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INSIDE THIS BOOK

This book is for the first term (April-July). It contains tasks, concepts and skills for children to do
and learn. A lot more happens in the classroom such as playing and learning with multiple
materials, using pictures and games on the interactive board, conversations, peer learning and
exploring on computers.
Language comprises oral (listening and speaking), reading and writing skills. Its development
is essential for the academic learning as well as for the social and emotional growth of a child.

The content and approach of this book are as follows:

The first term focuses on pre-reading and pre-writing skills to prepare children for reading
and writing. We use various meaningful contexts and appropriate activities to strengthen and
integrate oral, reading and writing skills in them. Children realize the fact that what they speak
and listen to can also be read and written. Ample opportunities are provided in the book where
the teacher reads aloud stories and rhymes to children. Thereafter, children talk about them,
describe pictures, respond to questions and relate the content with their personal experiences,
scribble and draw pictures to express their thoughts.
Writing involves hand skills and eye-hand coordination. Hand skills include strength and
dexterity (how well they can handle small objects in their hands). Both these elements depend
on the use of the small muscles of hands. Therefore, we engage children in pre-writing activities
such as playing with clay, beading, working on self-help kit, scribbling on easels and paper,
and tracing patterns.

Letters introduced in the first term are t, a, p, n and i. We do not follow the a–z sequence. First,
children are introduced to a few frequently used letters. They start reading them and making
meaningful words with them. Then we move on to the next set of letters. The biggest advantage
of this method is that children learn to find a pattern, know the letters and begin to use them
in meaningful words.

The ten-step process to introduce each letter is as follows:

1. Pre-reading 2. Rhyme recitation
3. Post-reading 4. Words for word wall
5. Flash cards 6. Activities and games like ‘Letters Train’ and ‘Hopscotch’
7. Finger-gym exercises 8. Posture, pencil grip and paper position

9. Tracing of letters 10. Writing letters from memory

Pre-reading activities are done to build a connection with the story/rhyme that the children read.
Post-reading activities are conducted to give an appropriate closure to the story/rhyme.
Recognition of T, A, P, N and I (capital letters) is also done. Children are told that there are two
symbols for a letter, and that capital letters have the same sound as small letters but they differ in
shape and size. The writing of capital letters will be done in Prep.