: 13 from
• Colours
• Write the letter “iI” with and without tracing. workbook page no: 13 and ask the students to fill out accordingly.
• Crayons
Sound drill practice:
• Teacher will give demonstration regarding how to pronounce letter “jJ” and its sound will
• Tell the sound /j/ of letter “jJ” • Flash cards, pictures and
be shared and discussed with the help of Flash cards and objects.
Period 79 • Write the letter “jJ” with and without tracing. objects related to letter “j”
• Teacher will perform the activity as per the procedure mentioned on page no: ________
in ECCE manual.
• Identify the letter “jJ” by its shape
• Identify the letter “jJ” by its name • Pencil
Letter identification:
Period 80 • Identify the objects starting with the beginning • Colours
• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
sound of “jJ” • Crayons
• Write the letter “jJ” with and without tracing.
• Flash cards
• Identify the letter “jJ” by its shape • Pictures from Newspapers/
Games & activities:
• Identify the letter “jJ” by its name Magazine/ books
Period 81 • Teacher will follow these activities are as under;
• Identify the objects starting with the beginning • Two colours of highlighter
• Picture description ,Find the letter “j”
sound of “jJ” • Chart ,Crayons Colour
paper
• Toys
• Flash cards
• Tell the sound /j/ of letter “jJ” Games & activities: • Colour papers
• Identify the objects starting with the beginning • Teacher will follow these activities are as under; • Playdough
Period 82
sound of “jJ” • Identify & Colour • Poster paint
• • Finger print Alphabet art • Paint brush
• Colours
• White papers
• Write the letter “jJ” with and without Writing practice: • Sand,
Period 83
• tracing. • Teacher will be writing practice with different ways such as; • Water,
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 Scheme of Studies / Academic Plan of ECCE -Language & Literacy (English)

• Sand writing exercise • Clay,

• Palm/Arm writing exercise • Chalk,
• Colouring exercise • Scissors
• Tracing • Glue
• Note: Teacher will follow one or two activities from the given list. • Colours
Reinforcement/assessment: • Pencil
• Identify the objects starting with the beginning
• Teacher will read the given instructions from assessment • Worksheet
Period 84 sound of “jJ”
worksheet no: 14 from workbook page no: 14 and ask • Colours
Write the letter “jJ” with and without tracing.
• the students to fill out accordingly. • Crayons
Sound drill practice:
• Tell the sound /k/ of letter “kK”
• Teacher will give demonstration regarding how to pronounce letter “k K” and its sound • Flash cards, pictures and
• Write the letter “kK” with and without
Period 85 will be shared and discussed with the help of Flash cards and objects. objects related to letter “k”
tracing.
• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Identify the letter “kK” by its shape
• Identify the letter “kK” by its name
• Pencil
• Identify the objects starting with the beginning Letter identification:
Period 86 • Colours
sound of “kK” • Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Crayons
• Write the letter “kK” with and without
tracing.
• Flash cards
Games & activities:
• Identify the letter “kK” by its shape • Scissors
• Teacher will follow these activities are as under;
• Identify the letter “kK” by its name • Colours
Period 87 • Find the letter “kK”
• Identify the objects starting with the beginning • Chart
• Crafting things with sound “kK”
sound of “kK” • Glitters
•
• Colour paper
Games & activities: • Toys
• Tell the sound /k/ of letter “kK” • Teacher will follow these activities are as under; • Flash cards
• Identify the objects starting with the beginning • Sing with me • Colour papers Playdough
Period 88
sound of “kK” - Find letter “k” from Alphabet box • Cutting letters
• - Playing with playdough • Colours
• Note: Teacher will follow one or two activities from the given list. • White papers
Writing practice: • Sand,
• Teacher will be writing practice with different ways such as; • Water,
• Sand writing exercise • Clay,
• Write the letter “kK” with and without
Period 89 • Palm/Arm writing exercise • Chalk,
tracing.
• Colouring exercise • Scissors
• Tracing • Glue
• Note: Teacher will follow one or two activities from the given list. • Colours

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• Identify the objects starting with the beginning

Reinforcement/assessment: • Pencil
sound of “kK”
Period 90 • Teacher will read the given instructions from assessment worksheet no: 15 from • Worksheet
• Write the letter “kK” with and without
workbook page no: 15 and ask the students to fill out accordingly. • Colours
tracing.
Sound drill practice:
• Tell the sound /l/ of letter “lL” • Teacher will give demonstration regarding how to pronounce letter “l” Land its sound • Flash cards, pictures and
Period 91 • Write the letter “lL” with and without tracing. will be shared and discussed with the help of Flash cards and objects. objects related to letter “l”
• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Identify the letter “lL” by its shape
• Identify the letter “lL” by its name • Pencil
Letter identification:
Period 92 • Identify the objects starting with the beginning • Colours
• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
sound of “lL” • Crayons
• Write the letter “lL” with and without tracing.
• Flash cards
• Scissors
• Identify the letter “lL” by its shape Games & activities:
• Colours
• Identify the letter “lL” by its name • Teacher will follow these activities are as under;
Period 93 • Chart
• Identify the objects starting with the beginning • Sing with me
• Poster paint
sound of “lL” • Playing with colour
• Paint brush
• Colour paper
• Paper plate
Games & activities:
• Brown/black wool
• Tell the sound /l/ of letter “IL” • Teacher will follow these activities are as under;
• Colour papers
• Identify the objects starting with the beginning - Playing with playdough
Period 94 • Playdough
sound of “lL” - Letter craft
• Glue
• - Loin face mask
• Note: Teacher will follow one or two activities from the given list. • Colours
• White papers
Writing practice: • Sand,
• Teacher will be writing practice with different ways such as; • Water,
• Sand writing exercise • Clay,
• Write the letter “lL” with and without
Period 95 • Palm/Arm writing exercise • Chalk,
• tracing.
• Colouring exercise • Scissors
• Tracing • Glue
• Note: Teacher will follow one or two activities from the given list. • Colours
• Identify the objects starting with the beginning Reinforcement/assessment: • Pencil
Period 96 sound of “lL” • Teacher will read the given instructions from assessment worksheet no: 16 & 17 from • Worksheets
• Write the letter “lL” with and without tracing. workbook page no: 16 & 17 and ask the students to fill out accordingly. • Colours
Sound drill practice: • Flash cards, pictures and
Period 97 • Tell the sound /m/ of letter “mM”
• Teacher will give demonstration regarding how to pronounce letter “m” and its sound will objects related to letter “m”
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• Write the letter “mM” with and without be shared and discussed with the help of Flash cards and objects.
tracing. • Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Identify the letter “mM” by its shape
• Identify the letter “mM” by its name
• Pencil
• Identify the objects starting with the beginning Letter identification:
• Colours
Period 98 sound of “mM” Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Crayons
• Write the letter “mM” with and without
tracing.
Games & activities:
• Flash cards
• Identify the letter “mM” by its shape • Teacher will follow these activities are as under;
• Scissors
• Identify the letter “mM” by its name • Role play
Period 99 • Glue
• Identify the objects starting with the beginning • Sorting
• Chart
sound of “mM” • Sing with me
• Handmade crown
Note: Teacher will follow one or two activities from the given list.
Games & activities:
• Colour papers
• Teacher will follow these activities are as under;
• Tell the sound /m/ of letter “mM” • Playdough
- Story telling
Period 100 • Identify the objects starting with the beginning • Glue
- Letter craft
sound of “mM” • Colours
- Playing with playdough
Note: Teacher will follow one or two activities from the given list. • White papers
Writing practice: • Sand,
• Teacher will be writing practice with different ways such as; • Water,
• Sand writing exercise • Clay,
• Write the letter “mM” with and without
Period 101 • Palm/Arm writing exercise • Chalk,
tracing.
• Colouring exercise • Scissors
• Tracing • Glue
Note: Teacher will follow one or two activities from the given list. • Colours
• Identify the objects starting with the beginning Reinforcement/assessment:
• Pencil
sound of “mM” • Teacher will read the given instructions from assessment worksheet no: 18 from
Period 102 • Worksheet
• Write the letter “mM” with and without workbook page no: 18 and ask the
• Colours
tracing. • students to fill out accordingly.
• Mini white boards/Slates
• Demonstrate correct writing posture and grip for each student
and use of a pencil. Introduction: • Dusters for each student
Period 103 • Match a picture of a word to the letter • Teacher will perform the activity as per the procedure mentioned in ECCE manual. • Board markers/Chalks for
representing its initial sound. each student
• Soft ball
• Identify correctly the letters gG to m M using Activities: • Pencil
Period 104
the names and phonic sounds of the letters. • Teacher will perform the activity as per the procedure mentioned in ECCE manual. • Colours
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• Write the letters gG to mM with a reasonable Reinforcement: • Flash cards g to m with

degree of accuracy. • Teacher will perform the activity as per the procedure mentioned in ECCE manual. relevant pictures Soft ball
• Match a picture of a word to the letter
representing its initial sound.
• BluTak /Petafix
• Write the initial letters of familiar words. • A4 size white papers for
• Identify the initial letters of familiar words. Activity: Write the missing letters in Alphabetical order each student
Period 105 • Follow a sequence of letters in alphabetical • Teacher will perform the activity as per the procedure mentioned in ECCE manual. • Colours ,Pencil
order from a to Mm. • Flash cards a to m with
relevant pictures Soft ball
• BluTak /Petafix
• A4 size white papers for
each student
• Write the first thirteen letters of the alphabet Activity: Fill in the blanks with the correct letters
Period 106 • Colours Pencil
in the correct alphabetical order. • Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Flash cards a to m with
relevant pictures
• Soft ball
• BluTak /Petafix
• A4 size white papers for
• Write the first thirteen letters of the alphabet each student
in the correct alphabetical order. Activity: Draw lines to match each word with the correct picture • Colours
Period 107
• Match words and pictures by identifying • Teacher will perform the activity as per the procedure mentioned in ECCE manual. • Pencil
initial sounds. • Flash cards a to m with
relevant pictures
• Soft ball
• BluTak /Petafix
• A4 size white papers for
each student
• Match words and pictures by identifying
Activity: Circle the first letter of the name of each object • Colours
Period 108 initial sounds.
• Teacher will perform the activity as per the procedure mentioned in ECCE manual. • Pencil
• Identify the initial letters of familiar words.
• Flash cards a to m with
relevant pictures
• Soft ball
• BluTak /Petafix
• A4 size white papers for
• Identify the initial letters of familiar words.
• Activity: Help the hen follow the letters from a to m to find her egg each student
Period 109 • Follow a sequence of letters in alphabetical
• Teacher will perform the activity as per the procedure mentioned in ECCE manual. • Colours
order from aA to mM.
• Pencil
• Flash cards a to m with
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relevant pictures
• Soft ball
• BluTak /Petafix
• A4 size white papers for
• Identify the initial letters of familiar words. each student Colours
Reinforcement/assessment:
Period 110 • Follow a sequence of letters in alphabetical • Pencil
• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
order from aA to mM. • Flash cards a to m with
relevant pictures
• Soft ball
• Identify the letter “nN” by its shape Sound drill practice:
• Identify the letter “nN” by its name • Teacher will give demonstration regarding how to pronounce letter “nN” and its sound • Flash cards, pictures and
Period 111 • Identify the objects starting with the beginning will be shared and discussed with the help of Flash cards and objects. objects related to letter “n”
sound of “nN” • Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Identify the letter “nN” by its shape
• Identify the letter “nN” by its name
• Identify the objects starting with the beginning Letter identification: • Pencil
Period 112
sound of “nN” Teacher will perform the activity as per the procedure mentioned in ECCE manual. • Colour Crayons
• Write the letter “nN” with and without
tracing.
• Flash cards
• Identify the letter “nN” by its shape Games & activities:
• Poster paints
• Identify the letter “nN” by its name • Teacher will follow these activities are as under;
Period 113 • Paint brush Candle/crayon
• Identify the objects starting with the beginning • Discover the letter “n”
• Scissors Glue Chart
sound of “nN” • Newspaper
• Colours Newspaper
Games & activities:
• Colour papers
• Tell the sound /n/ of letter “nN” • Teacher will follow these activities are as under;
• Playdough
• Identify the objects starting with the beginning • Playing with playdough
Period 114 • Glue
sound of “nN” • Sing with me
• Colours
• • Beginning sound parking
• White papers
• Note: Teacher will follow one or two activities from the given list.
Writing practice: • Sand,
• Teacher will be writing practice with different ways such as; • Water,
• Sand writing exercise • Clay,
• Write the letter “nN” with and without
Period 115 • Palm/Arm writing exercise • Chalk,
• tracing.
• Playing with playdough • Pencil
• Tracing by dots • Playdough
• Note: Teacher will follow one or two activities from the given list. • Colours
• Identify the objects starting with the beginning Reinforcement/assessment: • Pencil
Period 116
sound of “nN” • Teacher will read the given instructions from assessment • Worksheet
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• Write the letter “nN” with and without worksheet no: 19 from workbook page no: 19 and ask • Colours
tracing. • the students to fill out accordingly.
• Tell the sound /o/ of letter “o O”AND
Sound drill practice:
SHAPE
• Teacher will give demonstration regarding how to pronounce letter “o O” and its sound • Flash cards, pictures and
• Identify the letter “o O” by its shape
Period 117 will be shared and discussed with the help of Flash cards and objects. objects related to letter “o”
• Write the letter “o O” with and without
• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
tracing
- Identify the letter “o O” by its name • Pencil
Letter identification:
Period 118 • Identify the objects starting with the beginning • Colours
• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
sound of “o O” • Flash cards
• Identify the letter “oO” by its shape Games & activities: • Flash cards Poster paints
• Identify the letter “oO” by its name • Teacher will follow these activities are as under; • Paint brush Candle/crayon
Period 119
• Identify the objects starting with the beginning • Sensory play learning • Scissors Glue
sound of “oO” • Letter crafting ChartColours Newspaper
Games & activities: • Colour papers
• Tell the sound /o/ of letter “oO” • Teacher will follow these activities are as under; • Playdough
Period 120 • Identify the objects starting with the beginning • Letter Dig out • Glue
sound of “o” • Sing with me • Colours
• Note: Teacher will follow one or two activities from the given list. • White papers
Writing practice:
• Teacher will be writing practice with different ways such as; • Ziploc bags Sand,
• Write the letter “oO” with and without • Playdough letter formation • Water, Clay, Chalk,Pencil
Period 121
tracing. • Ziploc baggie • Playdough
• Tracing by dots • Colours
• Note: Teacher will follow one or two activities from the given list.
• Identify the objects starting with the beginning Reinforcement/assessment:
• Pencil
sound of “oO” • Teacher will read the given instructions from assessment
Period 122 • Worksheet
• Write the letter “oO” with and without worksheet no: 20 from workbook page no: 20 and ask
• Colours
tracing. the students to fill out accordingly.
Sound drill practice:
• Tell the sound /p/ of letter “pP” • Teacher will give demonstration regarding how to pronounce letter “pP” and its sound • Flash cards, pictures and
Period 123
• Write the letter “pP” with and without tracing will be shared and discussed with the help of Flash cards and objects. objects related to letter “p”
Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Identify the letter “pP” by its shape
• Identify the letter “pP” by its name Letter identification: • Pencil Colours
Period 124
• Identify the objects starting with the beginning • Teacher will perform the activity as per the procedure mentioned in ECCE manual. • Flash cards
sound of “pP”
• Identify the letter “pP” by its shape Games & activities: • Flash cards
Period 125
• Identify the letter “pP” by its name • Teacher will follow these activities are as under; • Pompom
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• Identify the objects starting with the beginning • Mosaic letter/collage work • Colour papers Scissors
sound of “pP” • P is for pompom • Glue Chart
• Sing with me • Colour Newspaper
• Note: Teacher will follow one or two activities from the given list.
Games & activities:
• Colour papers
• Tell the sound /p/ of letter “pP” • Teacher will follow these activities are as under;
• Playdough
Period 126 • Identify the objects starting with the beginning - Painting with pompom
• Glue Colours
sound of “pP” - Playing with playdough
• White papers Pompom
• Note: Teacher will follow one or two activities from the given list.
Writing practice:
• Teacher will be writing practice with different ways such as;
• Sand,Water,
• Write the letter “pP” with and without • Palm/arm writing exercise
Period 127 ClayChalk,PencilPlaydoug
tracing. • Sand writing exercise
h Colours
• Tracing by dots
• Note: Teacher will follow one or two activities from the given list.
• Identify the objects starting with the beginning Reinforcement/assessment:
• Pencil
sound of “pP” • Teacher will read the given instructions from assessment
Period 128 • Worksheet
• Write the letter “pP” with and without worksheet no: 21 from workbook page no: 21 and ask the
• Colours
tracing. • students to fill out accordingly.
• Identify the objects starting with the beginning Reinforcement/assessment:
• Pencil
sound of “ q Q” • Teacher will read the given instructions from assessment
• Worksheet
Period 129 • Write the letter “ q Q”with and without worksheet no: 20 from workbook page no: 20 and ask
• Colours
tracing. • the students to fill out accordingly.
Sound drill practice:
• Identify the objects starting with the beginning • Teacher will give demonstration regarding how to pronounce letter “a” and its sound will
sound of “ q Q” be repeatedly shared and the shape will be discussed with the help of Flash cards and the • Flash cards, pictures and
Period 130
• Write the letter “ q Q”with and without board. objects related to letter “a”
tracing. • Objects beginning “a” will be shown as well.
• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Identify the objects starting with the beginning
sound of “ q Q” Letter identification: • PencilColours
Period 131
• Write the letter “ q Q”with and without • Teacher will perform the activity as per the procedure mentioned in ECCE manual. • Crayons
tracing.
Games & activities:
• Lace
• Teacher will follow these activities are as under;
• Identify the objects starting with the beginning • Flash cards related to letter
• Letter lacing
Period 132 sound of “ rR” “a”
• Finding letter “a”
• Write the letter rR ”with and without tracing. • Hard sheet
• Playing with play dough
• Playdough
• Note: Teacher will follow one or two activities from the given list.
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 Scheme of Studies / Academic Plan of ECCE -Language & Literacy (English)

Games & activities:

• Identify the objects starting with the beginning • Teacher will follow these activities are as under; • Picture flash cards related
sound of “ r R” • Story telling to letter “a”
Period 133
• Write the letter “ r R”with and without • Picture flash cards • Basket
tracing. • Treasure basket • Objects/toys
• Note: Teacher will follow one or two activities from the given list.
Writing practice:
• Sand,
• Identify the objects starting with the beginning • Teacher will be writing practice with different ways such as;
• Water,
sound of “ r R” • Pre-writing exercise Colouring exercise Tracing exercise Sand exercise Air writing
Period 134 • Clay,
• Write the letter “ r R”with and without exercise Water writing exercise
• Chalk,
tracing. • Palm/Arm writing exercise
• Note: Teacher will follow one or two activities from the given list.
• Identify the objects starting with the beginning Reinforcement/assessment: • Pencil
sound of “ r R” • Teacher will read the given instructions from assessment • Worksheets
Period 135 • Write the letter “ r R”with and without worksheets no: 05 from workbook page no: 05 and ask the • Colours
tracing. • students to fill out accordingly. • Crayons
Sound drill practice:
• Identify the objects starting with the beginning • Teacher will give demonstration regarding how to pronounce letter “rR” and its sound
sound of “ r R” will be repeatedly shared and the shape will be discussed with the help of Flash cards and • Flash cards, pictures and
Period 136
• Write the letter “ r R”with and without the board. objects related to letter “a”
tracing. • Objects beginning “rR” will be shown as well.
• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Identify the objects starting with the beginning Reinforcement/assessment: • Pencil
sound of “ r R” • Teacher will read the given instructions from assessment • Worksheets
Period 137
• Write the letter “ r R”with and without worksheets no: 05 from workbook page no: 05 and ask the • Colours
tracing. • students to fill out accordingly. • Crayons
Sound drill practice:
• Teacher will give demonstration regarding how to pronounce letter “a” and its sound will
• Identify the objects starting with the beginning
be repeatedly shared and the shape will be discussed with the help of Flash cards and the • Flash cards, pictures and
Period 138 sound of “s S”
board. objects related to letter “a”
• Write the letter “s S”with and without tracing.
• Objects beginning “a” will be shown as well.
• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Identify the objects starting with the beginning • Pencil
Letter identification:
Period 139 sound of “s S” • Colours
• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Write the letter “s S”with and without tracing. • Crayons
Games & activities: • Lace
• Identify the objects starting with the beginning
• Teacher will follow these activities are as under; • Flash cards related to letter
Period 140 sound of “s S”
• Letter lacing “a”
• Write the letter “s S”with and without tracing.
• Finding letter “a” • Hard sheet
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 Scheme of Studies / Academic Plan of ECCE -Language & Literacy (English)

• Playing with play dough • Playdough

• Note: Teacher will follow one or two activities from the given list.
Games & activities: • Picture flash cards related
• Identify the objects starting with the beginning
• Teacher will follow these activities are as under;Story tellingPicture flash cardsTreasure to letter “a”
Period 141 sound of “s S”
basket • Basket
• Write the letter “s S”with and without tracing.
Note: Teacher will follow one or two activities from the given list. • Objects/toys
Writing practice:
• Teacher will be writing practice with different ways such as;Pre-writing exercise • Sand,
• Identify the objects starting with the beginning
Colouring exercise • Water,
Period 142 sound of “s S”
• Tracing exercise Sand exerciseAir writing exercise • Clay,
• Write the letter “s S”with and without tracing.
• Water writing exercisePalm/Arm writing exercise • Chalk,
• Note: Teacher will follow one or two activities from the given list.
Reinforcement/assessment:
• Identify the objects starting with the beginning
• Teacher will read the given instructions from assessment • PencilWorksheetsColours
Period 143 sound of “s S”
worksheets no: 05 from workbook page no: 05 and ask the • Crayons
• Write the letter “s S”with and without tracing.
• students to fill out accordingly.
Sound drill practice:
• Teacher will give demonstration regarding how to pronounce letter “a” and its sound will
• Identify the objects starting with the beginning
be repeatedly shared and the shape will be discussed with the help of Flash cards and the • Flash cards, pictures and
Period 144 sound of “tT”
board. objects related to letter “a”
• Write the letter “tT”with and without tracing.
• Objects beginning “a” will be shown as well.
• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Identify the objects starting with the beginning
Letter identification:
Period 145 sound of “tT” • Penci Colours Crayons
• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Write the letter “tT” with and without tracing.
Games & activities:
• Lace
• Teacher will follow these activities are as under;
• Identify the objects starting with the beginning • Flash cards related to letter
• Letter lacing
Period 146 sound of “tT” “a”
• Finding letter “a”
• Write the letter “tT”with and without tracing. • Hard sheet
• Playing with play dough
• Playdough
• Note: Teacher will follow one or two activities from the given list.
Games & activities: • Picture flash cards related
• Identify the objects starting with the beginning
• Teacher will follow these activities are as under; to letter “a”
Period 147 sound of “tT”
• Story tellingPicture flash cardsTreasure basket • Basket
• Write the letter “tT”with and without tracing.
• Note: Teacher will follow one or two activities from the given list. • Objects/toys
Writing practice:
• Identify the objects starting with the beginning
• Teacher will be writing practice with different ways such as;
Period 148 sound of “tT” • Sand, Water, Clay, Chalk,
• Pre-writing exercise
• Write the letter “tT”with and without tracing.
• Colouring exercise Tracing exercise Sand exercise Air writing exercise Water writing
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 Scheme of Studies / Academic Plan of ECCE -Language & Literacy (English)

exercise Palm/Arm writing exercise

• Note: Teacher will follow one or two activities from the given list.
Reinforcement/assessment: • Pencil
• Identify the objects starting with the beginning
• Teacher will read the given instructions from assessment • Worksheets
Period 149 sound of “tT”
worksheets no: 05 from workbook page no: 05 and ask the • Colours
• Write the letter “tT”with and without tracing.
• students to fill out accordingly. • Crayons
Sound drill practice:
• Teacher will give demonstration regarding how to pronounce letter “a” and its sound will
• Identify the objects starting with the beginning
be repeatedly shared and the shape will be discussed with the help of Flash cards and the • Flash cards, pictures and
Period 150 sound of “uU”
board. objects related to letter “a”
• Write the letter “uU”with and without tracing.
• Objects beginning “a” will be shown as well.
• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Identify the objects starting with the beginning
Letter identification:
Period 151 sound of “uU” • Pencil Colours Crayons
• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Write the letter “uU”with and without tracing.
Games & activities:
• Lace
• Teacher will follow these activities are as under;
• Identify the objects starting with the beginning • Flash cards related to letter
• Letter lacing
Period 152 sound of “uU” “a”
• Finding letter “a”
• Write the letter “uU”with and without tracing. • Hard sheet
• Playing with play dough
• Playdough
• Note: Teacher will follow one or two activities from the given list.
• Identify the objects starting with the beginning Games & activities: • Picture flash cards related
sound of “u U” • Teacher will follow these activities are as under; to letter “a”
Period 153
• Write the letter “u U” with and without • Story telling Picture flash cards Treasure basket • Basket
tracing. • Note: Teacher will follow one or two activities from the given list. • Objects/toys
Writing practice:
• Identify the objects starting with the beginning • Sand,
• Teacher will be writing practice with different ways such as; Pre-writing exercise
sound of “u U” • Water,
Period 154 Colouring exercise Tracing exercise Sand exerciseAir writing exercise Water writing
• Write the letter “u U”with and without • Clay,
exercisePalm/Arm writing exercise
tracing. • Chalk,
• Note: Teacher will follow one or two activities from the given list.
• Identify the objects starting with the beginning Rei nforcement/assessment: • Pencil
sound of “u U” • Teacher will read the given instructions from assessment • Worksheets
Period 155
• Write the letter “u U”with and without worksheets no: 05 from workbook page no: 05 and ask the • Colours
tracing. • students to fill out accordingly. • Crayons
Sound drill practice:
• Identify the objects starting with the beginning • Teacher will give demonstration regarding how to pronounce letter “a” and its sound will
• Flash cards, pictures and
sound of “vV” be repeatedly shared and the shape will be discussed with the help of Flash cards and the
Period 156 objects related to letter “a”
• Write the letter “vV”with and without tracing. board.
• Objects beginning “a” will be shown as well.
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 Scheme of Studies / Academic Plan of ECCE -Language & Literacy (English)

• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Identify the objects starting with the beginning
• Pencil
sound of “vV” Letter identification:
Period 157 • Colours
• Write the letter “vV” with and without • Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Crayons
tracing.
Games & activities:
• Lace
• Identify the letter “vV” by its shape • Teacher will follow these activities are as under;
• Flash cards related to letter
• Identify the letter “vV” by its name • Letter lacing
Period 158 “a”
• Identify the objects starting with the beginning • Finding letter “a”
• Hard sheet
sound of “vV” • Playing with play dough
• Playdough
Note: Teacher will follow one or two activities from the given list.
Games & activities:
• Identify the letter “vV” by its shape • Teacher will follow these activities are as under; • Picture flash cards related
• Identify the letter “vV” by its name • Story telling to letter “a”
Period 159
• Identify the objects starting with the beginning • Picture flash cards • Basket
sound of “vV” • Treasure basket • Objects/toys
Note: Teacher will follow one or two activities from the given list.
Writing practice:
• Sand,
• Teacher will be writing practice with different ways such as;
• Tell the sound /u/ of letter “vV” • Water,
• Pre-writing exercise Colouring exercise
Period 160 • Identify the objects starting with the beginning • Clay,
• Tracing exercise Sand exercise
sound of “vV” • Chalk,
• Air writing exercise Water writing exercise Palm/Arm writing exercise
Note: Teacher will follow one or two activities from the given list.
Reinforcement/assessment: • Pencil
• Write the letter “vV” with and without • Teacher will read the given instructions from assessment • Worksheets
Period 161
tracing. worksheets no: 05 from workbook page no: 05 and ask the • Colours
students to fill out accordingly. • Crayons
• Sound drill practice:
• Identify the objects starting with the beginning • Teacher will give demonstration regarding how to pronounce letter “v” and its sound will
• Flash cards, pictures and
Period 162 sound of “u” be shared and discussed with the help of Flash cards and objects.
objects related to letter “v”
• Write the letter “u” with and without tracing. • Teacher will perform the activity as per the procedure mentioned on page no: ________
in ECCE manual.
• Pencil
• Tell the sound /v/ of letter “v” Letter identification:
• Colours
Period 163 • Identify the letter “v” by its shape • Teacher will perform the activity as per the procedure mentioned on page no: ________
• Basket
• Write the letter “v” with and without tracing in ECCE manual.
Flash cards
• Identify the letter “v” by its name Games & activities: • Flash cards
Period 164 • Identify the objects starting with the beginning • Teacher will follow these activities are as under; • Colour papers
sound of “v” • Before and after • Scissors
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 Scheme of Studies / Academic Plan of ECCE -Language & Literacy (English)

• v is for vase (Crafting) v is for volcano • Basket Glue ChartColours

• Note: Teacher will follow one or two activities from the given list.
• Identify the letter “v” by its shape Games & activities: • Colour papers
• Identify the letter “v” by its name • Teacher will follow these activities are as under; • Scissors
Period 165
• Identify the objects starting with the beginning • Collage work Spell your name Sensory writing • Glue Straw
sound of “v” • Note: Teacher will follow one or two activities from the given list. • Tray Playdough
Writing practice: • Sand,
• Teacher will be writing practice with different ways such as; • Water,
• Tell the sound /v/ of letter “v” • Palm/arm writing exercise • Clay,
Period 166 • Identify the objects starting with the beginning • Sand writing exercise • Chalk,
sound of “v” • Tracing by dots • Pencil
• Playing with playdough • Playdough
Note: Teacher will follow one or two activities from the given list. • Colours
Reinforcement/assessment: • Pencil
• Teacher will read the given instructions from assessment • Colours
Period 167 • Write the letter “v” with and without tracing.
worksheet no: 27 from workbook page no: 27 and ask the • Toys
• students to fill out accordingly. • Basket
• Identify the objects starting with the beginning Reinforcement/assessment: • Pencil
sound of “wW” • Teacher will read the given instructions from assessment • Colours
Period 168
• Write the letter “wW”with and without worksheet no: 27 from workbook page no: 27 and ask the • Toys
tracing. • students to fill out accordingly. • Basket
• Tell the sound /w/ of letter “wW” Sound drill practice:
• Identify the letter “wW”by its shape • Teacher will give demonstration regarding how to pronounce letter “w” and its sound will • Flash cards, pictures and
Period 169
• Write the letter “wW”with and without be shared and discussed with the help of Flash cards and objects. objects related to letter “w”
tracing • Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Pencil
• Identify the letter “wW” by its name
Letter identification: • Colours
Period 170 • Identify the objects starting with the beginning
• Teacher will perform the activity as per the procedure mentioned in ECCE manual. • Basket
sound of letter “wW”
• Flash cards

• Identify the “wW”by its shape Games & activities: • Flash cards
• Identify the letter “wW”by its name • Teacher will follow these activities are as under; • Colour papers Scissors
Period 171
• Identify the objects starting with the beginning • Alphabetical order run The ‘w’ hunt • Basket Glue
sound of “wW” • Note: Teacher will follow one or two activities from the given list. • Chart Colours
Games & activities: • Colour papers Scissors
• Tell the sound /w/ of letter “wW”
• Teacher will follow these activities are as under; • Glue Toys
Period 172 • Identify the objects starting with the beginning
• I spy Colouring • Playdough
sound of “w”
• Note: Teacher will follow one or two activities from the given list. • Colours
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 Scheme of Studies / Academic Plan of ECCE -Language & Literacy (English)

Writing practice: • Sand,

• Teacher will be writing practice with different ways such as; • Water,
• Palm/arm writing exercise • Clay,
• Write the letter “wW”with and without
Period 173 • Sand writing exercise • Chalk,
tracing.
• Tracing by dots • Pencil
• Playing with playdough • Playdough
• Note: Teacher will follow one or two activities from the given list. • Colours
• Identify the objects starting with the beginning Reinforcement/assessment: • Pencil
sound of “xX” • Teacher will read the given instructions from assessment worksheet no: 28 from • Colours
Period 174
• Write the letter “x X”with and without workbook page no: 28 and ask the • Toys
tracing. • students to fill out accordingly. • Basket
Sound drill practice:
• Tell the sound /x/ of letter • Teacher will give demonstration regarding how to pronounce letter “x” and its sound will
• Flash cards, pictures and
Period 175 • Identify the letter “xX”by its shape be shared and discussed with the help of Flash cards and objects.
objects related to letter “x”
• Write the letter “xX”with and without tracing • Teacher will perform the activity as per the procedure mentioned on page no: ________
in ECCE manual.
• Pencil
• Identify the letter “xX”by its name Letter identification:
• Colours
Period 176 • Identify the objects starting with the beginning • Teacher will perform the activity as per the procedure mentioned on page no: ________
• Basket
sound of “xX” in ECCE manual.
• Flash cards
Games & activities: • Flash cards
• Identify the letter “x” by its shape
• Teacher will follow these activities are as under; • Chairs
• Identify the letter “xX”by its name
Period 177 • x Musical chairs • Basket
• Identify the objects starting with the beginning
• Secret letters • Glue Chart Candles
sound of “x”
• Note: Teacher will follow one or two activities from the given list. Colours
Games & activities: • Colour papers
• Tell the sound /x/ of letter “xX” • Teacher will follow these activities are as under; • Scissors
Period 178 • Identify the objects starting with the beginning • Play a team game • Glue
sound of “xX” • Q-tip painting • Toys
• Note: Teacher will follow one or two activities from the given list. • Playdough Colours
Writing practice: • Sand,
• Teacher will be writing practice with different ways such as; • Water,
• Palm/arm writing exercise • Clay,
Period 179 • Write the letter “xX”with and without tracing. • Sand writing exercise • Chalk,
• Tracing by dots • Pencil
• Playing with playdough • Playdough
• Note: Teacher will follow one or two activities from the given list. • Colours
Period 180 • Identify the objects starting with the beginning Reinforcement/assessment: • Pencil

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 Scheme of Studies / Academic Plan of ECCE -Language & Literacy (English)

sound of “yY” • Teacher will read the given instructions from assessment • Colours
• Write the letter “yY”with and without tracing. worksheet no: 29 from workbook page no: 29 and ask the • Toys
• students to fill out accordingly. • Basket Worksheet
Sound drill practice:
• Tell the sound /y/ of letter “yY”
• Teacher will give demonstration regarding how to pronounce letter “y” and its sound will • Flash cards, pictures and
Period 181 • Identify the letter “yY”by its shape
be shared and discussed with the help of Flash cards and objects. objects related to letter “y”
• Write the letter “yY”with and without tracing
• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Identify the letter “yY”by its name • Pencil
Letter identification:
Period 182 • Identify the objects starting with the beginning • Colours
• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
sound of “yY” • Basket Flash cards
Games & activities:
• Identify the letter “yY”by its shape • Flash cards
• Teacher will follow these activities are as under;
• Identify the letter “yY”by its name • Colour papers
Period 183 • Simon says
• Identify the objects starting with the beginning • Playdough
• Sensory writing
sound of “yY” • Basket Colours Pencil
• Note: Teacher will follow one or two activities from the given list.
Games & activities: • Colour papers
• Tell the sound /y/ of letter “yY”
• Teacher will follow these activities are as under; • Scissors Glue Toys
Period 184 • Identify the objects starting with the beginning
• Collage work Snow ball game Playdough Colours Pencil
sound of “yY
• Note: Teacher will follow one or two activities from the given list. Crumble papers
Writing practice:
• Sand,
• Teacher will be writing practice with different ways such as;
• Write the letter “yY” with and without • Water, Clay,
Period 185 • Palm/arm writing exercise Sand writing exercise
tracing. • Chalk,PencilPlaydough
• Tracing by dots Playing with playdough
• Colours
• Note: Teacher will follow one or two activities from the given list.
• Identify the objects starting with the beginning Reinforcement/assessment:
sound of “yY” • Teacher will read the given instructions from assessment • Pencil Colours
Period 186
• Write the letter “yY” with and without worksheet no: 30 from workbook page no: 30 and ask the students to fill out • Toys Basket
tracing. accordingly.
Sound drill practice:
• Tell the sound /z/ of letter “zZ”
• Teacher will give demonstration regarding how to pronounce letter “z” and its sound will • Flash cards, pictures and
Period 187 • Identify the letter “Zz” by its shape
be shared and discussed with the help of Flash cards and objects. objects related to letter “z”
• Write the letter “zZ” with and without tracing
• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Identify the letter “zZ” by its name
Letter identification: • Pencil Colours Basket
Period 188 • Identify the objects starting with the beginning
• Teacher will perform the activity as per the procedure mentioned in ECCE manual. Flash cards
sound of “zZ”
• Identify the letter “zZ” by its shape Games & activities: • Flash cards
• Identify the letter “zZ” by its name • Teacher will follow these activities are as under; • Colour papers
Period 189
• Identify the objects starting with the beginning • Alphabet songz is for Zebra • Playdough
sound of “z” • Note: Teacher will follow one or two activities from the given list. • Basket
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 Scheme of Studies / Academic Plan of ECCE -Language & Literacy (English)

Games & activities: • Colours

• Teacher will follow these activities are as under; Play a letter recognition game • Pencil
Sound match
• Note: Teacher will follow one or two activities from the given list.
Writing practice:
• Teacher will use writing practice activities as bellow; • Sand,
• Palm/arm writing exercise Sand writing exercise • Water,
• Tracing by dots • Clay,
• Write the letter “zZ” with and without tracing.
Period 190 • Playing with playdough • Chalk,
• Practice writing xX to zZ
• Note: Teacher will follow one or two activities from the given list. • Pencil
Games & activities: • Playdough
• Teacher will follow these activities are as under; Play a team game Q-tip painting • Colours
Note: Teacher will follow one or two activities from the given list
• Identify the objects starting with the beginning Reinforcement/assessment:
• Pencil Colours
Period 191 sound of “zZ” • Teacher will read the given instructions from assessment worksheet no: 31 from
• Toys Basket Worksheet
• Write the letter “zZ” with and without tracing. workbook page no: 31 and ask the students to fill out accordingly.
• Demonstrate correct writing posture and grip Introduction: • Mini white boards/Slates
and use of a pencil. Teacher will perform the activity as per the procedure mentioned in ECCE manual. for each student
• Match a picture of a word to the letter Activities: • Dusters for each student
representing its initial sound. Teacher will perform the activity as per the procedure in ECCE manual. • Board markers/Chalks for
• Identify correctly the letters t to z using the Reinforcement: each student
Period 192
names and phonic sounds of the letters • Teacher will perform the activity as per the procedure mentioned in ECCE manual. • Soft ball
• Write the letters t to z with a reasonable
degree of accuracy. Match a picture of a word
to the letter representing its initial sound
• Write the last thirteen letters of the alphabet in Activities:
Activities (a the correct alphabetical order. Alphabetical order:
• Flash cards, pictures and
to z) • Identify the initial letters of familiar words. Teacher will perform the activity as per the procedure mentioned in ECCE manual.
objects related to letter “a
• Write the initial letters of familiar words. Correct letters:
• Teacher will perform the activity as per the procedure mentioned in ECCE manual to z”
Period 193 • Follow a sequence of letters in alphabetical
order from n to z.
Initial Sounds (2 Periods)
• Write the initial letters of familiar words. Activities:
• Match words and pictures by identifying Correct picture: • Pencil Colours
Period 194 initial sounds • Teacher will perform the activity as per the procedure mentioned in ECCE manual. • Baske Flash cards Pencil
• Identify the initial letters of familiar words. Activities: • Pencil Colours
• Match words and pictures by identifying The name of each object: • Basket Flash cards Colours
initial sounds • Teacher will perform the activity as per the procedure mentioned in ECCE manual.

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 Scheme of Studies / Academic Plan of ECCE -Language & Literacy (English)

• Match words and pictures by identifying

Activities:
initial sounds
Help grandmother: • Pencil Colours Basket
• Write the initial letters of familiar words
Period 195 • Teacher will perform the activity as per the procedure mentioned in ECCE manual. Flash cards Basket Pencil
• Follow a sequence of letters in alphabetical
Reinforcement/assessment: Colours Basket Flash cards
order from n to z.
• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Write the initial letters of familiar words
Vowel & Consonant letters (2 periods)
Vowel & Consonant letters
Vowel & • Recognize and differentiate between vowel Sound drill practice:
- Pencil
Consonant and consonant letters. - Teacher will perform the activity as per the procedure mentioned in ECCE manual.
- Colours
letters • Sort out vowels and consonant from the Teacher will follow these activities are as under;
- Basket
Alphabet - Play a letter recognition game
• Flash cards
Period 196 • Recognize vowels and consonant by sound. - Sound match
• Note: Teacher will follow one or two activities from the given list.
• Pencil
• Sort out vowels and consonant from the
Reinforcement/assessment: • Colours
Period 197 Alphabet
• Teacher will perform the activity as per the procedure mentioned in ECCE manual. • Basket
• Recognize vowels and consonant by sound.
• Flash cards
Ending sound of word (2 periods)
Already pasted in the class of previous lessons
Ending Sound drill practice:
Sound of a • Teacher will perform the activity as per the procedure mentioned in ECCE
• Recognize the ending sound in different words • Already pasted in the class
Word manual.Teacher will follow these activities are as under;
• Tell the ending sound of the words of previous lessons
• Play a letter recognition game
Period 198 • Sound match
• Note: Teacher will follow one or two activities from the given list.
• Recognize the ending sound in different words Reinforcement/assessment: • Pencil
Period 199
• Tell the ending sound of the words • Teacher will perform the activity as per the procedure mentioned in ECCE manual. • Colours Basket Flash cards
Two Letter Words (2 periods)
Two letter
• Two letter and three letter
words • Know and recognize certain two letter words. Two letter words
words
• Repeat two letter words in their sentences. • Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Flashcards
Period 200
• Know and recognize certain two letter words. Reinforcement/assessment: • Pencil Colours Basket
Period 201 • Repeat two letter words in their sentences. • Teacher will perform the activity as per the procedure mentioned in ECCE manual. • Flash cards
Three letter CVC Words (2 periods)

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 Scheme of Studies / Academic Plan of ECCE -Language & Literacy (English)

Three letter
• Know about CVC words. • Two letter and three letter
words Three letter words (CVC)
• Recognize CVC word words
(CVC) • Teacher will perform the activity as per the procedure mentioned in ECCE manual.
• Read and understand CVC words • Flashcards Worksheets
Period 202
• Pencil
Activity:
• Know about CVC words. • Colours
• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
Period 203 • Recognize CVC word • Basket
Teacher will read the given instructions from assessment worksheet no: 35, 36 & 37 from
• Read and understand CVC words • Flash cards
workbook page no: 35, 36 & 37 and ask the students to fill out accordingly.
• Worksheets
Sight Words (2 periods)
Sight
• Recognize sight words. Sight Words:
Words • Flashcards
• Identify sight words in sentences. Activity:
• Basket
• Use sight words in their own sentences. • Teacher will perform the activity as per the procedure mentioned in ECCE manual.
Period 204
• Pencil
Activity:
• Recognize sight words. • Colours
• Teacher will perform the activity as per the procedure mentioned in ECCE manual.
Period 205 • Identify sight words in sentences. • Basket
Teacher will read the given instructions from assessment worksheet no: 43, 44 & 45 from
• Use sight words in their own sentences. • Flash cards
workbook page no: 43, 44 & 45 and ask the students to fill out accordingly.
• Worksheets
Three Word Sentences (1 periods)
Three-
Three-Word Sentences
Word
• Understand three-Word sentences. Activity: • Basket
Sentences
• Use three-word sentences in their own words. • Teacher will perform the activity as per the procedure mentioned on page no: ________ • Flash cards
in ECCE manual.
Period 206
Digraphs (1periods)
Digraphs
• Basket
(ch, ph, sh, • Recognize Digraphs. Digraphs (ch, ph, sh, th, wh, ck)
• Flash cards
th, wh, ck) • Identify Digraphs in sentences. Activity:
• Basket
• Use Digraphs with their own words. • Teacher will perform the activity as per the procedure mentioned in ECCE manual.
Period 207 • Flash cards
Picture Comprehension (1 periods)
Picture
Comprehen • Comprehend the pictures. Identify sight Picture Comprehension
sion words in sentences. Explain the picture in Activity: • Basket Flash cards
their own sentences. • Teacher will perform the activity as per the procedure mentioned in ECCE manual.
Period 208
Story Telling

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 Scheme of Studies / Academic Plan of ECCE -Language & Literacy (English)

Story Telling
Activity: • Basket
• Re-tell the story with their own words.
• Teacher will perform the activity as per the procedure mentioned in ECCE manual. • Flash cards
Story • Predict and comprehend the story.
Activity: • Props
Telling • Identify the moral of story.
Teacher will perform the activity as per the procedure mentioned in ECCE manual. • Pictures
• Re-tell the story with their own words. Activity: • Worksheets
Period 209 • Predict and comprehend the story.
• Teacher will perform the activity as per the procedure mentioned in ECCE manual. • Pencil
• Identify the moral of story. Teacher will read the given instructions from assessment worksheet no: 40 & 41 from • Colour
workbook page no: 40 & 41 and ask the students to fill out accordingly.
Revision and 1st Semester Assessment (Total Number of Periods 06) October Last week
Revision and 2nd Semester Assessment (Total Number of Periods 06) January last week
Revision and 3rd Semester Assessment (Total Number of Periods 06) May Last week
Sport Week (Total Number of Periods 06) (February Last Week)
Assessment Record Maintenance and student activities(Total Number of Periods 06) May Last Week

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 Academic plan – Basic Mathematical concepts
Scheme of studies

This document is based on the yearly Academic Planning of National curriculum – Basic Mathematical concepts ECCE subject.
We hope this document will provide maximum support to teachers in effective teaching and learning.

Days Distribution Period Distribution

Total days: 366 Total Periods 239

Grade: ECCE
Working Days: 239 Teaching periods 203
Periods in a week: 06
Sundays: 41 Welcome Week periods 06
Period Time: 40 minutes
Vacation Days:72 Sport Week Periods 06
Periods in a year: 239
Public Holidays: 14 1st Semester periods 06
Total Number of Sub-topics: 72
2nd Semester period 06
3rd Semester Periods 06
Assessment Record maintenance week &
Activities for students 06
Extra Periods 02
Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )

Details of Main Topics and Periods Distribution

Name of Topic/ Activities Periods Name of Topic Periods Name of Topic Periods
August 26 Days Number 10 4 February 22 Days
Welcome, Introduction & Pre writing 6 Number 11 2 More than Less Then 3
Pre-Number Concepts - Number 12 4 Equal 3
Colors 3 Number 13 2 Forward & Backward Counting 3
Big & Small (Big, Bigger & Biggest) 4 Number 14 2 Before & After 4
Heavy & Light (Heavy, Heavier & Heaviest) 3 Number 15 2 Bigger Number 3
Long & Short 3 Number 16 2 Sport Week 6
Thick & Thin 3 Number 17 2 March 25 Days
Soft & Hard 4 Number 18 2 Bigger Number 2
September 24 Days Number 19 2 Ordinal & Cardinal Numbers 3
Wide & Narrow 3 Number 20 2 Place Value 4
Different & Similar 3 Dec 17 Days Count in 2s & 5s 3
Patterns 3 Number 21 2 Shapes -
Odd one out 3 Number 22 2 Circle 4
Set 3 Number 23 2 Square 3
Numbering and Counting - Number 24 2 Rectangle 3
Number 1 3 Number 25 2 Triangle 3
Number 2 3 Number 26 2 April 21 Days
Number 3 3 Number 27 2 Oval 3
October 26 Days Number 28 2 Cube & Cubed 3
Number 4 3 Number 29 1 Cone Cylinder 4
Number 5 3 January 27 Days Position words 4
Number 6 3 Number 29 1 Length 3
Number 7 3 Number 30 4 Weight 4
Number 8 3 Ones & Tens 4 May 26 Days
Number 9 3 Addition 4 Time 3
Number 0 2 Revision 1 Clock Time 3
1st Semester Assessment 6 Subtraction 6 Currency 3
November 25 Days More than Less Then 1 Data handling 3
Number 0 1 2nd semester Assessment 6 3rd Semester Assessment 6
Assessment Record week & student 6
activities

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 Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )

Scheme of Studies- Basic Mathematical Concepts

Topic SLOs: Students will be able to: Teaching Method Required resources
Welcome, Introduction Pre-Writing Activities (6 Periods)
Activity no: 01
• Know teacher and each other by
• Teacher will introduce himself/herself very politely & friendly,
Welcome & • Introducing themselves.
after which students will introduce themselves, where they will
Introduction • Remember each other by names. be asked to share their name, village name and their favorite -
• Get familiar to interact and cooperate with each activities/hobbies.
Periods 01-06 other.
• Teacher will encourage speaking more and appreciating them.
• Practice pre writing activities • Teacher will practice pre-writing activities
Pre-Number Concepts (Total 37 periods)
• Pencil
Identification:
Colours • Identify Primary colours. • Colours
• Teacher will perform the activity and the procedure is mentioned
Period 07 • Tell primary colours names. • Colour papers
in ECCE manual.
• White papers Flash cards
Games & activities: • Pencil
• Teacher will perform the activity and the procedure is mentioned • Colours
• Identify Primary colours.
Period 08 in ECCE manual. • Colour papers
• Tell primary colours names.
• Note: Teacher will choose from the above-mentioned activities • White papers
keeping in view the level of children interest and time duration. • Flash cards
Writing practice & Assessment:
• Teacher will perform the activity and the procedure is mentioned • Pencil
• Identify Primary colours. in ECCE manual. • Colours
Period 09
• Tell primary colours names. • Teacher will read the given instructions from assessment • Worksheets
worksheets no: 01 & 02 from workbook page no: 50 & 51 and • Mathematics book
ask the students to fill out accordingly.
• Identification:
Big &Small • Teacher will show the two objects (Big & Small) and will ask
• Big & Small things/toys
(Big, Bigger & • Identify big & small things. from students which one is big/small
in pairs and individuals
Biggest) • Differentiate between big and small. • Teacher will call each students and ask him/her to identify any 2
• Flash cards
Period 10 objects (Big & small) in the classroom
• Teacher will perform the activity and the in ECCE manual.

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 Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )
• Identify big, bigger and biggest objects/things. • Games & activities:
• Big & Small, big, bigger
• Identify the difference between big, bigger and • Teacher will perform the activity and the procedure is mentioned
and biggest, small,
biggest in ECCE manual.
smaller and smallest
Period 11 • Identify small, smaller and smallest • Teacher will cascade any activity by him/herself on the concept things/toys in pairs and
objects/things. of small, smaller and smallest individuals
• Differentiate small, smaller and smallest • Note: Teacher will choose from the above-mentioned activities
• Flash cards Box
keeping in view the level of children interest and time duration.
• Writing practice & Assessment:
• Pencil
• Identify big, bigger and biggest objects/things. • Teacher will perform the activity and the procedure is mentioned • Colours
• Identify the difference between big, bigger and in ECCE manual.
Period 12 • Worksheet
biggest • Teacher will read the given instructions from assessment
• Mathematics book
• Differentiate between big, bigger and biggest worksheets no: 03 from workbook page no: 52 and ask the
students to fill out accordingly. • Flash cards
• Worksheets
• Pencil
• Teacher will perform the activity and the procedure is mentioned
• Colours
• Identify big, bigger and biggest objects/things in ECCE manual.
Period 13 • Worksheets
Differentiate between big, bigger and biggest • Teacher will read the given instructions from assessment
• Mathematics book
worksheets no: 04, 05 & 06 from workbook page no: 53, 54 & 55
and ask the students to fill out accordingly. • Flash cards
• Identification:
Heavy & Light • Teacher will show the two objects (Heavy & Light) and will ask
Heavy, Heavier • Identify heavy & light things. from students which one is Heavy / Light? • Heavy & light things/toys
& Heaviest • Differentiate between heavy, heavier & heaviest • Teacher will ask from students to identify any three objects in pairs and individuals
• (Heavy, Heavier & Heaviest) in the classroom • Flash cards
Period 14 • Teacher will perform the activity and the procedure is mentioned
in ECCE manual.
• Games & activities: • heavy, heavier and
• Teacher will perform the activity and the procedure is mentioned heaviest things/toys in
• Identify and differentiate between heavy, heavier pairs and individuals
Period 15 in ECCE manual.
and heaviest
• Note: Teacher will choose from the above-mentioned activities • Flash cards
keeping in view the level of children interest and time duration. • Box
• Writing practice & Assessment: • Pencil
• Teacher will perform the activity and the procedure is mentioned • Colours
• Identify heavy, heavier and heaviest
Period 16 in the ECCE manual. • Worksheet
• Differentiate between heavy, heavier and heaviest
• Teacher will read the given instructions from assessment • Mathematics book
worksheet no: 07 from workbook page no: 56 and ask the • Flash cards

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 Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )
students to fill out accordingly.

Long & Short • Identification: • Long & short things/toys

• Identify long & short things.
• Teacher will perform the activity and the procedure is mentioned in pairs and individuals
• Differentiate between long & short things.
Period 17 in ECCE manual. • Flash cards
• Games & activities:
• Long & short things/toys
• Teacher will perform the activity and the procedure is mentioned
• Identify long & short things. in pairs and individuals
Period 18 in ECCE manual.
• Differentiate between long and short things. • Flash cards
• Note: Teacher will choose from the above-mentioned activities
• Box
keeping in view the level of children interest and time duration.
• Writing practice & Assessment: • Pencil
• Teacher will perform the activity and the procedure is mentioned • Colours
• Identify long & short things. in ECCE manual.
Period 19 • Worksheets
• Differentiate between Long and short things. • Teacher will read the given instructions from assessment
• Mathematics book
worksheet no: 08 & 09 from workbook page no: 57 & 5and ask
the students to fill out accordingly. • Flash cards
• Identification: • Thick & thin things/toys
Thick & Thin • Identify thick & thin things.
• Teacher will perform the activity and the procedure is mentioned in pairs and individuals
Period 20 • Differentiate between thick and thin things.
in ECCE manual. • Flash cards
• Games & activities: • Thick & thin things/toys
• Teacher will perform the activity and the procedure is mentioned in pairs and individuals
• Identify thick & thin things. in ECCE manual. • Flash cards
Period 21
• Differentiate between thick and thin things. • Note: Teacher will choose from the above-mentioned activities • Box
keeping in view the level of children interest and time duration. • White papers
• Pieces of vegetables
• Writing practice & Assessment: • Pencil
• Teacher will perform the activity and the procedure is mentioned • Colours
• Identify thick & thin things. in ECCE manual. • Worksheet
Period 22
• Differentiate between thick and thin things. • Teacher will read the given instructions from assessment • Mathematics book
Worksheet no: 10 from workbook page no: 95 and ask the • Flash cards
students to fill out accordingly. • White papers
• Identification: • Soft & hard things/toys in
Soft & Hard • Identify Soft & Hard things.
• Teacher will perform the activity and the procedure is mentioned pairs and individuals
Period 23 • Differentiate between Soft and hard things.
in ECCE manual. • Flash cards
• Identify Soft & Hard things. • Games & activities: • Soft & hard things/toys in
Period 24
• Differentiate between Soft and hard things. • Teacher will perform the activity and the procedure is mentioned pairs and individuals

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 Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )
in ECCE manual. • Flash cards
• Note: Teacher will choose from the above-mentioned activities • Box
keeping in view the level of children interest and time duration. • White papers
• Pencil
• Writing practice & Assessment: • Colours
• Identify Soft & Hard things.
Period 25 • Teacher will perform the activity and the procedure is mentioned • Mathematics book
• Differentiate between Soft and hard things.
in ECCE manual. • Flash cards
• White papers
• Worksheets • Pencil
• Teacher will perform the activity and the procedure is mentioned
• Colours
• Identify Soft & Hard things. in ECCE manual.
Period 26 • Worksheets
• Differentiate between Soft and hard things. • Teacher will read the given instructions from assessment
• Mathematics book
worksheets no: 11 & 12 from workbook page no: 95 & 96 and
ask the students to fill out accordingly. • Flash cards
• Identification: • Some things/toys in pairs
Wide & Narrow • Identify Wide & Narrow things.
• Teacher will perform the activity and the procedure is mentioned and individuals
Period 27 • Differentiate between Wide and Narrow things.
in ECCE manual. • Flash cards
• Games & activities: • Some things/toys in pairs
• Teacher will perform the activity and the procedure is mentioned and individuals
• Identify Wide & Narrow things.
Period 28 in ECCE manual. • Flash cards
• Differentiate between Wide and Narrow things.
• Note: Teacher will choose from the above-mentioned activities • Box
keeping in view the level of children interest and time duration. • White papers
• Writing practice & Assessment: • Pencil
• Teacher will perform the activity and the procedure is mentioned • Colours
• Identify Wide & Narrow things. in ECCE manual. • Worksheet
Period 29
• Differentiate between Wide and Narrow things. • Teacher will read the given instructions from assessment • Mathematics book
worksheet no: 13 from workbook page no: 97 and ask the • Flash cards
students to fill out accordingly. • White papers
Different & • Identification: • Some things/toys in pairs
• Identify different & Similar things.
Similar • Teacher will perform the activity and the procedure is mentioned and individuals
• Differentiate between different and similar things.
Period 30 in ECCE manual. • Flash cards
• Games & activities: • Some things/toys in pairs
• Teacher will perform the activity and the procedure is mentioned and individuals
• Identify different & Similar things.
Period 31 in ECCE manual. • Flash cards
• Differentiate between different and similar things.
• Note: Teacher will choose from the above-mentioned activities • Box
keeping in view the level of children interest and time duration. • White papers
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 Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )
• Writing practice & Assessment: • Pencil
• Teacher will perform the activity and the procedure is mentioned • Colours
• Identify different & Similar things. in ECCE manual. • Mathematics book
Period 32
• Differentiate between different and similar things. • Teacher will read the given instructions from assessment • Flash cards
worksheet no: 14 from workbook page no: 98 and ask the • White papers
students to fill out accordingly. • Worksheet
• Identify patterns. • Identification: • Some things/toys in pairs
Patterns
• Make different patterns. • Teacher will perform the activity and the procedure is mentioned and individuals
Period 33
• Tell about the patterns. in ECCE manual. • Flash cards
• Some things/toys in pairs
• Games & activities: and individuals
• Identify patterns. • Teacher will perform the activity and the procedure is mentioned • Flash cards
Period 34 • Make different patterns. in ECCE manual.
• Box
• Tell about the patterns. • Note: Teacher will choose from the above-mentioned activities
• White papers
keeping in view the level of children interest and time duration.
• Colour papers
• Writing practice & Assessment: • Pencil
• Teacher will perform the activity and the procedure is mentioned • Colours
• Identify patterns.
in ECCE manual. • Mathematics book
Period 35 • Make different patterns.
• Teacher will read the given instructions from assessment • Flash cards
• Tell about the patterns.
Worksheet no: 15 from workbook page no: 99 and ask the • White papers
students to fill out accordingly. • Worksheet
• Identify Odd One Out. • Identification: • Some things/toys in pairs
Odd One Out
• Make different Odd One Out. • Teacher will perform the activity and the procedure is mentioned and individuals
Period 36
• Tell about the Odd One Out. in ECCE manual. • Flash cards
• Games & activities: • Some things/toys in pairs
• Identify Odd One Out. • Teacher will perform the activity and the procedure is mentioned and individuals
Period 37 • Make different Odd One Out. in ECCE manual. • Flash cards Box
• Tell about the Odd One Out. • Note: Teacher will choose from the above-mentioned activities • White papers Colour
keeping in view the level of children interest and time duration. papers
• Writing practice & Assessment: • Pencil
• Teacher will perform the activity and the procedure is mentioned • Colours
• Identify Odd One Out.
in ECCE manua • Worksheet
Period 38 • Make different Odd One Out.
• Teacher will read the given instructions from assessment • Mathematics book
• Tell about the Odd One Out.
worksheet no: 16 from workbook page no: 100 and ask the • Flash cards
students to fill out accordingly. • White papers
Set • Identify Set. • Identification: • Some things/toys in pairs
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 Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )
Period 39 • Make sets with different things. • Teacher will perform the activity and the procedure is mentioned • Bangle Set
• Tell about the set. in ECCE manual. • Car Set (Toys)
• Doctor Set
• Tea Set (Toys)
• Water Set (Toys)
• Dinner set (Toys)
• Flash cards
• Games & activities: • Some things/toys in pairs
• Teacher will perform the activity and the procedure is mentioned • Bangle Set Car Set (Toys)
• Identify Set. in ECCE manual. Doctor Set
Period 40 • Make sets with different things. • Note: Teacher will choose from the above-mentioned activities • Tea Set (Toys)
• Tell about the set. keeping in view the level of children interest and time duration. • Water Set (Toys)
• Dinner set (Toys)Flash
cards
• Writing practice & Assessment: • Pencil
• Teacher will perform the activity and the procedure is mentioned • Colours
• Identify Set.
in ECCE manual. • Worksheet
Period 41 • Make sets with different things.
• Teacher will read the given instructions from assessment • Mathematics book
• Tell about the set.
worksheet no: 17 from workbook page no: 101 and ask the • Pencil Colours Flash
students to fill out accordingly. cards White papers
Period 42 • Revise all the pre number concepts through different teaching activities
Number & Counting Concepts 1-30 Total number of periods 76
• Recognize 1. • Identification: • Some things/toys
“1” • Read, write & count by joining the dots. • Teacher will perform the activity and the procedure is mentioned • Mask of 1
Period 43 • Use numbers to represent quantities in daily life in ECCE manual. • Flash card Stone
interaction. • Box Mathematics book
• Some things/toys
• Games & activities:
• Recognize 1. • Mask of 1
• Teacher will perform the activity and the procedure is mentioned
• Read, write & count by joining the dots. • Flash card
Period 44 in ECCE manual.
• Use numbers to represent quantities in daily life • Stone
• Note: Teacher will choose from the above-mentioned activities
interaction. • Box
keeping in view the level of children interest and time duration.
• Mathematics book
• Recognize 1. • Writing practice & Assessment: • Some things/toys
• Read, write & count by joining the dots. • Teacher will perform the activity and the procedure is mentioned • Mask of 1
Period 45
• Use numbers to represent quantities in daily life in ECCE manual. • Flash card
interaction. • Note: Teacher will choose from the above-mentioned activities • Stone
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 Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )
keeping in view the level of children interest and time duration. • Worksheet
• Teacher will read the given instructions from assessment • Pencil
worksheet no: 19 from workbook page no: 103 and ask the • Colours
students to fill out accordingly. • Mathematics book
• Recognize 2. • Identification: • Some things/toys
“2” • Read, write & count by joining the dots. • Teacher will perform the activity and the procedure is mentioned • Flash card Stone
Period 46 • Use numbers to represent quantities in daily life in ECCE manual. • Sticks Box
interaction. • Mathematics book
• Some things/toys
• Games & activities:
• Recognize 2. • Flash card
• Teacher will perform the activity and the procedure is mentioned
• Read, write & count by joining the dots. • Stone
Period 47 in ECCE manual.
• Use numbers to represent quantities in daily life • Box
• Note: Teacher will choose from the above-mentioned activities
interaction. • Sticks
keeping in view the level of children interest and time duration.
• Mathematics book
• Some things/toys
• Writing practice & Assessment:
• Recognize 2. • Flash card
• Teacher will perform the activity and the procedure is mentioned
• Read, write & count by joining the dots. • Stone
Period 48 in ECCE manual.
• Use numbers to represent quantities in daily life • Pencil
• Note: Teacher will choose from the above-mentioned activities
interaction. • Colours
keeping in view the level of children interest and time duration.
• Mathematics book
• Recognize 3. • Identification:
• Read, write & count by joining the dots. • Teacher will perform the activity and the procedure is mentioned • Some things/toys
• Use numbers to represent quantities in daily life in ECCE manua
“3” • Flash card
interaction.
Period 49 • Stone Sticks Box
• Compare quantities of objects in different sets and
• Mathematics book
describe which sets are equal which have more
objects and which have less objects than others.
• Recognize 3.
• Read, write & count by joining the dots. • Games & activities: • Some things/toys
• Compare quantities of objects in different sets and • Teacher will perform the activity and the procedure is mentioned • Flash card Stone
Period 50 describe which sets are equal which have more in ECCE manual. • Box Sticks
objects and which have less objects than others. • Note: Teacher will choose from the above-mentioned activities • Mathematics book
• Use numbers to represent quantities in daily life keeping in view the level of children interest and time duration. Magnetic
interaction.
• Recognize 3. • Writing practice & Assessment: • Some things/toys
Period 51
• Read, write & count by joining the dots. • Teacher will perform the activity and the procedure is mentioned • Flash card
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 Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )
• Compare quantities of objects in different sets and in ECCE manual. • Stone
describe which sets are equal which have more • Note: Teacher will choose from the above-mentioned activities • Pencil
objects and which have less objects than others. keeping in view the level of children interest and time duration. • Colours
• Use numbers to represent quantities in daily life • Mathematics book
interaction.
• Recognize 4. • Identification: • Some things/toys
• Read, write & count by joining the dots. • Teacher will perform the activity and the procedure is mentioned
• Flash card
• Use numbers to represent quantities in daily life in ECCE manual.
“4” • Stone
interaction.
Period 52 • Sticks
• Compare quantities of objects in different sets and
• Box
describe which sets are equal which have more
objects and which have less objects than others. • Mathematics book
• Recognize 4. • Games & activities: • Some things/toys
• Read, write & count by joining the dots. • Teacher will perform the activity and the procedure is mentioned • Flash card
• Use numbers to represent quantities in daily life in ECCE manual. • Stone
Period 53 interaction. • Note: Teacher will choose from the above-mentioned activities • Box
• Compare quantities of objects in different sets and keeping in view the level of children interest and time duration. • Sticks
describe which sets are equal which have more • Mathematics book
objects and which have less objects than others. • Magnetic
• Recognize 4. • Writing practice & Assessment:
• Some things/toys
• Read, write & count by joining the dots. • Teacher will perform the activity and the procedure is mentioned • Flash card
• Use numbers to represent quantities in daily life in ECCE manual.
• Stone
Period 54 interaction. • Note: Teacher will choose from the above-mentioned activities
• Pencil
• Compare quantities of objects in different sets and keeping in view the level of children interest and time duration.
• Colours
describe which sets are equal which have more
• Mathematics book
objects and which have less objects than others.
• Recognize 5. • Identification:
• Read, write & count by joining the dots. • Teacher will perform the activity and the procedure is mentioned
• Some things/toys
“5” • Use numbers to represent quantities in daily life in ECCE manual.
• Flash card Stone
interaction.
• Sticks Box
Period 55 • Compare quantities of objects in different sets and
• Mathematics book
describe which sets are equal which have more
objects and which have less objects than others.
• Recognize 5. • Games & activities: • Some things/toys
Period 56 • Read, write & count by joining the dots. • Teacher will perform the activity and the procedure is mentioned • Flash card
• Use numbers to represent quantities in daily life in ECCE manual. • Stone
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 Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )
interaction. • Note: Teacher will choose from the above-mentioned activities • Box
• Compare quantities of objects in different sets and keeping in view the level of children interest and time duration. • Sticks
describe which sets are equal which have more • Mathematics book
objects and which have less objects than others. Magnetic
• Writing practice & Assessment: •
• Recognize 5. Some things/toys
• Teacher will perform the activity and the procedure is mentioned •
• Read, write & count by joining the dots. Flash card
in ECCE manual.
• Compare quantities of objects in different sets and • Stone
• Note: Teacher will choose from the above-mentioned activities
Period 57 describe which sets are equal which have more • Pencil
keeping in view the level of children interest and time duration.
objects and which have less objects than others. • Colours
• Teacher will read the given instructions from assessment
• Use numbers to represent quantities in daily life • Mathematics book
worksheet no: 22 from workbook page no: 106 and ask the
interaction.
students to fill out accordingly. • Worksheet
• Recognize 6. • Identification:
• Some things/toys
• Read, write & count by joining the dots. • Teacher will perform the activity and the procedure is mentioned • Flash card
“6” • Use numbers to represent quantities in daily life on page no:_______ in ECCE manual.
• Stone
interaction.
Period 58 • Sticks
• Compare quantities of objects in different sets and
• Box
describe which sets are equal which have more
objects and which have less objects than others. • Mathematics book
• Recognize 6. • Games & activities: • Some things/toys
• Read, write & count by joining the dots. • Teacher will perform the activity and the procedure is mentioned • Flash card
• Use numbers to represent quantities in daily life in ECCE manual. • Stone
Period 59 interaction. • Note: Teacher will choose from the above-mentioned activities • Box
• Compare quantities of objects in different sets and keeping in view the level of children interest and time duration. • Sticks
describe which sets are equal which have more • Mathematics book
objects and which have less objects than others. • Magnetic
• Recognize 6. • Writing practice & Assessment: • Some things/toys
• Read, write & count by joining the dots. • Teacher will perform the activity and the procedure is mentioned • Flash card
• Use numbers to represent quantities in daily life in ECCE manual.
• Stone
interaction. • Note: Teacher will choose from the above-mentioned activities
Period 60 • Worksheet
• Compare quantities of objects in different sets and keeping in view the level of children interest and time duration.
• Pencil
describe which sets are equal which have more • Teacher will read the given instructions from assessment
• Colours
objects and which have less objects than others. • worksheet no:21 from workbook page no: 105 and ask the
students to fill out accordingly. • Mathematics book
“7” • Recognize 7. • Identification: • Some things/toys
Period 61 • Read, write & count by joining the dots. • Teacher will perform the activity and the procedure is mentioned • Flash card
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 Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )
• Use numbers to represent quantities in daily life in ECCE manual. • Stone
interaction. • Sticks
• Compare quantities of objects in different sets and • Box
describe which sets are equal which have more • Mathematics book
objects and which have less objects than others.

• Recognize 7.
• Read, write & count by joining the dots. • Some things/toys
• Use numbers to represent quantities in daily life • Games & activities: • Flash card
interaction.
• Teacher will perform the activity and the procedure is mentioned • Stone
Period 62 • Compare quantities of objects in different sets and in ECCE manual. • Box
describe which sets are equal which have more
• Note: Teacher will choose from the above-mentioned activities • Sticks
objects and which have less objects than others.
keeping in view the level of children interest and time duration. • Mathematics book
• Compare quantities of objects in different sets and
describe which sets are equal which have more • Magnetic
objects and which have less objects than others.

• Recognize 7.
• Some things/toys
• Use numbers to represent quantities in daily life • Writing practice & Assessment:
• Flash card
interaction. • Teacher will perform the activity and the procedure is mentioned
• Stone
Period 63 • Compare quantities of objects in different sets and in ECCE manual.
• Pencil
describe which sets are equal which have more • Note: Teacher will choose from the above-mentioned activities
• Colours
objects and which have less objects than others. keeping in view the level of children interest and time duration.
• Mathematics book
• Read, write & count by joining the dots.
• Recognize 8. • Identification: • Some things/toys
• Use numbers to represent quantities in daily life • Teacher will perform the activity and the procedure is mentioned
• Flash card
interaction. in ECCE manual.
“8” • Stone
• Compare quantities of objects in different sets and
Period 64 • Sticks
describe which sets are equal which have more
• Box
objects and which have less objects than others.
• Mathematics book
• Read, write & count by joining the dots.
• Recognize 8. • Games & activities: • Some things/toys
• Read, write & count by joining the dots. • Teacher will perform the activity and the procedure is mentioned • Flash card
• Use numbers to represent quantities in daily life in ECCE manual. • Stone
Period 65
interaction. • Note: Teacher will choose from the above-mentioned activities • Box
• Compare quantities of objects in different sets and keeping in view the level of children interest and time duration. • Sticks
describe which sets are equal which have more • Mathematics book
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 Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )
objects and which have less objects than others. • Magnetic
• Recognize 8. • Some things/toys
• Read, write & count by joining the dots. • Writing practice & Assessment:
• Flash card
• Use numbers to represent quantities in daily life • Teacher will perform the activity and the procedure is mentioned
• Stone
Period 66 interaction. in ECCE manual.
• Pencil
• Compare quantities of objects in different sets and • Note: Teacher will choose from the above-mentioned activities
• Colours
describe which sets are equal which have more keeping in view the level of children interest and time duration.
objects and which have less objects than others. • Mathematics book
• Recognize 9. • Identification: • Some things/toys
• Read, write & count by joining the dots. • Teacher will perform the activity and the procedure is mentioned
• Flash card
“9” • Use numbers to represent quantities in daily life in ECCE manual.
• Stone
interaction.
Period 67 • Sticks
• Compare quantities of objects in different sets and
• Box
describe which sets are equal which have more
objects and which have less objects than others. • Mathematics book
• Recognize 9. • Games & activities: • Some things/toys
• Read, write & count by joining the dots. • Teacher will perform the activity and the procedure is mentioned • Flash card
• Use numbers to represent quantities in daily life in ECCE manual. • Stone
Period 68 interaction. • Note: Teacher will choose from the above-mentioned activities • Box
• Compare quantities of objects in different sets and keeping in view the level of children interest and time duration. • Sticks
describe which sets are equal which have more • Mathematics book
objects and which have less objects than others. • Magnetic
• Recognize 9. • Writing practice & Assessment: • Some things/toys
• Use numbers to represent quantities in daily life • Teacher will perform the activity and the procedure is mentioned • Flash card
interaction. in ECCE manual.
• Stone
Period 69 • Read, write & count by joining the dots. • Note: Teacher will choose from the above-mentioned activities
• Pencil
• Compare quantities of objects in different sets and keeping in view the level of children interest and time duration.
• Colours
describe which sets are equal which have more
objects and which have less objects than others. • Mathematics book
• Recognize 0. • Identification: • Some things/toys
“0” • Read, write & count by joining the dots. • Teacher will perform the activity and the procedure is mentioned • Flash card
Period 70 • Use numbers to represent quantities in daily life in ECCE manual. • Stone ,Sticks ,Box
interaction. • Mathematics book
• Recognize 0. • Games & activities: • Some things/toys
Period 71 • Read, write & count by joining the dots. • Teacher will perform the activity and the procedure is mentioned • Flash card
• Develop an understanding of the concept of zero. in ECCE manual. • Stone
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 Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )
• Use numbers to represent quantities in daily life • Note: Teacher will choose from the above-mentioned activities • Box
interaction. keeping in view the level of children interest and time duration. • Sticks ,Mathematics book
.Magnetic
• Writing practice & Assessment: • Some things/toys
• Recognize 0.
• Teacher will perform the activity and the procedure is mentioned • Flash card
• Read, write & count by joining the dots. in ECCE manual. • Stone
Period 72 • Develop an understanding of the concept of zero.
• Note: Teacher will choose from the above-mentioned activities • Pencil
• Use numbers to represent quantities in daily life keeping in view the level of children interest and time duration. • Colours
interaction.
• Mathematics book
• Recognize 10. • Identification:
• Read, write & count by joining the dots. • Teacher will perform the activity and the procedure is mentioned • Some things/toys
“10” • Compare quantities of objects in different sets and in ECCE manual.
• Flash card
describe which sets are equal which have more
• Stone ,Sticks ,Box
Period 73 objects and which have less objects than others.
• Mathematics book
• Use numbers to represent quantities in daily life
interaction.
• Recognize 10. • Some things/toys
• Read, write & count by joining the dots. • Games & activities: • Flash card
• Use numbers to represent quantities in daily life • Teacher will perform the activity and the procedure is mentioned • Stone
Period 74 interaction. in ECCE manual. • Box
• Compare quantities of objects in different sets and • Note: Teacher will choose from the above-mentioned activities • Sticks
describe which sets are equal which have more keeping in view the level of children interest and time duration. • Mathematics book
objects and which have less objects than others. • Magnetic
• Recognize 10. • Writing practice & Assessment:
• Some things/toys
• Read, write and count by joining the dots. • Teacher will perform the activity and the procedure is mentioned
• Flash card
• Use numbers to represent quantities in daily life in ECCE manual.
• Stone
Period 75 interaction. • Note: Teacher will choose from the above-mentioned activities
• Pencil
• Compare quantities of objects in different sets and keeping in view the level of children interest and time duration.
• Colours
describe which sets are equal which have more
objects and which have less objects than others. • Mathematics book
• Recognize 10. • Worksheets
• Read, write and count by joining the dots. • Teacher will read the given instructions from assessment
• Worksheets
• Use numbers to represent quantities in daily life worksheet no: 19, 20 & 23 from workbook page no: 103, 104 &
Period 76 • Colours
interaction. 107 and ask the students to fill out accordingly.
• Pencil
• Compare quantities of objects in different sets and
describe which sets are equal which have more
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Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )
objects and which have less objects than others.
• Identification:
• Recognize 11. •
• Teacher will follow the previous practices as given in the lesson Some things/toys
• Read, write & count by joining the dots. •
plans for 0 – 10 Flash card
“11” • Use numbers to represent quantities in daily life
• Stone
interaction.
• Games & activities: • Sticks
Period 77 • Compare quantities of objects in different sets and
• Teacher will follow the previous practices as given in the lesson • Box
describe which sets are equal which have more
objects and which have less objects than others.
plans for 0 – 10 and select the activities as per children interest • Mathematics book
and time duration.
• Recognize 11. • Writing practice & Assessment: • Some things/toys
• Read, write & count by joining the dots. • Teacher will follow the previous practices as given in the lesson • Flash card
• Use numbers to represent quantities in daily life plans for 0 – 10 and select the writing practice activities as per • Stone
Period 78 interaction. children interest and time duration. • Worksheet
• Compare quantities of objects in different sets and • Teacher will read the given instructions from assessment • Pencil
describe which sets are equal which have more worksheet no: 24 from workbook page no: 108 and ask the • Colours
objects and which have less objects than others. students to fill out accordingly. • Mathematics book
• Recognize 12. • Identification: • Some things/toys
• Read, write & count by joining the dots. • Teacher will follow the previous practices as given in the lesson • Flash card
“12” • Use numbers to represent quantities in daily life plans for 0 – 10
• Stone
interaction. • Games & activities:
• Sticks
Period 79 • Compare quantities of objects in different sets and • Teacher will follow the previous practices as given in the lesson
• Box
describe which sets are equal which have more plans for 0 – 10 and select the activities as per children interest
objects and which have less objects than others. and time duration. • Mathematics book
• Recognize 12. • Writing practice & Assessment: • Some things/toys
• Read, write & count by joining the dots. • Teacher will follow the previous practices as given in the lesson • Flash card
• Use numbers to represent quantities in daily life plans for 0 – 10 and select the writing practice activities as per • Stone
Period 80 interaction. children interest and time duration. • Worksheet
• Compare quantities of objects in different sets and • Teacher will read the given instructions from assessment • Pencil
describe which sets are equal which have more worksheet no: 25 from workbook page no: 109 and ask the • Colours
objects and which have less objects than others. students to fill out accordingly. • Mathematics book
• Recognize 13. • Identification: • Some things/toys
• Read, write & count by joining the dots. • Teacher will follow the previous practices as given in the lesson • Flash card
“13” • Use numbers to represent quantities in daily life plans for 0 – 10 • Stone
Period 81 interaction. • Games & activities: • Sticks
Compare quantities of objects in different sets and • Teacher will follow the previous practices as given in the lesson • Box
describe which sets are equal which have more plans for 0 – 10 and select the activities as per children interest • Mathematics book
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Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )
objects and which have less objects than others. and time duration.
• Recognize 13. • Writing practice & Assessment: • Some things/toys
• Read, write & count by joining the dots. • Teacher will follow the previous practices as given in the lesson • Flash card
• Use numbers to represent quantities in daily life plans for 0 – 10 and select the writing practice activities as per • Stone
Period 82 interaction. children interest and time duration. • Worksheet
• Compare quantities of objects in different sets and • Teacher will read the given instructions from assessment • Pencil
describe which sets are equal which have more worksheet no: 26 from workbook page no: 110 and ask the • Colours
objects and which have less objects than others. students to fill out accordingly. • Mathematics book
• Recognize 14. • Identification: • Some things/toys
• Read, write & count by joining the dots. • Teacher will follow the previous practices as given in the lesson
• Flash card
“14” • Use numbers to represent quantities in daily life plans for 0 – 10
• Stone
interaction. • Games & activities:
• Sticks
Period 83 • Compare quantities of objects in different sets and • Teacher will follow the previous practices as given in the lesson
• Box
describe which sets are equal which have more plans for 0 – 10 and select the activities as per children interest
objects and which have less objects than others. and time duration. • Mathematics book
• Writing practice & Assessment: • Some things/toys
• Read, write & count by joining the dots. •
• Teacher will follow the previous practices as given in the lesson Flash card
• Use numbers to represent quantities in daily life •
plans for 0 – 10 and select the writing practice activities as per Stone
interaction.
Period 84 children interest and time duration. • Worksheet
• Compare quantities of objects in different sets and
• Teacher will read the given instructions from assessment • Pencil
describe which sets are equal which have more
objects and which have less objects than others.
worksheet no: 27 from workbook page no: 111 and ask the • Colours
students to fill out accordingly. • Mathematics book
• Recognize 15. • Identification:
• Some things/toys
• Read, write & count by joining the dots. • Teacher will follow the previous practices as given in the lesson
• Flash card
“15” • Use numbers to represent quantities in daily life plans for 0 – 10
• Stone
interaction. • Games & activities:
• Sticks
Period 85 • Compare quantities of objects in different sets and • Teacher will follow the previous practices as given in the lesson
• Box
describe which sets are equal which have more plans for 0 – 10 and select the activities as per children interest
• Mathematics book
objects and which have less objects than others. and time duration.
• Recognize 15. • Writing practice & Assessment: • Some things/toys
• Read, write & count by joining the dots. • Teacher will follow the previous practices as given in the lesson • Flash card
• Use numbers to represent quantities in daily life plans for 0 – 10 and select the writing practice activities as per • Stone
Period 86 interaction. children interest and time duration. • Worksheet
• Compare quantities of objects in different sets and • Teacher will read the given instructions from assessment • Pencil
describe which sets are equal which have more worksheet no: 28 from workbook page no: 112 and ask the • Colours
objects and which have less objects than others. students to fill out accordingly. • Mathematics book
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Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )
• Recognize 16. • Identification:
• Some things/toys
• Read, write & count by joining the dots. • Teacher will follow the previous practices as given in the lesson • Flash card
“16” • Use numbers to represent quantities in daily life plans for 0 – 10
• Stone
interaction. • Games & activities:
Period 87 • Sticks
• Compare quantities of objects in different sets and • Teacher will follow the previous practices as given in the lesson
• Box
describe which sets are equal which have more plans for 0 – 10 and select the activities as per children interest
objects and which have less objects than others. and time duration. • Mathematics book
• Writing practice & Assessment: • Some things/toys
• Read, write & count by joining the dots. •
• Teacher will follow the previous practices as given in the lesson Flash card
• Use numbers to represent quantities in daily life
plans for 0 – 10 and select the writing practice activities as per • Stone
interaction.
Period 88 children interest and time duration. • Worksheet
• Compare quantities of objects in different sets and
• Teacher will read the given instructions from assessment • Pencil
describe which sets are equal which have more
objects and which have less objects than others.
worksheet no: 29 from workbook page no: 113 and ask the • Colours
students to fill out accordingly. • Mathematics book
• Recognize 17. • Identification: • Some things/toys
• Read, write & count by joining the dots. • Teacher will follow the previous practices as given in the lesson • Flash card
“17” • Use numbers to represent quantities in daily life plans for 0 – 10
• Stone
interaction. • Games & activities:
Period 89 • Sticks
• Compare quantities of objects in different sets and • Teacher will follow the previous practices as given in the lesson
• Box
describe which sets are equal which have more plans for 0 – 10 and select the activities as per children interest
objects and which have less objects than others. and time duration. • Mathematics book
• Recognize 17. • Writing practice & Assessment: • Some things/toys
• Read, write & count by joining the dots. • Teacher will follow the previous practices as given in the lesson • Flash card
• Use numbers to represent quantities in daily life plans for 0 – 10 and select the writing practice activities as per • Stone
Period 90 interaction. children interest and time duration. • Worksheet
• Compare quantities of objects in different sets and • Teacher will read the given instructions from assessment • Pencil
describe which sets are equal which have more worksheet no: 30 from workbook page no: 114 and ask the • Colours
objects and which have less objects than others. students to fill out accordingly. • Mathematics book
• Recognize 18. • Identification:
• Some things/toys
• Read, write & count by joining the dots. • Teacher will follow the previous practices as given in the lesson • Flash card
“18” • Use numbers to represent quantities in daily life plans for 0 – 10
• Stone
interaction. • Games & activities:
• Sticks
Period 91 • Compare quantities of objects in different sets and • Teacher will follow the previous practices as given in the lesson
• Box
describe which sets are equal which have more plans for 0 – 10 and select the activities as per children interest
• Mathematics book
objects and which have less objects than others. and time duration.

Developed By: Training Unit -SEF Page 97 of 140

Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )
• Writing practice & Assessment: • Some things/toys
• Read, write & count by joining the dots. •
• Teacher will follow the previous practices as given in the lesson Flash card
• Use numbers to represent quantities in daily life
plans for 0 – 10 and select the writing practice activities as per • Stone
interaction.
Period 92 children interest and time duration. • Worksheet
• Compare quantities of objects in different sets and
• Teacher will read the given instructions from assessment • Pencil
describe which sets are equal which have more
objects and which have less objects than others.
worksheet no: 31 from workbook page no: 115 and ask the • Colours
students to fill out accordingly. • Mathematics book
• Recognize 19. • Identification:
• Some things/toys
• Read, write & count by joining the dots. • Teacher will follow the previous practices as given in the lesson
• Flash card
• Use numbers to represent quantities in daily life plans for 0 – 10
“19” • Stone
interaction. • Games & activities:
Period 93 • Sticks
• Compare quantities of objects in different sets and • Teacher will follow the previous practices as given in the lesson
• Box
describe which sets are equal which have more plans for 0 – 10 and select the activities as per children interest
objects and which have less objects than others. and time duration. • Mathematics book
• Writing practice & Assessment: • Some things/toys
• Read, write & count by joining the dots. •
• Teacher will follow the previous practices as given in the lesson Flash card
• Use numbers to represent quantities in daily life
plans for 0 – 10 and select the writing practice activities as per • Stone
interaction.
Period 94 children interest and time duration. • Worksheet
• Compare quantities of objects in different sets and
• Teacher will read the given instructions from assessment • Pencil
describe which sets are equal which have more
objects and which have less objects than others.
worksheet no: 32 from workbook page no: 116 and ask the • Colours
students to fill out accordingly. • Mathematics book
• Recognize 20. • Identification: • Some things/toys
• Read, write & count by joining the dots. • Teacher will follow the previous practices as given in the lesson
• Flash card
“20” • Use numbers to represent quantities in daily life plans for 0 – 10
• Stone
interaction. • Games & activities:
Period 95 • Sticks
• Compare quantities of objects in different sets and • Teacher will follow the previous practices as given in the lesson
• Box
describe which sets are equal which have more plans for 0 – 10 and select the activities as per children interest
objects and which have less objects than others. and time duration. • Mathematics book
• Writing practice & Assessment: • Some things/toys
• Read, write & count by joining the dots. •
• Teacher will follow the previous practices as given in the lesson Flash card
• Use numbers to represent quantities in daily life
plans for 0 – 10 and select the writing practice activities as per • Stone
interaction.
Period 96 children interest and time duration. • Worksheet
• Compare quantities of objects in different sets and
• Teacher will read the given instructions from assessment • Pencil
describe which sets are equal which have more
worksheet no: 33 from workbook page no: 117 and ask the • Colours
objects and which have less objects than others.
students to fill out accordingly. • Mathematics book
“21” • Recognize 21. • Identification: • Some things/toys
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Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )
Period 97 • Read, write & count by joining the dots. • Teacher will follow the previous practices as given in the lesson • Flash card
• Use numbers to represent quantities in daily life plans for 0 – 10 • Stone
interaction. • Games & activities: • Sticks
• Compare quantities of objects in different sets and • Teacher will follow the previous practices as given in the lesson • Box
describe which sets are equal which have more plans for 0 – 10 and select the activities as per children interest • Mathematics book
objects and which have less objects than others. and time duration.
• Read, write & count by joining the dots. • Writing practice & Assessment: • Some things/toys
• Use numbers to represent quantities in daily life • Teacher will follow the previous practices as given in the lesson • Flash card
interaction. plans for 0 – 10 and select the writing practice activities as per • Stone
Period 98
• Compare quantities of objects in different sets and children interest and time duration. • Pencil
describe which sets are equal which have more • Colours
objects and which have less objects than others. • Mathematics book
• Recognize 22. • Identification: • Some things/toys
• Read, write & count by joining the dots. • Teacher will follow the previous practices as given in the lesson
• Flash card
“22” • Use numbers to represent quantities in daily life plans for 0 – 10
• Stone
interaction. • Games & activities:
Period 99 • Sticks
• Compare quantities of objects in different sets and • Teacher will follow the previous practices as given in the lesson
• Box
describe which sets are equal which have more plans for 0 – 10 and select the activities as per children interest
objects and which have less objects than others. and time duration. • Mathematics book
• Read, write & count by joining the dots. • Writing practice & Assessment: • Some things/toys
• Use numbers to represent quantities in daily life • Teacher will follow the previous practices as given in the lesson • Flash card
interaction. plans for 0 – 10 and select the writing practice activities as per • Stone
Period 100
• Compare quantities of objects in different sets and children interest and time duration. • Pencil
describe which sets are equal which have more • Colours
objects and which have less objects than others. • Mathematics book
• Recognize 23. • Identification: • Some things/toys
• Read, write & count by joining the dots. • Teacher will follow the previous practices as given in the lesson • Flash card
“23” • Use numbers to represent quantities in daily life plans for 0 – 10
• Stone
interaction. • Games & activities:
Period 101 • Sticks
• Compare quantities of objects in different sets and • Teacher will follow the previous practices as given in the lesson
• Box
describe which sets are equal which have more plans for 0 – 10 and select the activities as per children interest
objects and which have less objects than others. and time duration. • Mathematics book
• Read, write & count by joining the dots. • Writing practice & Assessment: • Some things/toys
• Use numbers to represent quantities in daily life • Teacher will follow the previous practices as given in the lesson • Flash card
Period 102
interaction. plans for 0 – 10 and select the writing practice activities as per • Stones
• Compare quantities of objects in different sets and children interest and time duration. • Pencil ,Colours
Developed By: Training Unit -SEF Page 99 of 140
Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )
describe which sets are equal which have more • Mathematics book
objects and which have less objects than others.
• Recognize 24. • Identification: • Some things/toys
• Read, write & count by joining the dots. • Teacher will follow the previous practices as given in the lesson
• Flash card
“24” • Use numbers to represent quantities in daily life plans for 0 – 10
• Stone
interaction. • Games & activities:
Period 103 • Sticks
• Compare quantities of objects in different sets and • Teacher will follow the previous practices as given in the lesson
• Box
describe which sets are equal which have more plans for 0 – 10 and select the activities as per children interest
objects and which have less objects than others. and time duration. • Mathematics book
• Read, write & count by joining the dots. • Writing practice & Assessment: • Some things/toys
• Use numbers to represent quantities in daily life • Teacher will follow the previous practices as given in the lesson • Flash card
Period 104
interaction. plans for 0 – 10 and select the writing practice activities as per • Stone
• Compare quantities of objects in different sets and children interest and time duration. • Worksheet ,Pencil
describe which sets are equal which have more Colours ,Mathematics
objects and which have less objects than others. book
• Recognize 25. • Identification: • Some things/toys
• Read, write & count by joining the dots. • Teacher will follow the previous practices as given in the lesson • Flash card
“25” • Use numbers to represent quantities in daily life plans for 0 – 10
• Stone
interaction. • Games & activities:
• Sticks
Period 105 • Compare quantities of objects in different sets and • Teacher will follow the previous practices as given in the lesson
• Box
describe which sets are equal which have more plans for 0 – 10 and select the activities as per children interest
objects and which have less objects than others. and time duration. • Mathematics book
• Read, write & count by joining the dots. • Some things/toys
• Writing practice & Assessment:
• Use numbers to represent quantities in daily life • Flash card
• Teacher will follow the previous practices as given in the lesson • Stone
interaction.
Period 106 plans for 0 – 10 and select the writing practice activities as per
• Compare quantities of objects in different sets and • Pencil
children interest and time duration.
describe which sets are equal which have more • Colours
objects and which have less objects than others. • Mathematics book
• Recognize 26. • Identification: • Some things/toys
• Read, write & count by joining the dots. • Teacher will follow the previous practices as given in the lesson • Flash card
“26” • Use numbers to represent quantities in daily life plans for 0 – 10
• Stone
interaction. • Games & activities:
• Sticks
Period 107 • Compare quantities of objects in different sets and • Teacher will follow the previous practices as given in the lesson
• Box
describe which sets are equal which have more plans for 0 – 10 and select the activities as per children interest
• Mathematics book
objects and which have less objects than others. and time duration.
Period 108 • Read, write & count by joining the dots. • Writing practice & Assessment: • Some things/toys

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Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )
• Use numbers to represent quantities in daily life • Teacher will follow the previous practices as given in the lesson • Flash card
interaction. plans for 0 – 10 and select the writing practice activities as per • Stone
• Compare quantities of objects in different sets and children interest and time duration. • Worksheet
describe which sets are equal which have more • Teacher will read the given instructions from assessment • Pencil
objects and which have less objects than others. worksheet no: 33 from workbook page no: 117 and ask the • Colours
students to fill out accordingly. • Mathematics book
• Recognize 27. • Identification:
• Some things/toys
• Read, write & count by joining the dots. • Teacher will follow the previous practices as given in the lesson
• Flash card
• Use numbers to represent quantities in daily life plans for 0 – 10
“27” • Stone
interaction. • Games & activities:
Period 109 • Sticks
• Compare quantities of objects in different sets and • Teacher will follow the previous practices as given in the lesson
• Box
describe which sets are equal which have more plans for 0 – 10 and select the activities as per children interest
objects and which have less objects than others. and time duration. • Mathematics book
• Read, write & count by joining the dots. • Some things/toys
• Writing practice & Assessment: •
• Use numbers to represent quantities in daily life Flash card
• Teacher will follow the previous practices as given in the lesson • Stone
interaction.
Period 110 plans for 0 – 10 and select the writing practice activities as per
• Compare quantities of objects in different sets and • Pencil
children interest and time duration.
describe which sets are equal which have more • Colours
objects and which have less objects than others. • Mathematics book
• Recognize 28. • Identification:
• Some things/toys
• Read, write & count by joining the dots. • Teacher will follow the previous practices as given in the lesson • Flash card
“28” • Use numbers to represent quantities in daily life plans for 0 – 10
• Stone
interaction. • Games & activities:
Period 111 • Sticks
• Compare quantities of objects in different sets and • Teacher will follow the previous practices as given in the lesson
• Box
describe which sets are equal which have more plans for 0 – 10 and select the activities as per children interest
objects and which have less objects than others. and time duration. • Mathematics book
• Read, write & count by joining the dots. • Some things/toys
• Writing practice & Assessment:
• Use numbers to represent quantities in daily life • Flash card
• Teacher will follow the previous practices as given in the lesson • Stone
interaction.
Period 112 plans for 0 – 10 and select the writing practice activities as per
• Compare quantities of objects in different sets and • Pencil
children interest and time duration.
describe which sets are equal which have more • Colours
objects and which have less objects than others. • Mathematics book
• Recognize 29. • Identification: • Some things/toys
“29” • Read, write & count by joining the dots. • Teacher will follow the previous practices as given in the lesson • Flash card
Period 113 • Use numbers to represent quantities in daily life plans for 0 – 10 • Stone
interaction. • Games & activities: • Sticks
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 Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )
• Compare quantities of objects in different sets and • Teacher will follow the previous practices as given in the lesson • Box
describe which sets are equal which have more plans for 0 – 10 and select the activities as per children interest • Mathematics book
objects and which have less objects than others. and time duration.
• Read, write & count by joining the dots. • Writing practice & Assessment: • Some things/toys
• Use numbers to represent quantities in daily life • Teacher will follow the previous practices as given in the lesson • Flash card
interaction. plans for 0 – 10 and select the writing practice activities as per • Stones
Period 114
• Compare quantities of objects in different sets and children interest and time duration. • Pencil
describe which sets are equal which have more • Colours
objects and which have less objects than others. • Mathematics book
• Recognize 30. • Identification:
• Some things/toys
• Read, write & count by joining the dots. • Teacher will follow the previous practices as given in the lesson
• Flash card
“30” • Use numbers to represent quantities in daily life plans for 0 – 10
• Stone
interaction. • Games & activities:
• Sticks
Period 115 • Compare quantities of objects in different sets and • Teacher will follow the previous practices as given in the lesson
• Box
describe which sets are equal which have more plans for 0 – 10 and select the activities as per children interest
objects and which have less objects than others. and time duration. • Mathematics book
• Read, write & count by joining the dots. • Writing practice & Assessment: • Some things/toys
• Use numbers to represent quantities in daily life • Teacher will follow the previous practices as given in the lesson • Flash card
interaction. plans for 0 – 10 and select the writing practice activities as per • Stone
Period 116
• Compare quantities of objects in different sets and children interest and time duration. • Pencil
describe which sets are equal which have more • Colours
objects and which have less objects than others. • Mathematics book
• Recognize 0-30 • Worksheets
• Read, write & count by joining the dots. • Teacher will read the given instructions from assessment
• Use numbers to represent quantities in daily life worksheet no: 35 & 36 from workbook page no: 119 & 120 and • Worksheets
Period 117 interaction. ask the students to fill out accordingly. • Colours
• Compare quantities of objects in different sets and • Pencil
describe which sets are equal which have more
objects and which have less objects than others.
• Recognize 0-30 • Worksheets
• Read, write & count by joining the dots. • Teacher will read the given instructions from assessment
• Use numbers to represent quantities in daily life worksheet no: 37 from workbook page no: 121 and ask the • Worksheet
Period 118 interaction. students to fill out accordingly. • Colours
• Compare quantities of objects in different sets and • Pencil
describe which sets are equal which have more
objects and which have less objects than others.
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 Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )
Ones & Tens Total Number of periods 04
Units/Ones & • Some things/toys
Tens • Identification:
• Recognize unit/ones & tens • Flash card
• Teacher will perform the activity and the procedure is mentioned
Period 119 • Differentiate between units/Ones & tens • Stone Sticks
in ECCE manual.
• Box Mathematics book
• Games & activities: • Some things/toys
• Teacher will perform the activity and the procedure is mentioned • Flash card
• Recognize unit/ones & tens
Period 120 in ECCE manual. • Stone
• Differentiate between units/Ones & tens
• Note: Teacher will choose from the above-mentioned activities • Box Sticks Mathematics
keeping in view the level of children interest and time duration. book Magnetic
• Writing practice & Assessment:
• Teacher will perform the activity and the procedure is mentioned • Some things/toys
in ECCE manual.
• Flash card Stone
• Recognize unit/ones & tens • Note: Teacher will choose from the above-mentioned activities
Period 121 • Pencil Colours
• Differentiate between units/Ones & tens keeping in view the level of children interest and time duration.
• Mathematics book
• Teacher will read the given instructions from assessment
• Worksheet
worksheet no: 38 from workbook page no: 122 and ask the
students to fill out accordingly.
• Worksheets
• Recognize unit/ones & tens • Teacher will read the given instructions from assessment • Worksheets Colours
Period 122
• Differentiate between units/Ones & tens worksheet no: 39 & 40 from workbook page no: 123 & 124 and • Pencil
ask the students to fill out accordingly.
Basic Operations (Addition & Subtraction) Total Number of periods 12
• Recognize the sign of addition. • Some things/toys
Addition • Identification:
• Identify the signs of addition and equal to. • Flash card
• Teacher will perform the activity and the procedure is mentioned
Period 123 • Addition by using real objects. • Stone Sticks
in ECCE manual.
• Use the concept of addition in their daily lives. • Box Mathematics book
• Games & activities: • Some things/toys
• Recognize the sign of addition.
• Teacher will perform the activity and the procedure is mentioned • Flash card Stone
• Identify the signs of addition and equal to.
Period 124 in ECCE manual. • Box Sticks
• Addition by using real objects.
• Note: Teacher will choose from the above-mentioned activities • Mathematics book
• Use the concept of addition in their daily lives.
keeping in view the level of children interest and time duration. • Magnetic
• Recognize the sign of addition. • Writing practice & Assessment: • Some things/toys
Period 125 • Identify the signs of addition and equal to. • Teacher will perform the activity and the procedure is mentioned • Flash card
• Addition by using real objects. in ECCE manual. • Stone

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 Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )
• Use the concept of addition in their daily lives. • Note: Teacher will choose from the above-mentioned activities • Worksheet
keeping in view the level of children interest and time duration. • Pencil
• Teacher will read the given instructions from assessment • Colours
worksheet no: 41 from workbook page no: 125 and ask the • Mathematics book
students to fill out accordingly.
• Recognize the sign of addition. • Worksheets
• Worksheets
• Identify the signs of addition and equal to. • Teacher will read the given instructions from assessment
Period 126 • Colours
• Addition by using real objects. worksheet no: 42 & 43 from workbook page no: 126 & 127 and
• Pencil
• Use the concept of addition in their daily lives. ask the students to fill out accordingly.
• Recognize the sign of addition. • Worksheets
• Worksheets
• Identify the signs of addition and equal to. • Teacher will read the given instructions from assessment
Period 127 • Colours
• Addition by using real objects. worksheet no: 44 & 45 from workbook page no: 128 & 129 and
• Pencil
• Use the concept of addition in their daily lives. ask the students to fill out accordingly.
• Recognize the sign of addition. • Worksheets
• Worksheets
• Identify the signs of addition and equal to. • Teacher will read the given instructions from assessment
Period 128 • Colours
• Addition by using real objects. worksheet no: 46 & 47 from workbook page no: 130 & 131 and
• Pencil
• Use the concept of addition in their daily lives. ask the students to fill out accordingly.
• Recap/Revision
• Teacher will do the revision of all the topics covered. • Board marker/Chalk
Revision • Effectively recall concepts and structures taught
• Brief revision of concepts, themes and important exercises. • Duster
Period 129 throughout the counting and other topics.
• Re-take on the activities – important ones. • Worksheets
• Worksheets and exercise completion where necessary tests.
• Recognize the sign of subtraction. • Identification:
• Some things/toys
Subtraction • Identify the signs of subtraction. • Teacher will perform the activity and the procedure is mentioned
• Flash card Stone
• Substitute numerals for concrete objects during in ECCE manual.
Period 130 • Sticks ,Box
the process of subtraction.
• Mathematics book
• Use the concept of subtraction in their daily lives.
• Recognize the sign of subtraction. • Games & activities: • Some things/toys
• Identify the signs of subtraction. • Teacher will perform the activity and the procedure is mentioned • Flash card
Period 131 • Substitute numerals for concrete objects during in ECCE manual. • Stone ,Box
the process of subtraction. • Note: Teacher will choose from the above-mentioned activities • Sticks ,Mathematics book
• Use the concept of subtraction in their daily lives. keeping in view the level of children interest and time duration. Magnetic
• Recognize the sign of subtraction. • Writing practice & Assessment: • Some things/toys
• Identify the signs of subtraction. • Teacher will perform the activity and the procedure is mentioned • Flash card
Period 132
• Substitute numerals for concrete objects during in ECCE manual. • Stone
the process of subtraction. • Note: Teacher will choose from the above-mentioned activities • Worksheet
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 Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )
• Use the concept of subtraction in their daily lives. keeping in view the level of children interest and time duration. • Pencil
• Teacher will read the given instructions from assessment • Colours
worksheet no: 48 from workbook page no: 132 and ask the • Mathematics book
students to fill out accordingly.
• Recognize the sign of subtraction.
• Worksheets
• Identify the signs of subtraction.
• Teacher will read the given instructions from assessment • Worksheets Colours
Period 133 • Substitute numerals for concrete objects during
worksheet no: 49 & 50 from workbook page no: 133 & 134 and • Pencil
the process of subtraction.
ask the students to fill out accordingly.
• Use the concept of subtraction in their daily lives.
• Recognize the sign of subtraction.
• Worksheets
• Identify the signs of subtraction.
• Teacher will read the given instructions from assessment • Worksheets ,Colours
Period 134 • Substitute numerals for concrete objects during
worksheet no: 51 & 52 from workbook page no: 135 & 136 and • Pencil
the process of subtraction.
ask the students to fill out accordingly.
• Use the concept of subtraction in their daily lives.
Different Quantity “More and Less and Equal” Total periods 07
• Identification: • Some things/toys
• Differentiate between ‘More than’, ‘Less than’.
• Teacher will perform the activity and the procedure is mentioned • Flash card
More and Less • Some and all from a given set of objects and
Period 135
in ECCE manual. • Stone Beads Buttons
understand that some is less than all.
• Seeds Sticks
• Understand one to one correspondence.
Box Mathematics book
• Games & activities: • Some things/toys
• Differentiate between ‘More than’, ‘Less than’. • Teacher will perform the activity and the procedure is mentioned • Flash card
• Some and all from a given set of objects and in ECCE manual. • Stone
Period 136
understand that some is less than all. • Note: Teacher will choose from the above-mentioned activities • Beads
• Understand one to one correspondence. keeping in view the level of children interest and time duration. • Buttons Seeds Sticks Box
Mathematics book
• Writing practice & Assessment: • Some things/toys
• Teacher will perform the activity and the procedure is mentioned • Flash card
• Differentiate between ‘More than’, ‘Less than’. in ECCE manual.
• Stones
• Some and all from a given set of objects and • Note: Teacher will choose from the above-mentioned activities
Period 137 • Pencil
understand that some is less than all. keeping in view the level of children interest and time duration.
• Colours
• Understand one to one correspondence. • Teacher will read the given instructions from assessment
• Mathematics book
worksheet no: 53 from workbook page no: 137 and ask the
students to fill out accordingly. • Worksheet
• Differentiate between ‘More than’, ‘Less than’. • Worksheets • Worksheets
Period 138
• Some and all from a given set of objects and • Teacher will read the given instructions from assessment • Colours
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 Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )
understand that some is less than all. worksheet no: 54 & 55 from workbook page no: 138 & 139 and • Pencil
• Understand one to one correspondence. ask the students to fill out accordingly.
• Identification: • Some things/toys
• Teacher will perform the activity and the procedure is mentioned • Flash card
• Compare quantities of objects in different sets and
Equal in ECCE manual. • Stone ,Beads
describe which sets are equal which have more
Period 139 • Buttons ,Seeds
objects and which have less objects than another.
• Sticks Box
• Mathematics book
• Games & activities: • Some things/toys
• Teacher will perform the activity and the procedure is mentioned • Flash card
• Compare quantities of objects in different sets and
Equal in ECCE manual. • Stone
describe which sets are equal which have more
Period 140 • Note: Teacher will choose from the above-mentioned activities • Beads Buttons Seeds
objects and which have less objects than another.
keeping in view the level of children interest and time duration. Sticks Box
• Mathematics book
•
Writing practice & Assessment: • Some things/toys
•
Teacher will perform the activity and the procedure is mentioned • Flash card
in ECCE manual.
• Compare quantities of objects in different sets and • Stone
• Note: Teacher will choose from the above-mentioned activities
Period 141 describe which sets are equal which have more • Worksheet
keeping in view the level of children interest and time duration.
objects and which have less objects than another. • Pencil
• Teacher will read the given instructions from assessment
• Colours
worksheet no: 56 from workbook page no: 140 and ask the
students to fill out accordingly. • Mathematics book
Number Sequence “ Forward and Backward Counting, Before & After Total Periods 08
Forward and • Identification: • Some things/toys
Backward • Teacher will perform the activity and the procedure is mentioned • Flash card
Counting • Count correctly from 0-30, forward and in ECCE manual. • Stones, Beads Buttons,
backward. Seeds
• Sticks, Box Mathematics
Period 142 book
• Games & activities: • Some things/toys
• Teacher will perform the activity and the procedure is mentioned • Flash card
• Count correctly from 0-30, forward and in ECCE manual. • Stone, Beads
Period 143
backward. • Note: Teacher will choose from the above-mentioned activities • Buttons, Seeds
keeping in view the level of children interest and time duration. • Sticks, Box
• Mathematics book
Period 144 • Count correctly from 0-30, forward and • Writing practice & Assessment & Worksheet • Some things/toys
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 Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )
backward. • Teacher will perform the activity and the procedure is mentioned • Flash card
in ECCE manual. • Pencil
• Note: Teacher will choose from the above-mentioned activities • Colours
keeping in view the level of children interest and time duration. • Mathematics book
• Worksheets • Worksheet
• Teacher will read the given instructions from assessment
worksheet no: 34 & 57 from workbook page no: 118 & 141and
ask the students to fill out accordingly.
• Identification: • Some things/toys
Before & After • Use vocabulary such as earlier, later, before and • Teacher will perform the activity and the procedure is mentioned • Flash card, Stone
after with regards to time. in ECCE manual. • Beads, Buttons
Period 145 • Say numbers after and before a given number. • Seeds, Sticks, Box
• Mathematics book
•
Games & activities: • Some things/toys
• Use vocabulary such as earlier, later, before and •
Teacher will perform the activity and the procedure is mentioned • Flash card, Stone
Period 146 after with regards to time. in ECCE manual. • Beads, Buttons
• Say numbers after and before a given number. • Note: Teacher will choose from the above-mentioned activities • Seeds, Sticks, Box
keeping in view the level of children interest and time duration. • Mathematics book
• Writing practice & Assessment:
• Some things/toys
• Use vocabulary such as earlier, later, before and • Teacher will perform the activity and the procedure is mentioned
• Flash card, Pencil
Period 147 after with regards to time. in ECCE manual.
• Colours
• Say numbers after and before a given number. • Note: Teacher will choose from the above-mentioned activities
• Mathematics book
keeping in view the level of children interest and time duration.
• Worksheets
• Use vocabulary such as earlier, later, before and • Worksheets
• Teacher will read the given instructions from assessment
after with regards to time. • Colours
Period 148 worksheet no: 58 & 59 from workbook page no: 142 & 143 and
• Say numbers after and before a given number. • Pencil
ask the students to fill out accordingly.
• Worksheets
• Use vocabulary such as earlier, later, before and • Worksheets
• Teacher will read the given instructions from assessment
Period 149 after with regards to time. • Colours
worksheet no: 60 & 61 from workbook page no: 144 & 145 and
• Say numbers after and before a given number. • Pencil
ask the students to fill out accordingly.
Numbers Value (Bigger numbers, Ordinal Numbers and Number place Value) Total Periods 10
• Some things/toys
• Recognize bigger numbers up to 30. • Identification:
Bigger numbers: • Flash card
• Identify which numeral represents a bigger • Teacher will perform the activity and the procedure is mentioned
Period 150 • Train (Toy)
quantity. in ECCE manual.
• Mathematics book
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 Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )
• Games & activities:
• Some things/toys
• Recognize bigger numbers up to 30. • Teacher will perform the activity and the procedure is mentioned
• Flash card
Period 151 • Identify which numeral represents a bigger in ECCE manual.
• Train (Toy)
quantity. • Note: Teacher will choose from the above-mentioned activities
• Mathematics book
keeping in view the level of children interest and time duration.
• Writing practice & Assessment:
• Teacher will perform the activity and the procedure is mentioned • Some things/toys
in ECCE manual. • Flash card
• Recognize bigger numbers up to 30.
• Note: Teacher will choose from the above-mentioned activities • Pencil
Period 152 • Identify which numeral represents a bigger
keeping in view the level of children interest and time duration. • Colours
quantity.
• Teacher will read the given instructions from assessment • Mathematics book
worksheet no: 62 from workbook page no: 146 and ask the • Worksheet
students to fill out accordingly.
Revision 153-154 • Develop their understanding on above taught
• Revise the taught concepts through different activities -
Periods concepts
Ordinal • Some things/toys
• Identification:
numbers: • Recognize ordinal numbers up to tenth. • Flash card
• Teacher will perform the activity and the procedure is mentioned
• Identify ordinal numbers up to tenth. • Train (Toy)
in ECCE manual.
Period 155 • Mathematics book
• Games & activities:
• Some things/toys
• Teacher will perform the activity and the procedure is mentioned
• Recognize ordinal numbers up to tenth. • Flash card
Period 156 in ECCE manual.
• Identify ordinal numbers up to tenth. • Train (Toy)
• Note: Teacher will choose from the above-mentioned activities
• Mathematics book
keeping in view the level of children interest and time duration.
• Writing practice & Assessment: • Some things/toys
• Teacher will perform the activity and the procedure is mentioned • Flash card
• Recognize ordinal numbers up to tenth.
Period 157 in ECCE manual. • Pencil
• Identify ordinal numbers up to tenth.
• Note: Teacher will choose from the above-mentioned activities • Colours
keeping in view the level of children interest and time duration. • Mathematics book
• Worksheets
• Worksheets
• Recognize ordinal numbers up to tenth. • Teacher will read the given instructions from assessment
Period 158 • Colours
• Identify ordinal numbers up to tenth. worksheet no: 63 & 64 from workbook page no: 147 & 148 and
• Pencil
ask the students to fill out accordingly.
Placing the Right • Identify and write correct numerals, to represent • Identification: • Some things/toys
Numbers numbers from 0-30 • Teacher will perform the activity and the procedure is mentioned • Flash card
Period 159 • Placing the right numbers. in ECCE manual. • Train (Toy)
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 Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )
• Mathematics book
• Games & activities:
• Some things/toys
• Identify and write correct numerals, to represent • Teacher will perform the activity and the procedure is mentioned
• Flash card
Period 160 numbers from 0-30 in ECCE manual.
• Train (Toy)
• Placing the right numbers. • Note: Teacher will choose from the above-mentioned activities
• Mathematics book
keeping in view the level of children interest and time duration.
• Writing practice & Assessment:
• Teacher will perform the activity and the procedure is mentioned • Some things/toys
in ECCE manual. • Flash card
• Identify and write correct numerals, to represent
• Note: Teacher will choose from the above-mentioned activities • Pencil
Period 161 numbers from 0-30
keeping in view the level of children interest and time duration. • Colours
• Placing the right numbers.
• Teacher will read the given instructions from assessment • Mathematics book
worksheet no: 65 from workbook page no: 149 and ask the • Worksheet
students to fill out accordingly.
Count in 2’sand 5’s Total Number of Periods 04
• Some things/toys
Count in 2’s and • Identification:
• Count in 2’s and 5’s. • Flash card
5’s • Teacher will perform the activity and the procedure is mentioned
Period 162 • Identity and say 2’s and 5’s. • Train (Toy)
in ECCE manual.
• Mathematics book
•
Games & activities:
• Some things/toys
•
Teacher will perform the activity and the procedure is mentioned
• Count in 2’s and 5’s. • Flash card
Period 163 in ECCE manual.
• Identity and say 2’s and 5’s. • Train (Toy)
• Note: Teacher will choose from the above-mentioned activities
• Mathematics book
keeping in view the level of children interest and time duration.
• Writing practice & Assessment: • Some things/toys
• Teacher will perform the activity and the procedure is mentioned • Flash card
• Count in 2’s and 5’s.
Period 164 in ECCE manual. • Pencil
• Identity and say 2’s and 5’s.
• Note: Teacher will choose from the above-mentioned activities • Colours
keeping in view the level of children interest and time duration. • Mathematics book
• Worksheets
• Worksheets
• Count in 2’s and 5’s. • Teacher will read the given instructions from assessment
Period 165 • Colours
• Identity and say 2’s and 5’s. worksheet no: 66, 67 & 68 from workbook page no: 150, 151 &
• Pencil
152 and ask the students to fill out accordingly.
Shapes Total Number of periods 23
Circle • Recognize, name and colour two-dimensional • Identification: • Some things/toys
Period 166 shape, circle • Teacher will perform the activity and the procedure is mentioned • Flash card
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 Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )
• Identify the shape in its environment. in ECCE manual. • White papers Colour
• Draw circle with the help of concreate materials. papers Scissors Glue
• Draw circle by joining the dots. Colours Mathematics
book
• Games & activities: • Some things/toys
• Recognize, name and colour two-dimensional
• Teacher will perform the activity and the procedure is mentioned • Flash card
shape, circle
in ECCE manual. • White papers Colour
Period 167 • Identify the shape in its environment.
• Note: Teacher will choose from the above-mentioned activities papers
• Draw circle with the help of concreate materials.
keeping in view the level of children interest and time duration. • Scissors Glue Colours
• Draw circle by joining the dots.
• Mathematics book
• Writing practice & Assessment: • Some things/toys
• Teacher will perform the activity and the procedure is mentioned • Flash card
in ECCE manual. • White papers
• Recognize, name and colour two-dimensional
• Note: Teacher will choose from the above-mentioned activities • Colour papers
shape, circle
keeping in view the level of children interest and time duration. • Scissors
Period 168 • Identify the shape in its environment.
• Glue
• Draw circle with the help of concreate materials.
• Worksheets • Colours
• Draw circle by joining the dots.
• Teacher will read the given instructions from assessment • Pencil
worksheet no: 69 from workbook page no: 153 and ask the • Mathematics book
students to fill out accordingly. • Worksheet
• Recognize, name and colour two-dimensional • Identification: • Some things/toys
shape, square. • Teacher will perform the activity and the procedure is mentioned • Flash card White papers
Square
• Identify the shape in its environment. in ECCE manual. • Colour papers
Period 169
• Draw square with the help of concreate materials. • Scissors Glue Colours
• Draw square by joining the dots. • Mathematics book
• Games & activities: • Some things/toys
• Recognize, name and colour two-dimensional
• Teacher will perform the activity and the procedure is mentioned • Flash card
shape, square.
in ECCE manual. • White papers
Period 170 • Identify the shape in its environment.
• Note: Teacher will choose from the above-mentioned activities • Colour papers
• Draw square with the help of concreate materials. keeping in view the level of children interest and time duration. • Scissors Glue ,Colours
• Draw square by joining the dots.
• Mathematics book
• Recognize, name and colour two-dimensional • Writing practice & Assessment: • Some things/toys
shape, square. • Teacher will perform the activity and the procedure is mentioned • Flash card
Period 171 • Identify the shape in its environment. in ECCE manual. • White papers
• Draw square with the help of concreate materials. • Note: Teacher will choose from the above-mentioned activities • Colour papers
• Draw square by joining the dots. keeping in view the level of children interest and time duration. • Scissors
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 Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )
• Worksheets • Glue
• Teacher will read the given instructions from assessment • Colours
worksheet no: 70 from workbook page no: 154 and ask the • Pencil
students to fill out accordingly. • Mathematics book
• Worksheet
• Recognize, name and colour two-dimensional • Identification: • Some things/toys
shape, rectangle. • Teacher will perform the activity and the procedure is mentioned • Flash card
Rectangle • Identify the shape in its environment. in ECCE manual. • White papers
Period 172 • Draw rectangle with the help of concreate • Colour papers Scissors
materials. • Glue Colours
• Draw rectangle by joining the dots. • Mathematics book
• Recognize, name and colour two-dimensional • Games & activities: • Some things/toys
shape, rectangle. • Teacher will perform the activity and the procedure is mentioned • Flash card
• Identify the shape in its environment. in ECCE manual. • White papers
Period 173
• Draw rectangle with the help of concreate • Note: Teacher will choose from the above-mentioned activities • Colour papers ,Scissors
materials. keeping in view the level of children interest and time duration. • Glue, Colours
• Draw rectangle by joining the dots. • Mathematics book
• Writing practice & Assessment: • Some things/toys
• Recognize, name and colour two-dimensional • Teacher will perform the activity and the procedure is mentioned • Flash card
shape, rectangle. in ECCE manual. • White papers
• Identify the shape in its environment. • Note: Teacher will choose from the above-mentioned activities • Colour papers
Period 174
• Draw rectangle with the help of concreate keeping in view the level of children interest and time duration. • Scissors
materials. • Teacher will read the given instructions from assessment • Glue
• Draw rectangle by joining the dots. worksheet no: 71 from workbook page no: 155 and ask the • Colours Worksheet
students to fill out accordingly. • Pencil Mathematics book
• Recognize, name and colour two-dimensional • Identification: • Some things/toys
shape, triangle. • Teacher will perform the activity and the procedure is mentioned • Flash card
Triangle • Identify the shape in its environment. in ECCE manual. • White papers ,Colour
Period 175 • Draw triangle with the help of concreate papers ,Scissors Glue
materials. • Colours
• Draw triangle by joining the dots. • Mathematics book
• Recognize, name and colour two-dimensional • Games & activities: • Some things/toys
shape, triangle. • Teacher will perform the activity and the procedure is mentioned • Flash card
Period 176 • Identify the shape in its environment. in ECCE manual. • White papers Colour
• Draw triangle with the help of concreate • Note: Teacher will choose from the above-mentioned activities papers Scissors Glue
materials. keeping in view the level of children interest and time duration. • Colours Mathematics
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 Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )
• Draw triangle by joining the dots. book
• Writing practice & Assessment: • Some things/toys
• Recognize, name and colour two-dimensional
• Teacher will perform the activity and the procedure is mentioned • Flash card
shape, triangle.
in ECCE manual. • White papers
• Identify the shape in its environment.
Period 177 • Note: Teacher will choose from the above-mentioned activities • Colour papers
• Draw triangle with the help of concreate keeping in view the level of children interest and time duration. • Scissors Glue
materials.
• Colours Pencil
• Draw triangle by joining the dots.
• Mathematics book
• Identification: • Some things/toys
• Recognize, name and colour two-dimensional
• Teacher will perform the activity and the procedure is mentioned • Flash card
shape, Oval.
Oval in ECCE manual. • White papers
• Identify the shape in its environment.
Period 178 • Colour papers Scissors
• Draw oval with the help of concreate materials.
• Glue Colours
• Draw oval by joining the dots.
• Mathematics book
• Some things/toys
• Recognize, name and colour two-dimensional • Games & activities:
• Flash card
shape, Oval. • Teacher will perform the activity and the procedure is mentioned
• White papers
Period 179 • Identify the shape in its environment. in ECCE manual.
• Colour papers ,Scissors
• Draw oval with the help of concreate materials. • Note: Teacher will choose from the above-mentioned activities
• Glue Colours
• Draw oval by joining the dots. keeping in view the level of children interest and time duration.
• Mathematics book
• Writing practice & Assessment: • Some things/toys
• Recognize, name and colour two-dimensional
• Teacher will perform the activity and the procedure is mentioned • Flash card White papers
shape, Oval.
in ECCE manual. • Colour papers
Period 180 • Identify the shape in its environment.
• Note: Teacher will choose from the above-mentioned activities • Scissors Glue
• Draw oval with the help of concreate materials. keeping in view the level of children interest and time duration. • Colours Pencil
• Draw oval by joining the dots.
• Mathematics book
• Recognize, name and colour two-dimensional • Identification:
shape, cube & cuboid. • Teacher will perform the activity and the procedure is mentioned • Some things/toys
Cube & cuboid • Identify the shape in its environment. in ECCE manual. • Flash card
Period 181 • Draw cube & cuboid with the help of concreate • Cube shape box
materials. • Mathematics book
• Draw cube & cuboid by joining the dots.
• Recognize, name and colour two-dimensional • Games & activities: • Some things/toys
shape, cube & cuboid. • Teacher will perform the activity and the procedure is mentioned • Flash card
Period 182
• Identify the shape in its environment. in ECCE manual. • Cube shape box
• Draw cube & cuboid with the help of concreate • Note: Teacher will choose from the above-mentioned activities • Mathematics book
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 Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )
materials. keeping in view the level of children interest and time duration.
• Draw cube & cuboid by joining the dots.
• Writing practice & Assessment:
• Recognize, name and colour two-dimensional • Teacher will perform the activity and the procedure is mentioned • Some things/toys
shape, cube & cuboid. in ECCE manual. • Flash card
• Identify the shape in its environment. • Note: Teacher will choose from the above-mentioned activities • Pencil
Period 183
• Draw cube & cuboid with the help of concreate keeping in view the level of children interest and time duration. • Colours
materials. • Teacher will read the given instructions from assessment • Mathematics book
• Draw cube & cuboid by joining the dots. worksheet no: 72 & 73 from workbook page no: 156 & 157 and • Worksheets
ask the students to fill out accordingly.
• Recognize, name and colour two-dimensional
shape, cube & cuboid. • Worksheets
• Worksheets
• Identify the shape in its environment. • Teacher will read the given instructions from assessment
Period 184 • Colours
• Draw cube & cuboid with the help of concreate worksheet no: 74, 75 & 76 from workbook page no: 158, 159 &
• Pencil
materials. 160 and ask the students to fill out accordingly.
• Draw cube & cuboid by joining the dots.
• Recognize, name and colour two-dimensional • Identification:
shape, cone & cylinder. • Teacher will perform the activity and the procedure is mentioned • Some things/toys
Cone and
• Identify the shape in its environment. in ECCE manual. • Flash card
Cylinder
• Draw cone & cylinder the help of concreate • Cube shape box
Period 185
materials. Mathematics book
• Draw cone & cylinder by joining the dots.
• Recognize, name and colour two-dimensional
• Games & activities:
shape, cone & cylinder. • Some things/toys
• Teacher will perform the activity and the procedure is mentioned
• Identify the shape in its environment. • Flash card
Period 186 in ECCE manual.
• Draw cone & cylinder the help of concreate • Cube shape box
• Note: Teacher will choose from the above-mentioned activities
materials. • Mathematics book
keeping in view the level of children interest and time duration.
• Draw cone & cylinder by joining the dots.
• Writing practice & Assessment:
• Recognize, name and colour two-dimensional • Teacher will perform the activity and the procedure is mentioned • Some things/toys
shape, cone & cylinder. in ECCE manual. • Flash card
• Identify the shape in its environment. • Note: Teacher will choose from the above-mentioned activities • Pencil
Period 187
• Draw cone & cylinder the help of concreate keeping in view the level of children interest and time duration. • Colours
materials. • Teacher will read the given instructions from assessment • Mathematics book
• Draw cone & cylinder by joining the dots. worksheet no: 77, 78 & 79 from workbook page no: 161, 162 & • Worksheets
163 and ask the students to fill out accordingly.

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 Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )
• Recognize, name and colour two-dimensional
shape, cone & cylinder. • Worksheets
• Worksheets
• Identify the shape in its environment. • Teacher will read the given instructions from assessment
Period 188 • Colours
• Draw cone & cylinder the help of concreate worksheet no: 80, 81, 82 & 83 from workbook page no: 164, 165,
• Pencil
materials. 166 & 167 and ask the students to fill out accordingly.
• Draw cone & cylinder by joining the dots.
Position words Total number of periods 03
• Some things/toys
• Understand and describe the position and order of • Identification: • Flash card Colours
Position words
objects using position words, such as up, down, • Teacher will perform the activity and the procedure is mentioned • White papers, Glue,
Period 189
inside, outside, on, in, between and next to. in ECCE manual. • Colour papers Scissors
Mathematics book
• Some things/toys
• Games & activities:
• Flash card
• Understand and describe the position and order of • Teacher will perform the activity and the procedure is mentioned
• White papers
Period 190 objects using position words, such as up, down, in ECCE manual.
• Colour papers
inside, outside, on, in, between and next to. • Note: Teacher will choose from the above-mentioned activities
• Scissors Glue Colours
keeping in view the level of children interest and time duration.
• Mathematics book
• Some things/toys
• Writing practice & Assessment: • Flash card
• Teacher will perform the activity and the procedure is mentioned • White papers
in ECCE manual. • Colour papers
• Understand and describe the position and order of
• Note: Teacher will choose from the above-mentioned activities • Scissors
Period 191 objects using position words, such as up, down,
keeping in view the level of children interest and time duration. • Glue
inside, outside, on, in, between and next to.
• Teacher will read the given instructions from assessment • Colours
worksheet no: 84, 91 & 92 from workbook page no: 168, 175 & • Worksheets
176 and ask the students to fill out accordingly. • Pencil
• Mathematics book
Measurement (Length & Weight) Total Number of periods 06
• Describe and compare objects using length and • Identification: • Some things/toys
weight as measurement attributes. • Teacher will perform the activity and the procedure is mentioned • Flash card
Length
• Measure various objects by using their hand span in ECCE manual. • White papers
Period 192
and foot size. • Colour papers ,Scissors
• Verify their estimations using their hand span and • Glue, Colours
foot size. • Mathematics book
Period 193 • Describe and compare objects using length and • Games & activities: • Some things/toys
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 Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )
weight as measurement attributes. • Teacher will perform the activity and the procedure is mentioned • Flash card
• Measure various objects by using their hand span in ECCE manual. • White papers
and foot size. • Note: Teacher will choose from the above-mentioned activities • Colour papers
• Verify their estimations using their hand span and keeping in view the level of children interest and time duration. • Scissors Glue
foot size. • Colours Mathematics
book
• Some things/toys
• Writing practice & Assessment: • Flash card
• Describe and compare objects using length and • Teacher will perform the activity and the procedure is mentioned • White papers
weight as measurement attributes. in ECCE manual. • Colour papers
• Measure various objects by using their hand span • Note: Teacher will choose from the above-mentioned activities • Scissors
Period 194
and foot size. keeping in view the level of children interest and time duration. • Glue
• Verify their estimations using their hand span and • Teacher will read the given instructions from assessment • Colours
foot size. worksheet no: 85 from workbook page no: 169 and ask the • Worksheet
students to fill out accordingly. • Pencil
• Mathematics book
• Some things/toys
• Flash card
Weight • Identification: • White papers
• Describe and compare objects using weight as
• Teacher will perform the activity and the procedure is mentioned • Colour papers
measurement attributes.
Period 195 in ECCE manual. • Scissors Glue
• Colours
• Mathematics book
• Games & activities: • Some things/toys
• Teacher will perform the activity and the procedure is mentioned • Flash card
• Describe and compare objects using weight as in ECCE manual. • White papers
Period 196
measurement attributes. • Note: Teacher will choose from the above-mentioned activities • Colour papers
keeping in view the level of children interest and time duration. • Scissors Glue Colours
Mathematics book
• Writing practice & Assessment: • Some things/toys
• Teacher will perform the activity and the procedure is mentioned • Flash card
in ECCE manual. • White papers
• Describe and compare objects using weight as
Period 197 • Note: Teacher will choose from the above-mentioned activities • Colour papers
measurement attributes.
keeping in view the level of children interest and time duration. • Scissors
• Glue Colours Pencil
• Mathematics book
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 Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )
Time Total Number of periods 06
Time (Morning, • Identification: • Some things/toys
Afternoon, • Understand morning, afternoon, evening and • Teacher will perform the activity and the procedure is mentioned • Flash card
Evening & night. in ECCE manual. • White papers Colour
Night) • Use Vocabulary such as before and after with papers Scissors
regards to time. GlueColours
Period 198 • Mathematics book
• Some things/toys
• Flash card
• Games & activities:
• Understand morning, afternoon, evening and • White papers
• Teacher will perform the activity and the procedure is mentioned
night. • Colour papers
Period 199 in ECCE manual.
• Use Vocabulary such as before and after with • Scissors
• Note: Teacher will choose from the above-mentioned activities
regards to time. • Glue
keeping in view the level of children interest and time duration.
• Colours
• Mathematics book
• Some things/toys
• Writing practice & Assessment: • Flash card
• Teacher will perform the activity and the procedure is mentioned • White papers
• Understand morning, afternoon, evening and in ECCE manual. • Colour papers
night. • Note: Teacher will choose from the above-mentioned activities • Scissors
Period 200
• Use Vocabulary such as before and after with keeping in view the level of children interest and time duration. • Glue
regards to time. • Teacher will read the given instructions from assessment • Colours
worksheet no: 86 from workbook page no: 170 and ask the • Worksheets
students to fill out accordingly. • Pencil
• Mathematics book
• Identification: • Some things/toys
• Understand informal time units and know that • Teacher will perform the activity and the procedure is mentioned • Flash card Colours
Time & Clock
clocks and calendars mark the passage of time. in ECCE manual. • White papers
• Sequence events in time and anticipate events. • Colour papers
Period 201
• Introduce O’ clock. • Scissors Glue
• Mathematics book
• Games & activities: • Some things/toys
• Understand informal time units and know that
• Teacher will perform the activity and the procedure is mentioned • Flash card
clocks and calendars mark the passage of time.
Period 202 in ECCE manual. • White papers
• Sequence events in time and anticipate events.
• Note: Teacher will choose from the above-mentioned activities • Colour papers
• Introduce O’ clock. keeping in view the level of children interest and time duration. • Scissors Glue Colours
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 Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )
• Mathematics book
• Some things/toys
• Writing practice & Assessment: • Flash card
• Teacher will perform the activity and the procedure is mentioned • White papers
• Understand informal time units and know that in ECCE manual. • Colour papers
clocks and calendars mark the passage of time. • Note: Teacher will choose from the above-mentioned activities • Scissors
Period 203
• Sequence events in time and anticipate events. keeping in view the level of children interest and time duration. • Glue
• Introduce O’ clock. • Teacher will read the given instructions from assessment • Colours
worksheet no: 87 & 88 from workbook page no: 171 & 172 and • Worksheets
ask the students to fill out accordingly. • Pencil
• Mathematics book
Currency Total Number of periods 03
• Identification: • Some things/toys
• Teacher will perform the activity and the procedure is mentioned • Flash card
• Introduce Pakistani currency.
Currency in ECCE manual. • White papers
• Differentiate between coins & notes.
Period 204 • Colour papers
• Compare between price & currency.
• Scissors Glue Colours
• Mathematics book
• Games & activities: • Some things/toys
• Teacher will perform the activity and the procedure is mentioned • Flash card
in ECCE manual. • White papers
• Introduce Pakistani currency.
• Note: Teacher will choose from the above-mentioned activities • Colour papers
Period 205 • Differentiate between coins & notes. keeping in view the level of children interest and time duration. • Scissors
• Compare between price & currency.
• Glue
• Colours
• Mathematics book
• Writing practice & Assessment: • Some things/toys
• Teacher will perform the activity and the procedure is mentioned • Flash card
in ECCE manual. • White papers
• Introduce Pakistani currency.
• Note: Teacher will choose from the above-mentioned activities • Colour papers
Period 206 • Differentiate between coins & notes.
keeping in view the level of children interest and time duration. • Scissors
• Compare between price & currency.
• Teacher will read the given instructions from assessment • Glue Colours
worksheet no: 89 & 90 from workbook page no: 173 & 174 and • Worksheets Pencil
ask the students to fill out accordingly. • Mathematics book
Data Handling Total Number of periods 03
Data • Handle data • Identification: • Some things/toys
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 Merged Scheme of Studies / Academic Plan of ECCE (Basic Mathematical Concepts )
Handling/Draft • Teacher will perform the activity and the procedure is mentioned • Flash card
Period 207 in ECCE manual. • White papers
• Colour papers
• Scissors Glue Colours
• Mathematics book
• Games & activities: • Some things/toys
• Teacher will perform the activity and the procedure is mentioned • Flash card
in ECCE manual. • White papers
Period 208 • Handle data • Note: Teacher will choose from the above-mentioned activities • Colour papers
keeping in view the level of children interest and time duration. • Scissors Glue
• Colours Mathematics
book
• Writing practice & Assessment: • Some things/toys
• Teacher will perform the activity and the procedure is mentioned • Flash card
in ECCE manual. • White papers
Period 209 • Handle data • Note: Teacher will choose from the above-mentioned activities • Colour papers
keeping in view the level of children interest and time duration. • Scissors Glue
• Colours Pencil
• Mathematics book
evision and 1st Semester Assessment (Total Number of Periods 06) October Last week
Revision and 2nd Semester Assessment (Total Number of Periods 06) January last week
Revision and 3rd Semester Assessment (Total Number of Periods 06) May Last week
Sport Week (Total Number of Periods 06) (February Last Week)
Assessment Record Maintenance and student activities(Total Number of Periods 06) May Last Week

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 Academic plan – Merged Key Learning Areas
Scheme of studies

This document is based on the yearly Academic Planning of National curriculum – Merged Key-Learning Areas for ECCE.

We hope this document will provide maximum support to teachers in effective teaching and learning.

• Days Distribution 4 Key Learning Areas Periods Distribution

• Total days: 366
• Working Days: 239 Period Time: 40 Minutes
6 periods per week
• Sundays: 41
1. Emotional, Personal & Social development Total Periods 36
• Vacation Days:72 2. World Around Us Total Periods: 35
• Public Holidays: 14 3. Health, hygiene & Safety Total Periods: 39
4. Creative Arts Total Periods : 50
Total Periods 160
Other Periods:
Grade: ECCE Welcome week (6 Periods)
1st, 2nd and 3rd Semester (18 Periods)
Periods in a week: 06 Sport Week (6 Periods)
Periods
Period per week: 07
Time: 40 minutes Assessment Record Maintenance (6 Periods)
Total Periods: 196
Periods in a year: 196 Need based Reinforcement periods: 30
Total Number of KLAs: 04 Extra periods for margin: 13
for margin, in case of any emergency or need based reinforcement.
Guideline for teachers: SOS of these merged key learning areas is
different from other KLAs, therefore it will be follow according to
the given time table of merged 4 key learning areas. Teacher must
refer the given time table.

Periods per week: 07

 Merged Scheme of Studies / Academic Plan of ECCE (4 Key Learning Areas )

Scheme of Studies (4 Key Learning Areas)

Emotional, Personal & Social development
SLOs
Topic Teaching method Required resources
Students will be able to:
• Know teacher and each other by • Introduce yourself to your students in simple sentences. Tell them your name and ask them
Welcome & their names. Encourage them to reply using “My name is ______”
Introducing themselves.
Introduction • Write each student’s name on a name tag with a marker. Each student wears their name tag
Period 1-6 • Remember each other by names. • Sing a simple nursery rhyme with many actions with them and ask them to repeat after you.
• AV Room, poems
• Get familiar to interact and You can use AV room for this activity.
cooperate with each other. • https://www.youtube.com/watch?v=7j_Y445NpdU
Myself (likes and dislikes) Passing the Ball: (Circle time) P.43
• Teacher will warm up children by playing the poem.
• Talk about their likes and dis likes. • AV room
https://www.youtube.com/watch?v=nUimFtlQn9o
Period 1 • • Ball
Teacher will first talk about her likes and dislikes and throw a ball to a student and ask
him/her to share his/her likes and dislikes and it will continue in the same manner.
Myself (Strength) Story telling: P 44
Period 2 • Teacher will tell a short story to the children link of the story is given below.
• Talk about favorite activities. • Pictorial story
• Teacher should Prepare hi/herself before the class.
https://wp.nyu.edu/virtualurdu/the-clever-bird/
Myself (Honor & Fun with Puzzles P. 45
Identity) • Read the instructions on P.45 and get the students to complete the task. • Body parts of a bird,
• To write their name
Period 3 flash cards, gum

Revision of taught
topics • Teacher will revise taught topics through different activities.
Periods 4
Myself Identity and • Share characteristics that make them What make us different P. 46 • Pictures
Belonging) unique e.g. colour of eyes, hair, Students will roam around the class and observe and talk about each other’s features. At
Period 5 features, gender. the end teacher will conclude the activity with his/her input.

Myself (Emptions) Activity fun with Emojis P. 47 • Emotions cut outs

Period 6 • Identify and name some emotions. • Teacher will give cut outs of different emotions to the students and ask them to name and from the news papers
act the given emotions.
Myself (Emotions) Express Feeling P. 48 • 3 apples ( 1 for each
Period 7 • Teacher will role play topic will be anger. Teacher will generate discussion about the role day)
• Describe the emotion of anger. play. Talk about the different situation when, where & why people get angry?
• Use magic words in conversation • The role play will continue and students will demonstrate about the consequences of
anger.
• In the last scenario teacher will share ways to overcome anger through the same story.

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 Merged Scheme of Studies / Academic Plan of ECCE (4 Key Learning Areas )
Revision of Taught
Topics • Teacher will revise taught topics through different activities.
Period 8
Strengths and Drawing P. 51 • Pictures
Emotions • Identify their favorite activity and • Teacher will generate discussion on students’ favorite activities in the class and permit
work on it. them to go to their favorite learning corner and do that particular task.
Period 9
Likes, Dislikes All About my Family P. 53
• Talk about other people’s likes and • Teacher will share a small story with the students about likes and dislikes of other Story book ( ‫جانور ۽ منهنجو‬
Period 10 dislikes. people. At the end teacher will generate discussions and encourage students to talk about ‫)خاندان‬
their family members likes and dislikes.
Collaboration with Game of Unity P.54 • Balloons.
Peers • In small groups teacher will provide a balloon to the groups and ask them to keep the
• Cooperate with peers
balloon in the air as long as possible. At the end of the activity teacher will generate
Period 11-12
discussion on cooperation.
Revision of Taught
Topics • Teacher will revise taught topics through different activities.
Period 13
Our helpers An awesome card for Thanks • Color pencils, papers
• Appreciate the efforts of community
• To appreciate the efforts of their favorite worker. Teacher will ask students to make an
worker.
Period 14 appreciation card for their favorite community worker.
I Can Do Sing with me P. 56 • Dusting clothes,
• Collaborate and work with others to • Teacher will tell a poem about cleanliness and ask students to sing along. Teacher will mops etc
Period 15 fulfill their responsibility. generate discussion on cleanliness and responsibilities. Students will take part in cleaning
the classroom as a part of their responsibility.
Do as Directed Follow Me and Work Together Game P. 57 • Game
• Follow instructions and work
• Teacher will divide the students in pairs and ask them to follow the instructions. Students
collaboratively
Period 16 have to stand back to back with the partner and listen and follow teachers’ instructions.
Revision of Taught
Topics Teacher will revise taught topics through different activities.
Period 17
Social Skills in play Story P. 58
• Work with others and negotiate and • Teacher will tell a story about social skills. After the story teacher will generate the • Story
Period 18 express thoughts discussion about the story. She will encourage the students to share their own experience
of using different social skills in the play.
Raise Hands Group Discussion P.59 • Cut outs of hand
• Teacher will initiate discussion on social skills and tell children about the importance of
• Practice social skills in the classroom
Period 19 hand raising before taking part in the classroom. To practice this important skills teacher
(Raise Hands)
will distribute the cut outs of hands and instruct students to raise the hand when they
want to participate.

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 Merged Scheme of Studies / Academic Plan of ECCE (4 Key Learning Areas )
Responsibility Role Play P. 60 • Story
• Teacher will share a small story with children. At the end teacher will generate
• Take care of their own belongings
Period 20 discussions and encourage students to talk about how do they take care of their own
belongings.
Revision of Taught
Topics Teacher will revise taught topics through different activities.
Period 21
Safe and Secure
Experiment P. 61
Neighbor • Identify different useful resources in • Location
• Teacher will take children for neighborhood visit and point out the different natural
their surroundings.
resources.
Period 22
Safe and Secure Experiment P. 61 • Egg shells, soil,
Neighbor seeds, water
• Teacher will instruct children to bring empty egg shells teacher will provide soil and
Period 23 • Plant a seed and watch it grow.
seeds. After that teacher will instruct them to pour soil and a seed in the soil and water it.
Children will water the seed and watch it grow.
•
I am Pakistani Tunnel Game P. 62 • Old cartons, pictures,
• Develop basic understanding of • Teacher will make a tunnel out of old cartons and inside the tunnel there will be different objects related to
Period 24 Pakistani culture (i.e. Know about the objects related to Pakistan. Children has to go inside the tunnel and pretend play Pakistan culture of Pakistan.
national game, flower, folk dance etc). visit. After that teacher will have open class discussion on Pakistan and its culture.
• Eid day P. 63 and Retelling stories P. 64 will be done by the teacher in the class
Revision of Taught
Topics • Teacher will revise taught topics through different activities.
Period 25
Stranger (Who is • Describe Stranger in their own words Passing the ball ( Clockwise and Anti-Clockwise) P. 65 • Ball
Stranger) Teacher will through a ball to children and they have to describe a person whom they see
• Children will be able to seek adults
every day but do know him/her. Teacher will take different responses from the students and
Period 26 help whenever required; then tell them who strangers are and how to run away from strange situations.
Stranger Danger I Need a Buddy P. 66 • ice cream Stick, glue,
(Buddy System) Teacher will discuss a few question from the class and generate questions: colored papers
Period 27 Do you go out of the house?
• Children will learn safety procedures
Why do you go out?
in the event of emergency;
• With whom do you go?
Teacher will discuss and endorse children that whenever they go out they should accompany
a trusted person. See P. 66 for the detail.
Stranger Danger Safety Rules P. 67 Costumes and situations
• Children will learn safety procedures
(Safety Rules for me) • Techer will role play in the class on different situations while dealing with strangers and
in the event of emergency;
Period 28 take students responses. And sum up with solutions and suggestions.
Revision of Taught
Topics Teacher will revise taught topics through different activities.

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 Merged Scheme of Studies / Academic Plan of ECCE (4 Key Learning Areas )
Period 29

Safe and Unsafe Places Picture Chart P. 68 • Pictures

Period 30-31 • . Children will be able to identify safe • Teacher will show pictures of different places and ask children to identify the places
and unsafe places where they do not feel any danger. Teacher will explain the different words to the
students’ safe, unsafe, danger.
My Body its Safety Picture Chart P. 70 • Pictures on Page 70
Period 32-33 • Children will know what is good touch • With the help of pictures and discussion teacher will help students understand good and
and bad touch bad touch.
See page 70 & 71 for detail
Make Friendship with Picture Chart P. 72 • Pictures
• Children will know acceptable
your parents and Teacher will discuss different questions from the students help them to understand the
behavior with different members of
Siblings positive role of parents and sibling.
family and community.
Period 34-35 For details see page 72, 73
Revision of Taught
Topics • Teacher will revise taught topics through different activities.
Period 36
Total Periods 36
World Around Us
SLOs
Topic Teaching method Required resources
Students will be able to:
My Family My Family’s Finger Print P.25 • Pain, paper
• Children will get their hand print on a piece of paper and paste it on a family tree in the • Puppets, old carton
Period 1-2 classroom. for stage, old clothes
• Teacher will initiate discussion on family by asking different questions and make sure
• Children will be able to know the
children participate in the discussion.
importance of his/her family
Puppet Show P.25
members
• Teacher will design a puppet show on family. Children will watch the puppet show.
• Identify various ways of showing
It will be followed by the discussion.
love and respect for family
Poem P. 26
• Teacher will generate discussion on family with the students by asking different
questions.
Teacher will sing a family song and ask students to sing along with actions.
Roles of Family Members • Talk about family members and Guessing Game P.27 • Pictures
Period 3-4 each other’s role and importance to • Teacher will play a guessing game with the students. • statements
the well-being of family. • Teacher will generate discussion on different roles of family members with the students.

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 Merged Scheme of Studies / Academic Plan of ECCE (4 Key Learning Areas )
Respect and Love for Drama ( Situation) P.28 • Role Play Situation
Family Identify various ways of showing • Teacher will make some small situations related to showing love and respect for family preparation see P. 28
love and respect for family members.
Period 5-6 members. • Students will watch the situations.
• Teachers will generate discussion on the situations by asking different questions.
Revision of Taught Topics
• Teacher will revise taught topics through different activities.
Period 7
Places around us Let’s Play P. 29 • Pictures
Recognize places such as, a library, • Teacher will pretend play with the students in which teacher will discuss about the
Period 8-9 clinic, park etc and talk about various places and their importance.
purpose and importance.
• This activity will be followed by the discussion with students
Means of Transportation Drama Situation P. 30 • Toys: car, wgon, air
• Identify and explore various means • Teacher will place different transportation toys in the sand area. plan, bus, oil tanker
Period 10-11 of transportation • Children will explore and play with the toys meanwhile teacher will question and discuss etc
about the topic.
People around us Drama Situation and Poem P. 31 • costumes
• Teacher will talk about different professions. Class will celebrate “profession days”.
Period 12-13 • Talk about various community • Teacher will invite different professionals in the classroom and student will get know
members and explore their role. about his/her work.
• Teacher will talk about different kinds of work during the circle time after that she will
sing a poem about cobbler and children will sing along.
Revision of Taught Topics
Period 14 • Teacher will revise taught topics through different activities.
Animals Drama Situation & Puzzles P. 33 • Pictures of different
- Teacher will display pictures of different animals in the classroom. animals
Period 15-16 • Recognize animals and explore their - Children will be asked to roam around and talk about the animals.
basic features. - During circle time teacher will ask different questions regarding the animals.
- Teacher will ask riddle about the different animals using actions.
- Teacher will wrap up the activity by conducting discussion about the animals.
Plants Period 17-18 Discussion and Nature Walk P. 35 • Leaves, papers and
- Teacher will take students to the play area and ask them to observe the plants and each color pencils
student can take a leaf for drawing.
• Children will be able to know about
- In the classroom teacher will ask different questions regarding the plants.
different types of plants.
- Later students will trace the leaves and color them.
• Children will be able to learn about
- Teacher will take students to the nature walk and ask students to observe the different
different parts of a plant
plants.
- During the circle time students will discuss about the differences and similarities in the
plants.
Seasons and weather • . Children will learn to observe, Picture Comprehension P. 36
• Flash cards
understanding and identify different • Teacher will show seasons flash cards and ask different questions related to seasons and
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 Merged Scheme of Studies / Academic Plan of ECCE (4 Key Learning Areas )
Period 19-20 weather weather.
• This activity will be followed by discussion on weather and seasons
Revision of Taught Topics
• Teacher will revise taught topics through different activities.
Period 21
Recycling Fun with Recycle Material P. 37
Period 22-23
• Find ways to recycle used - Old bottles, buttons,
• Teacher show pictures of garbage and ask different questions. Than will ask how we can
material papers
make it useful after getting responses teacher will give different used waste material to
the children and will help them to make it useful using low cost material.
Pollution • Differentiate between clean
• Teacher will bring in some material that can make pleasant and unpleasant noises.
Period 24-25 and polluted environment
• Teacher will sing a song on sounds along with the children.
• Differentiate between noisy - Flute, tins, pictures
• Teacher will start discussion by asking different questions about the noises and how do
and peaceful environment
they feel when they hear any sound.
•
Pollution • Identify practices that are useful and - Pictures
harmful to the environment and
Period 26-27 suggest alternatives to harmful • Teacher will show some pictures of tidy and untidy environment and ask students
practices. different questions about it and the alternative ways to it.
• Use alternate uses of waste
material
Revision of Taught Topics
Teacher will revise taught topics through different activities.
Period 28
Seasons and weather • On a very hot day teacher will take students out and talk about sunny day.
• In a bucket full of water children will dunk a sponge and target it to other children or
Period 29-30 • Bucket, sponges
Choose an activity to enjoy weather anything.
- Colored clothes,
Teacher will decorate the corners with different weather and seasons material. Children will
be asked to imagine the particular weather and talk about it.
Cleanliness
Understand the need for clean • Students along with their teacher will celebrate cleanliness day in the school.
• Pictures
environment. •
Period 31-32
My rights • Teacher will generate discussion about rights and explain some of the right to the
Identify their rights as member of
Period 33-34 children. • Pictures
family, school and community.
• Teacher will than talk about some of the responsibilities of the children.
Revision of Taught Topics
• Teacher will revise taught topics through different activities.
Period 35
Total Periods: 35
Health, Hygiene & Safety
SLOs
Topic Teaching method Required resources
Students will be able to:

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Sense of balance, Agility Animal Race P. 76 •
and Coordination • Perform fine and gross motor tasks • Teach will take children out of the class and ask them to walk like different animals.
Period 01 • Next teacher will get children do the different balance exercises.
Sense of balance, Agility Catch P.78 • Balloons
• Use fingers, hand and body
and Coordination • Teacher will bring lots of balloons in the classroom and ask students to catch, kick,
Period 02 move etc the balloon.
Sense of balance, Agility Imitate Me P. 78 •
and Coordination • Perform fine and gross motor tasks • Teacher will ask children to copy my actions. Teacher will jump, hop, laugh, eat etc. and
Period 03 children will copy her
Revision of Taught Topics
• Teacher will revise taught topics through different activities.
Period 04
Sense of balance, Agility Move Freeze P. 79 • Audio music
• Engage in physical exercise
and Coordination • Outside the class children will play a game where all the children will run with different
(stretching and bending)
actions and teacher will play music. As soon as music stops children have to stop without
Period 05 any movement.
Sense of balance, Agility • Demonstrate understanding and Speak through Gestures P. 78 -
and Coordination respect for differences - Teacher will explain to the children to guess the sentence that she wants to say by using
Period 06 different actions/ gestures.
Sense of balance, Agility Discussion (First Aid Box) P. 78 - A doll, first aid box
and Coordination • Prepare and use first-aid box • Teacher will share a story related to an injured doll and introduce a first aid box to the
Period 07 children.
Revision of Taught Topics
- Teacher will revise taught topics through different activities.
Period 8
Sense of balance, Agility Footprint Hopscotch P.79 - Colors, printed foot
• Move through spaces
and Coordination - Teacher will get prepare the hop scotch game and ask children to color the footsteps and prints, gum, scissors
Period 09 after that they have to follow the footsteps drawn on the hop scotch chart. markers,
Sense of balance, Agility • Engage in physical exercise Jumping on the shapes P.80 • Colored chalks
and Coordination (stretching and bending) • Teacher will draw different shapes on the floor and ask students to jump over the shape
Period 10 that is being called out.
Sense of balance, Agility • \
• Engage in physical exercise Bending P.80
and Coordination
(stretching and bending) • Teacher will involve students to do different bending exercises.
Period 11
Revision of Taught Topics
• Teacher will revise taught topics through different activities.
Period 12
Hand-eye Coordination • Poem
Run and Clean P.81
and Control over body
• Navigate self-locomotion skillfully - Teacher will sing along with the children and mean while children will hurry to clean up
Movements
their classroom.
Period 13
Navigate self-locomotion Balloons juggling P. 81 • Balloons
skillfully • Navigate self-locomotion skillfully • Teacher will provide balloons and ask children to keep the balloon in air as long as they
Period 14 can. For doing this they can use their finger toes and hands.
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Navigate self-locomotion • Perform activities such as stand, Skipping rope Rhyming P. 82 • Rope
skillfully walk and run on one foot • Teacher will take children outside of the class and provide them a rope for skipping while
Period 15 skipping teacher will sing along with the children.
Revision of Taught Topics
• Teacher will revise taught topics through different activities.
Period 16
Navigate self-locomotion Pom Pom Sorting: Fine Motor Skills P. 83 • Pom pom, chart
• Use a rage of child appropriate tools
skillfully • Teacher will provide charts (circles will be drawn on them) to the students along with the
with increasing control and
Period 17 bowl of pom pom. Children will sort the pom pom and paste them on the circles drawn
confidence.
on the chart.
Navigate self-locomotion Story telling • Story
skillfully • Take precautionary measures while • Teacher will share a story with children and after that generate discussion on taking
Period 18 playing
precautions while playing.
Navigate self-locomotion • Playground
• Perform activities such as stand, BRISK WALKING P.83
skillfully
walk and run on one foot • Teacher will assign a target for the children to get it by running fast.
Period 19
Revision of Taught Topics
• Teacher will revise taught topics through different activities.
Period 20
Navigate self-locomotion • Play-ground/open
• Perform activities such as stand, Standing on a foot P.83
skillfully space
walk and run on one foot • Teacher will instruct students to stand on one foot.
Period 21
Navigate self-locomotion • Show skillfulness in climbing, RUNINIG ON TOES P. 84 • Play-ground/open
skillfully sliding, swinging, digging and - Teacher will divide the students in small groups and ask them to run on their toes for as space
Period 22 doing various stunts long as they can.
Navigate self-locomotion • Show skillfulness in climbing, • Balls
Balance Ball P. 84
skillfully sliding, swinging, digging and
Period 23 • In pairs teacher will provide balls to the children and ask them to take them to given
doing various stunts
target.
•
Revision of Taught Topics
• Teacher will revise taught topics through different activities.
Period 24
Importance of safe and Demonstration P. 85 • Soap
hygienic Practices • Discuss the steps of washing hands • Teacher will generate discussion on clean and dirty hand. After that teacher will
Period 25 demonstrate to wash the hands properly step by step.
Importance of safe and • Develop an understanding of self- • Poem
Poem P. 87
hygienic Practices care (Healthy eating and drinking,
Teacher will sing a poem about germs in front of the children and after that ask children
Period 26 washing, toileting, nail cutting,
to sing along with her.
bathing, dressing and resting)
Importance of safe and • Develop an understanding of self- Puppet show (Brushing teeth) P. 87 • Puppets
hygienic Practices care (Healthy eating and drinking,
• Children will get to see a puppet show on importance of teeth brushing. This will be
Period 27 washing, toileting, nail cutting,
followed by the discussion.
bathing, dressing and resting)
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 Merged Scheme of Studies / Academic Plan of ECCE (4 Key Learning Areas )
Revision of Taught Topics
• Teacher will revise taught topics through different activities.
Period 28
Importance of safe and Picture comprehension P. 89 • Pictures
hygienic Practices • Develop an understanding clean • Teacher will show two different pictures of clean and dirty environment and generate
Period 29 surrounding discussion by asking questions about the pictures. Teacher will also discuss the
consequences of clean and dirty environment.
Importance of safe and • Develop an understanding of self- • Pictures
hygienic Practices care (Healthy eating and drinking, Neat and Clean P. 91
Period 30 washing, toileting, nail cutting, Teacher will share a story about cleanliness and generate a discussion its importance.
bathing, dressing and resting)
Importance of safe and • Understand that healthy brain needs • Story
Story- Importance of balance diet P. 92
hygienic Practices a healthy body
• Teacher will share a picture story with children. This will be followed by question
Period 31 • Identify the food that is nutritious
answers. At the end children with discuss about the nutritious food and its health impacts.
for our health
Revision of Taught Topics
• Teacher will revise taught topics through different activities.
Period 32
Running, hopping, jumping P. 96 • Ball
Importance of Physical
• Move in different positions and • Teacher will instruct children that when teacher throw a ball pairs have to run and bring
Activities
participate in running activities it back to teacher.
Period 33
Importance of Physical • Chalk, Play-
• Refine and improve their Balance walk, Zigzag walk, Hurdle game P. 98 & 99
Activities ground/open space
movements as they repeat actions • See above pages for the activities
Period 34
Importance of Physical • Chalk, Play-
• Refine and improve their Balance walk, Zigzag walk, Hurdle game P. 98 & 99
Activities ground/open space
movements as they repeat actions See above pages for the activities
Period 35
Revision of Taught Topics
• Teacher will revise taught topics through different activities.
Period 36
Self-care and personal • Pictures
• Demonstrate an awareness of
Hygiene Personal hygiene For details see page 109
healthy lifestyle practices.
Period 37
Self-care and personal • Pictures
Hygiene • Identify healthy and unhealthy food For detail of this activity see page number 110 &111
Period 38
Revision of Taught Topics
Period 39
• Teacher will revise taught topics through different activities.

Total Periods: 39

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Creative Arts
SLOs
Topic Teaching method Required resources
Students will be able to:
Free hand Drawing and • Colored cards
• Tell the name of basic colours • During circle time teacher will ask different questions about primary colours.
coloring
• Identify the primary, secondary and • Teacher will distribute the primary colors cards among all the students and instruct
tertiary colors them to show the only color card that is being asked.
Period 01
Colours in our • Teacher will take the children out for a nature walk. Ask them to observe their • Colored cards
• Identify different colors in the
surrounding surroundings and identify and match the cards with the real colors in the
surroundings
Period 02 surrounding.
Revision of Taught Topics
• Teacher will revise taught topics through different activities.
Period 03
Colour wheel • Provide white paper to the students and ask them to draw anything of their choice. • Wheel flash card
• Construct a colour wheel by using
• Teacher will distribute the wheel flash card and ask students to colour it.
rainbow colors.
Period 04 • Teacher will ask students to do the given worksheet
• Teacher will bring secondary colours (orange, green and purple) flash cards and • Omega colors
show and tell the name of colour to students.
• Tell the name of Secondary and Tertiary
Secondary and tertiary • Teacher will ask different questions about colors e.g. “can you point to the blue
colours
colors color in the class?” name the thing that is green in the class? Etc. Encourage
• Identify the Secondary and Tertiary
students while they respond.
colours
Period 05 • Teacher will distribute poster paint colours in the groups and give instructions to
• Mix colours and make a new colour
students, mix two or three colours and find the new colour.

Revision of Taught Topics

• Teacher will revise taught topics through different activities.
Period 06
Crafts • Teacher will show some models made up of throw away things. Teacher will discuss - Models of throw
• Create/Make craft projects of their
how these things are made. away things
Period 07 choice
- Children will made model of anything they want to. Teacher can also show them
some videos on constructing models from low recycle material.
Recycling • Teacher will bring a box and explain to the students that she has brought low cost or • Bottle caps, button,
- Develop new things from
throw away material and from these materials we can produce many other things. small cartons, clips
recycling/waste material, low & no-cost
Period 08 • Children will bring different low-cost material and in groups they will develop new etc
material
things out of them and present in front of the class.
Revision of Taught Topics
• Teacher will revise taught topics through different activities.
Period 09
Recycling Papers, buttons, pebbles,
• Develop models from waste materials • In small groups children will construct models using recycle or throw away material.
Period 10 strings, twigs etc
Craft • Animal faces cutouts
• Create/Make craft projects of their • Teacher will provide cut outs of animals’ faces and students will past them on paper
choice cups.
Period 11
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Revision of Taught Topics
• Teacher will revise taught topics through different activities.
Period 12
Recycling • Tissue rolls
• Use low cost no cost material to create • Teacher will provide some old tissue paper rolls to the children and children will
Period 13 new things make small huts building etc out of them.
•
Recycling • Teacher will cut a circle 4 to 7 inches wide from card, and then cut a pie slice from • Card paper, scissor,
• Develop new things from
the circle. Roll the circle into a cone and secure it with glue dots. After that teacher glue
recycling/waste material, low cost
Period 14 will distribute them in the classroom and children will make colorful zoo animals
material
and teacher will display in the classroom
Revision of Taught Topics
• Teacher will revise taught topics through different activities.
Period 15
Craft Vacation Countdown Caterpillar • Pom pom, googly
• Create/Make craft projects of their
• Teacher will trim a few sheets of colorful double-sided cardstock into strips. She eyes
choice
Period 16 will staple or glue the edges together as she helps kids form the chain. After that she
will provide kids some pom pom, googly eyes and cards to decorate their caterpillar.
Play dough • Prepare different types of modes from Fun with Play Dough • Play dough, clay
Period 17 play dough and clay • Teacher will provide play dough to the children and ask them to make different
• objects out of it.
Revision of Taught Topics
• Teacher will revise taught topics through different activities.
Period 18
Play dough Let’s Enjoy Stencils & Play Dough • Play dough, clay and
• Teacher will provide clay/play dough in different colors and stencils. Next, ask stencils
Period 19 • Create and decorate various students lets come and make anything/model/sculpture from the play dough. Show/
models/sculptures develop any sample from play dough with or without help of stencils in front of the
students

Play dough Butterfly making recipe • Play dough / clay

Period 20 • Paint and decorate models and display • With the help of clay and step by step instructions students will make a butter fly
using clay or play dough
Revision of Taught Topics
• Teacher will revise taught topics through different activities.
Period 21
Collage work Cute Collage Work • Buttons, paper bits,
• Teacher will introduce collage work by showing some sample. ice sticks etc
• Fill the outline with collage work
Period 22 • In groups teacher will give children some drawing papers, pieces of cloths, buttons,
ice sticks, bottle caps, toffees wrappers, cotton balls, leaves etc. Next, instruct them
to fill the given drawings with above objects.
Collage work • bits of coloured
Fun with colourful Bits
• Collect a variety of material for collage papers, cotton, omega
• In groups children will be provided with a chart and they will be asked to make
Period 23 work colours, seeds, peels,
collage by using the given material.
pieces of cloths,
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 Merged Scheme of Studies / Academic Plan of ECCE (4 Key Learning Areas )
buttons, beads,
ribbons
Collage work • Teacher will show sample of collage work to the children. • Papers, paints and
Period 24 • Do collage work on their own choices • Children will be provided papers to draw anything of their choice and then color it. bits of papers
• Teacher will assist students in coloring and doing collage.
Revision of Taught Topics
• Teacher will revise taught topics through different activities.
Period 25
Origami work • Teacher will orient students about what origami is and how can we make origami • Colored papers
models.
Period 26 • Cut and fold paper in different designs • Teacher will show some samples of origami models to the children, then he/she will
ask them.
• Provide a paper (having rectangle shape) to each student and instruct them that fold
the paper as I do or instruct you to do.
Origami Work • Paper
• Explore various ways to make different Paper Boat
objects by folding & cutting paper • By following the instruction children will make a boat
Period 27
Revision of Taught Topics
• Teacher will revise taught topics through different activities.
Period 28
Origami Work Paper Dog • Paper
• Use Origami techniques
Period 29 • By following the instruction children will make a paper dog
Origami Work • Paper
• Explore various ways to make different Dice Game
objects by folding & cutting paper • By following the instruction children will make a paper dice game
Period 30
Revision of Taught Topics
• Teacher will revise taught topics through different activities.
Period 31
Sounds and Musical • Rattles, object that
• Teacher will instruct to children to close their eyes and listen to the sounds.
Instruments/Tools • Listen and identify the sounds in make soft and loud
Teacher will bang different object to make sounds and ask students to identify the
surroundings noises
sound.
Period 32
Sounds and Musical Playing Musical Instruments • Wooden & metallic
Instruments/Tools • Teacher will distribute different objects among students and instruct them to make spoon, wooden
• Experiment with different sounds
different sounds through beating, pounding objects with each other, all the students sticks, glass and glass
producing objects
Period 33 should wait for their turn, while a child beats an object, make sure other listen & plastic bottles,
carefully, is it hard/harsh or soft/pleasant? plastic bowls, etc.
Revision of Taught Topics
• Teacher will revise taught topics through different activities.
Period 34
Sounds and Musical Listen, Identify and Enjoy • Can lids, bottle caps
Instruments/Tools • Teacher will instruct students to collect different objects and make musical
• Create some simple musical instruments
instruments of their own. Two tapping instruments made jar lids and bottle caps can
Period 35 be used in this activity
Sounds and Musical • Create some simple musical instruments • Teacher will bring some low-cost material in the classroom • juice packets, tin
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Instruments/Tools • Teacher will instruct students to create any musical instrument by using given cans, seeds, pulses,
Period 36 material. stones, twigs/sticks,
irony wires, buttons
and beads
Revision of Taught Topics
• Teacher will revise taught topics through different activities.
Period 37
Sounds and Musical Sing and Enjoy • Musical instrument
Instruments/Tools • Recite poems, folk songs, provincial • Teacher will share some poems, folk songs with children and ask them to compose made by the children
songs in chorus and solo lyrics and practice in groups and perform in front of the whole class.
Period 38 • Teacher will allow them to use any musical instrument during singing.
Sounds and Musical Activity •
Instruments/Tools • Listen and identify the sounds in • Teacher will set up some type of barrier a card table on its side. She will have one
surroundings person (the listener) sit on one side. Another person makes noises on the other
Period 39 side. The listener has to guess what sound he heard.
Revision of Taught Topics
• Teacher will revise taught topics through different activities.
Period 40
Dramatic Plays • Communicate with each other through Role play (Doctor and patient) • Costumes of different
Period 41 drama • Teacher will arrange the role play in the classroom. professions.
Dramatic plays Role Play: • Costumes
• Enact new experiences and use new • Teacher will give opportunity to all children to choose their role on their choices and
Period 42 languages in role play present it in the class. If a child wants to act like teacher, mama, papa, grandpa or
any other he/she can do it.
Revision of Taught Topics
• Teacher will revise taught topics through different activities.
Period 43
Dramatic play Activity • Different occupations
• Teacher will pair up children and assign them role of any occupation. costumes
Period 44 • Participate in dramas and role plays • Teacher will help them with dialogues.
• When each pair completes their preparation teacher will instruct them to perform in
front of the class.
Dramatic play Role Play with Mask • Animal masks
• Enact new experiences and use new
• Teacher will get students prepare with the dialogues and provide masks and ask
languages in role play
Period 45 volunteers to come up and preform in the class.
Revision of Taught Topics
• Teacher will revise taught topics through different activities.
Period 46
Dramatic play Activity • Musical instruments
• Teacher will give opportunity to children and ask them to compose any poem, song made by students
Period 47 • Create their own stories and chants and use different musical instruments/tools during singing. Try to use musical
instruments (made by students previously) during singing.
• If children feel difficulty then teacher can help them out.
Dramatic play • Create their own stories and chants Activity • Props, pictures
• Teacher will tell a story. She will use props and she will ask questions about the
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 Merged Scheme of Studies / Academic Plan of ECCE (4 Key Learning Areas )
Period 48 story. Teacher will share some pictures or props and give them opportunity to
create/make their own small stories about the pictures. And tell their stories to the
classmates.
• Help them and also encourage if they feel shy or hesitant.
Dramatic play Poem with Actions • Poem
• Sing poem with actions
Period 49 • Children will sing and act on poem
Revision of Taught Topics
• Teacher will revise taught topics through different activities.
Period 50
Total 50 Periods
Revision and 1st Semester Assessment (Total Number of Periods 06) October Last week
Revision and 2nd Semester Assessment (Total Number of Periods 06) January last week
Revision and 3rd Semester Assessment (Total Number of Periods 06) May Last week
Sport Week (Total Number of Periods 06) (February Last Week)
Assessment Record Maintenance and student activities(Total Number of Periods 06) May Last Week

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