Word of the week-Ã¢â‚¬Å“ProactiveÃ¢â‚¬Â
Morning message:Ã‚Â I am proactive. I take charge of my work
Revision of the sounds Ã¢â‚¬ËœsÃ¢â‚¬â„¢,Ã¢â‚¬â„¢aÃ¢â‚¬â„¢,Ã¢â‚¬â„¢tÃ¢â‚¬â„¢ and Ã¢â‚¬Ëœnumber 3Ã¢â‚¬â„¢as an entry ticket.
Revision of rhyme:
Willoughby wallaby wee, an elephant sat on me
Willoughby wallaby woo, an elephant sat on you.
Willoughby wallaby wabrielle, an elephant sat on Gabrielle.
Willoughby wallaby wevan, an elephant sat on Evan
And, Finishing with all the children’s name.
Later, Students were asked to Ã‚Â make rhyming with their names using any sounds they want.
A fishing we will go(2), we’ll catch a fish and put it in a dish and never let it go.
A hunting we will go(2), we’ll catch a fox and put it in a box and never let it go.
Humpty dumpty sat on the wall..
Incy wincy spider….
- Jodo blocks
- Wooden blocks
- Ganit mala
PlayHouse: The learners were taken to the playhouse wherein they took up different roles as father, mother, uncle, aunty, kids etc. and played with the resources provided to them. This activity helped them to develop their social skills.
Puppet theater: Learners were divided Ã‚Â into groups of 4. Each group was provided with one puppet.
And were asked Ã‚Â them to discuss about Ã‚Â questions:
[1.Is your puppet human? Or animal? Or something completely different?2)How old is your puppet?3)Is your puppet a boy or a girl?4)What does your puppet look like? 5) Is your puppet mean? Nice? Happy? Sad? What kind of personality do they have? 7) Does your puppet have a lot of friends? Or do they prefer to be alone?8)What is your puppetÃ¢â‚¬â„¢s favorite food?9)What does your puppet like to do for fun?]
Then they described their puppet in front of the class.
Activity helped learners to improve their oral fluency.
Introduction of letter Ã¢â‚¬Å“pÃ¢â‚¬Â through a story
1.The teacher has used a puppet of a princess and a prince and create a fairy tale story.
One day, a pretty princess stayed in a beautiful palace with her papa and mamma who were the king and the queen. There was a small animal farm nearby the palace. There were animals like a pig,a panda,a parrot, a peacock, ,a puppy, a penguin. Many people used to come to visit the farm to see the animals. One day a prince came from a far away place but how did he come ? He came in a pink parachute.He went to meet the king in the palace Ã‚Â and the palace was decorated with flower petals.The queen also made popcorns,peas pulao,pumpkin salad ,pasta and pineapple juice for them.The prince was very happy and gave a present to the king.
1.Introduced the symbol “” p ”Ã¢â‚¬â„¢ and formation of the letter in the air. ( put your hand up, come down, pick it up and a curve). Learners also write letter “p” in the air with correct formation.Also, write the letter “p”on the board and introduce the name of the letter p
2.4.Teacher had done Ã¢â‚¬ËœpÃ¢â‚¬â„¢… as an ending sound
3.Read aloud of Ã¢â‚¬ËœpÃ¢â‚¬â„¢ book.
4.Teacher also asked for the new word to the students which has p..p.. sound.
Pig, Pin, Pencil,Please,Pan,Pointer finger, peas,parrot, panda,palm,plum,play,pouch,purse,plate,pass,pink,purple,paint brush,pen,pencil,paper,plate,palate, piece of a cloth,picture of a parrot\peacock,petals,pasta,pear, peanuts,people, prise, present, plate, punch, punching machine, pizza, polish, police, drop, stop,dip, lip, sip, clip,step, champ.
Letter Ã¢â‚¬Å“pÃ¢â‚¬Â jolly phonic song:
Information time: Teacher has given Ã‚Â information about panda.
Panda:He is white and black in colour,He stays in cold places in a cave or hollow trees. He eats bamboo,grass,carrots,apples and sweet potatoes.
Introduction of peer work through hand up/down strategy.
Letter Ã¢â‚¬ËœpÃ¢â‚¬â„¢ worksheet
WS 1:clay sticking and letter tracing on laminated sheet of letter i & t Ã‚Â
WS 2: letter i worksheet ( circling)
WS 3: sorting of the picture objects with its letters ( i & t)
WS 4: letter clipping ( associating letter with its objects)
WS 5: free writing on the slate.
Revision of number 4.
Center 1: Complete the pattern(2 attribute) + They can also make their own pattern. (Rangometry) (4 kids)
Center 2: Association of numbers – The learners will put rings as per the given number. (4 kids)
Center 3: Sticking clay on number flash cards (4 kids)
Center 4: Make your own pattern with beads (beading) (4 kids)
Center 5:Worksheet on number 4
Revision of pattern was done using different manipulatives.
For example, Rangometry, pencils, erasers, etc.
Learners were asked to make patterns using their own body. For example, Clap – Snap, Girl – Boy, Up – Down, Stand – Sit, etc
Introduction of number 5.
The teacher will talk about the 5 senses rhyme. After that the teacher asked students – what is this rhyme about?
Teacher asked them how many senses we have and count with them on fingers. Showing them five fingers (symbol for number five).
Introduction of identifying of pattern on board using different manipulatives Rangometry, jodo blocks etc.
Thereafter, making number 5 in the air and on board and using the ganit mala and number board
Number booklet – 5
Visual arts activities:
Learners were given Flag worksheet and information about tricolors was given.
Transdisciplinary theme :- Who we are
Central Idea:- We use our senses to discover and understand our world.
Field Trip to deaf and dumb school.
- Kindly send the reading log of August, so that we can track it.
- Kindly send the worksheet in the folder itself.
- Please share your childÃ¢â‚¬â„¢s reflection at home about his/her learning through Daily Dairy.