material for foundational literacy and numeracy.

1. 1
Preface
Early childhood (birth to 6 years) is a critical period of development for young children.
Children make meaning of the world around them by their interactions with objects and people.
The adults around children have this responsibility to facilitate children’s understanding of the
world around them, develop their capacities to perceive what is happening around them and
provide a conducive environment for exploration, experimentation and learning. It is a joint
responsibility of home and school. Studies have established the fact that rich experiences
during early years support children academically, behaviourally and emotionally in the formal
schooling and in later life. Teachers, parents and caregivers often grapple with the following
questions whenever they plan to engage their children into meaningful activities;
What are those experiences?
How can we prepare children for formal schooling that starts from Grade 1?
How equipped are we to provide such experiences?
The India Early Childhood Education Impact Report, 2017 observed that most of the ECCE
programmes are not developmentally appropriate for this age group.
In this context, these activity books have been created to support teachers and parents to
engage children in developmentally appropriate activities related to different domains of
development. The content of the activity books is informed by the lakshyas/targets set by the
NIPUN Bharat guidelines. Hence the focus of the activity books lies on the development of
Foundational literacy and numeracy skills to ‘prepare’ children for a smooth transition to
Grade 1. The activity books fulfill another purpose of giving the ownership of learning to
children. Children can work independently in their activity books with the help of teachers,
parents and other caregivers. The disposition to learn is as important as learning a concept or
a particular skill.
It is a well-established fact that theme-based programmes provide a plethora of opportunities
for children to explore the concepts and ideas related to their immediate environment in a
variety of ways. Thus, the activity books are thematically organised. There are three activity
books meant for three different levels.

2. 2
Activity book 1 (3-4 years)
Activity book 2 (4-5 years)
Activity book 3 (5-6 years)
There are 10 themes in the activity books that are spirally organised at each level. The
activity books follow the level-wise progression suggested by the developmental
characteristics mentioned by NCERT (2015) and the developmental goals set by the NIPUN
Bharat Guidelines (2021).
A four-week programme (five days a week) for each theme is given in the books. There are
three theme-related suggestive activities given for each day. These activities include songs,
stories, games, guided conversations, art and craft, drawing and worksheets related to themes
and foundational literacy and numeracy skills for the holistic development of children. There
is a balance of structured and unstructured activities. Teachers and parents can modify these
activities and can create more activities as per the requirement of children. There are a few
things that the teachers, parents and caregivers need to keep in mind while using these activity
books with children.
● Provide a fear-free non-judgemental environment to children.
● Help children to follow a routine.
● Ask questions given after the stories and poems in Hindi and Urdu as well.
● Keep the classroom discussions interactive. Give children ample opportunities to talk
and share their thoughts and feelings.
● Read the instructions for the activities carefully before the facilitation of the activities.
● Modify the instructions if needed so that each child can be included in the process of
learning.
● Allow children to finish their work at their own pace.
● Appreciate and accept their work.
● Repeat stories, songs, themes and activities with children.
● Engage with children in all the activities.
● Errors are a part of the learning process.

3. 3
We sincerely hope that these activity books will ‘prepare’ children to have a smooth
transition to formal learning of 3 Rs of Reading, Writing and Arithmetic.
A note on language teaching
Language development during early age plays a major role in the learning of other subjects
during higher grades. The more we immerse children in a language rich ( spoken and print)
environment, the better their foundational literacy skills develop. We can use a variety of
activities to enhance language development during early years. Below are some activities to
develop foundational literacy skills for Hindi and Urdu:
Listening and speaking
● Encourage children to verbally share their thoughts, emotions and experiences.
● Talk to children in simple language.
● Narrate stories to children and give them a chance to predict.
● Encourage children to re-narrate the story and add changes done by them.
● Provide opportunities for pretend play.
● Break instructions in smaller sentences to make it easy to comprehend.
● Repeat the new words in conversations with children.
● Bring children’s attention on big and small words/sentences.
● Bring children's attention to various types of sounds around them and later focus on
the sounds.
● Bring children’s attention to rhyming words and let them make some rhyming words
on their own.
● Show some pictures to children and ask them to identify the things in it. Encourage
older children to make sentences/ stories related to them.
● Recite poems and sing songs with children.
● Recite poems with children and encourage them to find out words starting with one
particular sound.
● Let children add their own lines in a poem.
● Ask children to identify big and small sentences, different words used in a sentence,
different sounds in a word.
Reading and writing

4. 4
● Narrate stories to children and write the main character name on the board and read it
with children.
● Have a reading corner in the classroom, where children can pick a book of their
choice.
● Read aloud stories with a book in your hand and sometimes do finger reading with
children.
● Label things in your classrooms and homes and bring children's attention to those
words so that children develop a visual memory of those words.
● Write some words related to the theme and display them in the classroom and read
them with children on a regular basis.
● Display the words with a particular letter in the classroom and read them with
children.
● Encourage children to read familiar words around them such as their name, their
friends name.
● Label children's drawings and other art work.
● Display their scribbling, art work and theme related work.
● Let children write the letters on sand, soil, board, in the air using their finger or chalk
or stock.
● The letters of Hindi and Urdu alphabet can be introduced in a variety of ways to
children so that they connect sounds with symbols. The context of the introduction is
important. For example, in these activity books we introduced letters ‘t’ and ‘r’ during
the theme ‘transport’.
● Encourage children to associate sound with the letter and ask them to share more
words of the same sound. Teacher can write them on the blackboard and make a
picture as well.
● Play hidden treasure with children. After introducing a few letters, hide them in the
classroom and encourage children to find them. For level 2, hide words which have
that particular letter and ask them to find it.
● Encourage children to join letters to make words with the letters that have already
been introduced. For example, in Hindi children can use letters (घ, र ) to make word
(घर). Similarly, we can make words such as (‫)گھر‬ with letters (‫ر‬ ,‫)گھ‬

5. 5
● Display a letter -word wall in the room and encourage children to add words
associated with that sound.
● Word-mala can be played. Ask a child to share a word (baal) then the child sitting
next to him/her will say a word starting with the last sound of previously said word (l-
lattu) and so on.
● Tell children the formation of letters as an interesting song. For example, for 'क
' - ' Ek
lamba danda uska mota pet piche nikli poonch'.
In Urdu, for ' '‫ت‬
-
‫تارے‬ ‫دو‬ ‫ہے‬ ‫میں‬ ‫جس‬ ‫کشتی‬ ‫ایک‬ ' '
● Use poems to introduce sounds. For example,
'क
' की कविता
क ाँव- क ाँव करत कौआ,
क
ू - क
ू करती कोयल।
कह ाँ गय है कछ
ु आ ,
पूछ रह है क
ें चुआ ,
कबूतर ने कह कक,
कट
- कटकरे है क
े कड़ ,
वह ाँ छछप है कछ
ु आ।
‫نظم‬ ‫کی‬ '‫'ک‬
‫کاؤں‬ ‫کاؤں‬
‫کوا‬ ‫کرتا‬
‫کوئل‬ ‫کرتی‬ ‫کو‬ ‫کو‬
‫کچھوا‬ ‫ہے‬ ‫گیا‬ ‫کہاں‬
‫کینچوا‬ ‫ہے‬ ‫رہا‬ ‫پوچھ‬
،‫کہ‬ ‫کہا‬ ‫نے‬ ‫کبوتر‬
‫کیکڑا‬ ‫ہے‬ ‫کرے‬ ‫کٹ‬ ‫کٹ‬
‫کچھوا‬ ‫ہے‬ ‫چھپا‬ ‫وہاں‬
Teachers can create their own innovative activities.

6. 6
Acknowledgements
First, I would like to acknowledge the support and valuable guidance of Shri. B.K.
Singh (IFS), Principal Secretary, Department of School Education, J&K, to realise the mission
for Early Childhood Care and Education (ECCE). His directions and initiatives have made it
possible to put together a composite programme and address the objectives of the NIPUN
Bharat (FLN) Mission.
We also take the opportunity to thank our colleagues Dr. Ravi Shanker Sharma,
(JKAS), Director School Education Jammu and Mr. Tasadduq Hussian Mir (JKAS), Director
School Education (Kashmir) and Prof. Veena Pandita, Director SCERT J&K for lending the
team of resource persons from their respective departments to review these materials.
The leadership of Mr. Syed Fayaz, State Coordinator, Samagra Shiksha J&K, has been
instrumental in getting these materials developed and technical oversight over the component.
Our dearest colleagues Ms. Jaswinder Kour and Dr. Sarita Sharma (DSEJ), Dr. Urfana Amin
(DSEK), Dr. Nasreen Bano (DIET, Srinagar), Ms. Rehana Qussar, Ms. Rubeena Salma
(SCERT Kashmir), Ms. Tapasya Sharma (SCERT, Jammu), Dr. Arif Jan, Dr. Naila Nelofar
(JK BOSE), Dr. Ruhi Sultana RP, Zone,Tailbal who have made contributions to these modules.
Special thanks to Ms. Amita Kaushik, Anandi Tokas and Anshita Mishra of Eduweave
Foundation who have put in hours of hard work and efforts into the creation of these books.
Special mention to Mr. Ashfaq Mattoo and his team at Jammu & Kashmir Association for
Social Workers (JKASW) who coordinated the whole process of creating these books.
Last but not the least, from UNICEF, our technical partner, we would like to thank Mr.
Danish Aziz, Education Specialist (J&K) for his efforts to bring all these people and resources
together, facilitate the entire process and deliver these wonderful books, which I hope will go
a long way into realising the needs and rights to education of the children of pre-primary.
Deep Raj (JKAS)
Project Director
Samagra Shiksha J&K

7. 7
Development Team
● Amita Kaushik, Director, Eduweave Foundation
● Anandi Tokas, Teacher Educator,Eduweave Foundation
● Anshita Mishra, Teacher Educator,Eduweave Foundation
● Ashfaq Ahmad Mattoo, Executive Director, Jammu and Kashmir Association of Social
Workers (JKASW)
● Ambreen Bashir, State Resource Person,Jammu and Kashmir Association of Social Workers
(JKASW)
● Mohd. Adnaan Fazili, State Consultant, Jammu and Kashmir Association of Social Workers
(JKASW)
● Qysar Afzal Sofi, State Consultant, Jammu and Kashmir Association of Social Workers
(JKASW)
UT level ReviewTeam
● Deepak Sharma, Sr. Academic Officer, SCERT-JD
● Tapasya Sharma, Sr. Academic Officer, SCERT-JD
● Jaswinder Kour, Sr. Lecturer,SRML HSS- Jammu
● Ghulam Hassan Reshi, Academic Officer, SCERT-KD
● Dr. Arif Jan, Assistant Director, JKBOSE-KD
● Dr. Anuradha Sharma, Sr. Academic Officer, JKBOSE-JD
● Sarita Sharma, Teacher,SRML HSS- Jammu
Reviewand Validation Committee,SCERT-KD
● Dr. Shabnam, HOD,Languages, SCERT-KD
● Riyaz Ahmad Dar,HOD,EP&M,SCERT-KD
● Dr. Jan Muddasir Gul, Sr. Academic Officer, SCERT-KD
● Sheikh Gulzar Ahmad, Academic officer, SCERT-KD
● Dr. Shaheen Akhter, Sr. Lecturer,DIET Pulwama
● Dr. Syed Shabir Ahmed, Sr. Lecturer,DIET, Budgam
● Dr. Irshad Hussain, Sr. Lecturer,DIET, Budgam
● Reyaz Ahmad Wani, Lecturer,GHSS, Barbag, Shopian
● Hasan Azhar, Lecturer,GHSS, Sopore
● Mohd Aslam Pandith, Lecturer,BHSS Beerwah
● Fairoz Shama, SRP-ECCE
● Babra Shabir, Teacher/ RP,DIET Bandipore
● Shabir Ahmad Lone, Teacher,GHS Nadihal Bandipore
● Abdul Rashid Lone, Teacher,GHSS Bagh Bandipore
● Syed Ashiq Hussain, Teacher/ RP,SCERT-KD
● Mutahharah Haneef,Teacher/ RP,SCERT-KD
● Gulzar Ahmad Reshi, Teacher/RP,MS Darpora,Hakura Anantnag
● Mushtaq Farooz Ahmad, Teacher/ RP,GHSS Kurhama Ganderbal
● Malik Asadulla, Teacher,BHS Dab Ganderbal
● Rouf Ahmad Rather,Teacher,GMS Soiteng Srinagar

8. 8
Content
Preface
Acknowledgement
1. Me and myself
2. My family
3. Plants
4. Animals
5. Transport
6. My environment
7. People who help us
8. Season
9. Food
10. Festival

9. 9
Theme: Me and Myself
Week 1
Day 1
Activity 1 Conversation
Discuss various parts of the body by asking the following questions to children.
● Do you hear any bird chirping around?
● Do you smell anything cooking in the kitchen?
● What is the colour of the wall of the house?
Ask them which body part did they use to do the above mentioned activities?
Activity 2 Poem
Recite the given poem with children with actions at least 2 times.
‫ن‬ُ‫س‬ ‫ن‬ُ‫س‬ ‫ن‬ُ‫س‬
‫سے‬ ‫کانوں‬ ‫بھائی‬ ‫ن‬ُ‫س‬ ‫ن‬ُ‫س‬ ‫ن‬ُ‫س‬
‫سے‬ ‫آنکھوں‬ ‫اپنی‬ ‫دیکھ‬ ‫دیکھ‬ ‫دیکھ‬
‫سے‬ ‫ناک‬ ‫اپنی‬ ‫سونگھ‬ ‫سونگھ‬ ‫سونگھ‬
‫کرکام‬ ‫کر‬ ‫کر‬
‫سے‬ ‫ہاتھوں‬ ‫اپنے‬
‫سے‬ ‫منہ‬ ‫کچھ‬ ‫بول‬ ‫بول‬ ‫بول‬
‫سے‬ ‫ٹانگوں‬ ‫اپنی‬ ‫دوڑ‬ ‫دوڑ‬ ‫دوڑ‬
सुन सुन सुन
सुन सुन सुन भ ई क नों से,
देख देख देख अपनी आाँखों से,
सूाँघ सूाँघ सूाँघ अपनी न क से,
करकरकरक म अपने ह थों से,
बोल बोल बोल कु छ मुाँह से,
दौड़ दौड़ दौड़ अपनी ट ाँगों से।
Activity 3 ‘Listen and follow’
Give different instructions to children and ask them to do the actions according to the
instructions given. For example;
● Raise one hand
● Shake both hands
● Nod your head

10. 10
● Move your shoulders
● Jump on one foot
● Jump two times
● Wiggle your fingers etc.
Day 2
Activity 1 Poem ‘My eyes and ears’
Recite the given poem with children at least 2 times with actions.
These are my eyes,
These are my ears,
These are to see,
And these are to hear.
Activity 2
Blindfold children and ask them to walk from one point to another. Repeat the same with
open eyes.
Now, ask children when they find it easy to move and why?
Tell children that eyes support us to see things around.
Activity 3
Ask children to identify the given images and make the correct pairs.

11. 11
Day 3

12. 12
Activity 1
Encourage children to share their names, parents’ names and the names of
other family members.
Help them in recalling the same.
Activity 2
Bring some food items of different tastes (if possible). Encourage children to taste each item
and tell their taste one by one.
Discuss the words with children that describe the tastes such as; sweet, sour, spicy and bitter.
Share with them that our tongue helps us in tasting the food we eat.
Activity 3
Discuss about various tastes of different food items by asking some questions to the children.
For example;
● What do you like to eat the most?
● Can you identify the food with its taste?
● What is the taste of lemon, Phirni and chili?
Day 4
Activity 1

13. 13
Keep some fruits and vegetables in front of the children and ask them which fruit and
vegetable they like the most?
Discuss about that particular fruit/ vegetable on various points such as;
● What is the name of this fruit/vegetable?
● What is the colour of this fruit/ vegetable?
● Does it have any smell?
Activity 2
Ask children to colour the apple.
Activity 3 Poem ‘Teddy bear’
Recite the given poem with children at least 2 times with actions.

14. 14
Teddy bear, teddy bear,
Turn around.
Teddy bear, teddy bear,
Touch the ground.
Teddy bear, teddy bear,
Touch your nose.
Teddy bear, teddy bear,
Point to your toes.
Day 5
Activity 1
Have a discussion about various body parts with children and ask the following questions-
● Which body part do we use to look at things?

15. 15
● Which body part do we use when we run?
● Which body part do we use to hold a book?
● Which body part helps us in hearing?
Activity 2
Ask children to point out various parts of the body in the worksheet.
Activity 3
Show a few old photographs of children and encourage them to observe the changes in the
bodies. After this, encourage children to say a few sentences on ‘When I was a baby’.
You can help children by asking questions. For example;
● Is there any difference in your size?
● What are the differences?

16. 16
● Are you able to do some things on your own now?

17. 17
Week 2
Day 1
Activity 1 Story ‘Rahul ka khilauna’
Narrate the story to children with voice modulation and facial expressions.
राहुल का खिलौना
र हुल एकछोट बच्च थ जिसे ममट्टी से नईनईचीज़ें बन न बहुत पसंद थ । कभी वो ह थी बन त तो कभी
िह ि।
एकददन र हुल ने सोच कक वो एकगुड्ड बन एग । तो उसने गुड्ड बन न शुरू ककय । सबसे पहले उसने
बन य एकगोल और
एकडंडी से उसकी आाँख,न क और
मुाँह बन ए। किर उसक
े क न िोड़े,किर गरदन
,क
ं धे, दो
ह थ और
पेट िोड़ । किर दो पैर िोड़े।
जबउसकी म ाँ ने यहदेख तो वहबहुत खुश हुई।
उन्होंने र हुल को कह कक अगरतुम इसे सुख कर इसपररंग करदो तो यहऔर
भी अच्छ लगेग । र हुल को म ाँ
की ब त अच्छी लगी और
र हुल ने ममट्टी से अपने मलए एकसुंदर और
रंगीन खखलौन बन मलय ।
‫کھلونا‬ ‫کا‬ ‫راہول‬
‫تو‬ ‫بناتا‬ ‫ہاتھی‬ ‫وہ‬ ‫کبھی‬ ‫تھا۔‬ ‫پسند‬ ‫بہت‬ ‫بنانا‬ ‫چیزیں‬ ‫نئی‬ ‫نئی‬ ‫سے‬ ‫مٹی‬ ‫تھاجسے‬ ‫بچہ‬ ‫چھوٹا‬ ‫ایک‬ ‫راہول‬
‫۔‬ ‫کیا‬ ‫شروع‬ ‫بنانا‬ ‫ڑا‬ُ‫گ‬ ‫نے‬ ‫س‬ُ‫ا‬ ‫تو‬ ‫گا۔‬ ‫بنائے‬ ‫ا‬ ّ‫ڑ‬ُ‫گ‬ ‫ایک‬ ‫وہ‬ ‫کہ‬ ‫سوچا‬ ‫نے‬ ‫راہول‬ ‫دن‬‫ایک‬ ‫جہاز۔‬ ‫کبھی‬
ُ‫ا‬ ‫پہلے‬ ‫سے‬ ‫سب‬
‫پھر‬ ‫بنائے۔‬ ‫منہ‬ ‫اور‬ ‫ناک‬ ،‫آنکھ‬ ‫کی‬‫س‬ُ‫ا‬ ‫سے‬ ‫ڈنڈی‬‫ایک‬ ‫اور‬ ‫گوال‬ ‫ایک‬ ‫بنایا‬ ‫نے‬ ‫س‬
‫جوڑے۔‬ ‫پیر‬ ‫دو‬ ‫پھر‬ ‫جوڑا۔‬ ‫پیٹ‬ ‫اور‬ ‫ہاتھ‬ ‫دو‬ ،‫کندھے‬ ، ‫گردن‬ ‫پھر‬ ،‫جوڑے‬ ‫کان‬ ‫کے‬ ‫س‬ُ‫ا‬
‫ہوئی۔‬ ‫خوش‬ ‫بہت‬ ‫وہ‬ ‫تو‬ ‫دیکھا‬ ‫یہ‬ ‫نے‬ ‫ماں‬ ‫کی‬ ‫س‬ُ‫ا‬ ‫جب‬
‫تو‬ ‫دو‬ ‫کر‬ ‫رنگ‬ ‫پر‬ ‫کراس‬ ‫سوکھا‬ ‫اسے‬ ‫تم‬ ‫اگر‬ ‫کہ‬ ‫کہا‬ ‫کو‬ ‫راہول‬ ‫نے‬ ‫نہوں‬ُ‫ا‬
‫گا۔‬ ‫لگے‬ ‫اچھا‬ ‫بھی‬ ‫اور‬ ‫یہ‬
‫کھلونا‬‫رنگین‬ ‫اور‬ ‫سندر‬ ‫ایک‬ ‫لئے‬ ‫اپنے‬ ‫سے‬ ‫مٹی‬ ‫نے‬ ‫راہول‬ ‫اور‬ ‫لگی‬ ‫اچھی‬ ‫بات‬ ‫کی‬ ‫ماں‬ ‫کو‬ ‫راہول‬
‫لیا۔‬ ‫بنا‬
Activity 2
Give some clay/ kneaded dough/mud to children and ask them to make a toy boy/ girl with it.
While making it discuss various body parts that need to be added in the toy.

18. 18
Activity 3
Encourage children to introduce themselves to others.
They can say their names, hobbies, interests, age, school’s name, etc.
Day 2
Activity 1 Poem ‘My hands, my legs’
Recite the given poem with children at least 2 times with actions.
My hands are for clapping,
My arms can hug tight,
My fingers can snap,
Or can turn on the light.
My legs are for jumping,
My eyes help me see,
This is my body,
And I love all of me.
Activity 2
Give different shapes cut outs to children and then help children in arranging them
in the shape of a body.
Activity 3
Draw a straight line and allow children to walk backward and forward.

19. 19
Day 3
Activity 1
Start the day with a small meditation. Ask children to lie down on a mat and to close their
eyes. While lying down ask them to breathe in, breathe out and relax for a while.
Activity 2
Ask children to match the same body parts.

20. 20
Activity 3
Draw a big circle on the floor. Tell children that whenever you clap once they have to jump in
the circle and when you clap two times then they have to jump out of the circle. Clap your
hands in variations and let children jump in and out of the circle.
Day 4
Activity 1
Stick 3-4 newspapers/ papers together and then ask children to lie down on it. Trace
children’s bodies on a sheet of paper.
After tracing, let children decorate the traced body by colouring in it.
Activity 2
Ask children to carefully observe the given images and ask if children are able to see a hand
in the picture.
Have a discussion with children about how we can create different things using our hand
print.
Give a sheet of paper to children and help in tracing a hand on it. Let children make various
things with that hand print.

21. 21
Activity 3
Ask children to identify the body parts and encircle them.

22. 22
Day 5
Activity 1
Discuss with children that some body parts help us to know the outside world. Ask the
following questions-
● Which body part helps us in seeing things?
● Which body part helps us in hearing?
● How do we get to know about the taste of the food?
● Can you tell the fragrance of a flower? If yes, which part helps us smell?
● How can you say that a blanket is soft and a rock is hard?
Activity 2
Ask children to see and identify the things given in the chart.
Then, hide the chart and ask children to recall the things on the chart and tell them.
Encourage children to share which organ they used for this task? (Bring their attention
towards their eyes).
Activity 3
Make a zigzag line on the ground and let children walk on it.

23. 23
Week 3
Day 1
Activity 1
Collect some pebbles, seeds, cotton, spoon, keys, etc. and show it to children. Drop the things
one by one on the ground and ask children to listen to the sounds. Ask them, which of these
things made more sound and which ones less or even no sound at all?
Now blindfold children or keep your hands behind the cloth in a way that children cannot see
your hands. Start dropping the things one by one and ask children to identify things by their
sounds.
Activity 2 ‘Me and my Shaker’
Ask children to collect small pebbles/seeds and put them in an empty bottle/box.
Now ask children to shake the bottle. Encourage them to share which organ they
use for this task? (Bring their attention towards ears).
Activity 3
Let children to share the following things-
● Anything they see around
● Anything sweet in taste
● Any animal’s/ bird’s sound that they like to hear
● Anything they like to touch

24. 24
Day 2
Activity 1 Story ‘Mere dus dost’
Narrate the story to children with facial expressions and voice modulation.
मेरे दसदोस्त
मेरे दसदोस्त हैं,िो मुझे तैय र होने में मददकरते हैं। मेर पहल दोस्त ब्रश है,िो आकर
मेरे द ंतों को ब्रश
करत है और
उन्हें सफ़
े द बन ए रखत है। इसक
े ब द मेर दूसर दोस्त है क
ैं ची,िो मेरे ब लों को क टत है जबवे
बढ़ि ते हैं। मेर अगल दोस्त स बुन है, िो नह ने में मेरी मददकरत है और
मुझेस फ़ रखत है। इसक
े ब द
मेर अगल दोस्त है तौमलय ,िो मुझेमेर बदनसुख ने में मददकरत है। किर आते हैं मेरे कपड़े, िो मेरे शरीर
को ढकते हैं और
गरमरखते हैं। इसक
े ब द आत है मेर दोस्तक
ं घ ,िो मेरे ब लों को अच्छे से रखकरमुझे
अच्छ ददखने में मददकरत है। इसक
े ब द आती मेरी ख़ सदोस्तटोपी, िो मेरे मसर को गरमरखती है,जब
ब हर ठण्ड होती है। इसक
े ब द मेरी अगली दोस्त,क न स फ़ करने व ली रुई,िो मेरे क न स फ़ करने में मदद
करती है। किर है मेर दोस्त नेल-कटरिो मेरे न खूनोंको छोट करने में मददकरत है।आखखरी दोस्त है मेर
िूत ,िो मेरे पैरों को स ि और
गरमरखत है। यहमेरे स रे दोस्त है। मैं इनसे बहुत प्य र करत हूाँ।
‫دوست‬ ‫دس‬ ‫میرے‬
‫جو‬ ،‫ہے‬ ‫رش‬ُ‫ب‬ ‫دوست‬ ‫پہال‬ ‫میرا‬ ‫ہیں۔‬ ‫کرتے‬ ‫مدد‬ ‫میں‬ ‫ہونے‬ ‫تیار‬ ‫مجھے‬ ‫جو‬ ،‫ہیں‬ ‫دوست‬ ‫دس‬ ‫میرے‬
‫دوست‬ ‫دوسرا‬ ‫بعد‬ ‫کے‬ ‫اس‬ ‫ہے۔‬ ‫رکھتا‬ ‫بنائے‬ ‫سفید‬ ‫نہیں‬ُ‫ا‬ ‫اور‬ ‫ہے‬ ‫کرتا‬ ‫صاف‬ ‫کو‬ ‫دانتوں‬ ‫میرے‬ ‫آکر‬
‫جو‬ ،‫قینچی‬ ‫ہے‬
‫جو‬ ، ‫ہے‬ ‫صابن‬ ‫دوست‬ ‫اگال‬ ‫میرا‬ ‫ہیں۔‬ ‫جاتے‬ ‫بڑھ‬ ‫وہ‬ ‫ہےجب‬ ‫کاٹتی‬ ‫کو‬ ‫بالوں‬ ‫میرے‬
‫ہے‬ ‫دوست‬ ‫اگال‬ ‫میرا‬ ‫بعد‬ ‫کے‬‫اس‬ ‫ہے۔‬ ‫رکھتا‬ ‫صاف‬ ‫مجھے‬ ‫اور‬ ‫ہے‬ ‫کرتا‬ ‫مدد‬ ‫میری‬ ‫میں‬ ‫نہانے‬
‫بدن‬ ‫میرے‬ ‫جو‬ ،‫کپڑے‬ ‫میرے‬‫ہیں‬ ‫آتے‬ ‫پھر‬ ‫ہے۔‬ ‫کرتا‬ ‫مدد‬ ‫میں‬ ‫سکھانے‬ ‫بدن‬ ‫میرا‬ ‫مجھے‬ ‫جو‬ ،‫تولیہ‬
‫ر‬ ‫گرم‬ ‫اور‬ ‫ہیں‬ ‫ڈھانپتے‬ ‫کو‬
‫کو‬ ‫بالوں‬ ‫میرے‬ ‫جو‬ ،‫کنگھا‬ ‫دوست‬ ‫میرا‬ ‫ہے‬ ‫آتا‬ ‫بعد‬ ‫کے‬ ‫اس‬ ‫ہیں۔‬ ‫کھتے‬
‫میری‬ ‫ہے‬ ‫آتی‬ ‫بعد‬ ‫کے‬ ‫اس‬ ‫ہے۔‬ ‫کرتا‬ ‫مدد‬ ‫میں‬ )‫آنے‬ ‫(نظر‬ ‫دکھانے‬ ‫اچھا‬ ‫مجھے‬ ‫کر‬ ‫رکھ‬ ‫سے‬ ‫اچھے‬
‫ہے‬ ‫بعد‬ ‫کے‬ ‫اس‬ ‫ہے۔‬ ‫ہوتی‬ ‫ٹھنڈ‬ ‫باہر‬ ‫جب‬ ،‫ہے‬ ‫رکھتی‬ ‫گرم‬ ‫کو‬ ‫سر‬ ‫میرے‬ ‫جو‬ ،‫ٹوپی‬ ‫دوست‬ ‫خاص‬
‫ر‬ ‫والی‬ ‫کرنے‬ ‫صاف‬ ‫کان‬ ، ‫دوست‬ ‫اگلی‬ ‫میری‬
‫ہے۔‬ ‫کرتا‬ ‫مدد‬ ‫میں‬ ‫کرنے‬ ‫صاف‬ ‫کان‬ ‫میرے‬ ‫جو‬ ،‫وئی‬
‫آخری‬ ‫ہے۔‬ ‫کرتا‬ ‫مدد‬ ‫میں‬ ‫کرنے‬ ‫چھوٹا‬ ‫کو‬ ‫ناخنوں‬ ‫میرے‬ ‫جو‬ ‫تراش‬ ‫ناخن‬ ‫دوست‬ ‫میرا‬ ‫ہے‬ ‫پھر‬
‫ہیں۔‬ ‫دوست‬ ‫سارے‬ ‫میرے‬ ‫یہ‬ ‫ہے۔‬ ‫رکھتا‬ ‫گرم‬ ‫اور‬ ‫صاف‬ ‫کو‬ ‫پیروں‬ ‫میرے‬ ‫جو‬ ،‫جوتا‬ ‫میرا‬ ‫ہے‬ ‫دوست‬
‫ہوں۔‬ ‫کرتا‬ ‫پیار‬ ‫بہت‬ ‫سے‬ ‫ان‬ ‫میں‬
After reading the story ask the following questions-
● What do you think about some of the things that were shown in the story?

25. 25
● How do things like toothbrush, comb, nail cutter etc. are used?
● How do you feel when you clean yourself with soap?
● How does your body feel after you wipe yourself with the towel?
Activity 2 Poem ‘Teddy bear’
Repeat the poem with children at least 2 times.
Activity 3
Draw a line on sand/floor then ask children to crawl along the line.

26. 26
Day 3
Activity 1 Story ‘ Sona ki naak badi tej’
Narrate the story to children with voice modulation and facial expressions.
सोना की नाक बड़ी तेज़
सोन क
े च च की बि
फ की चुजस्कयों की दुक न थी। एकददन सोन च च की दुक न पर गई।च च तरह-तरहक
े
स्व द और
खुशबू व ले रसतैय र कररहे थे। सोन ने कह च च मैं भी रसपक ऊ
ाँ गी। "नहीं सोन तुम बसध्य न
से देखो" च च ने कह और
कहकरउन्होंने एकपतीले में रंगे हुए स्व द व ल रसड ल ।
सोन सूंघ करबोली "गले में खटसे लगने व ल क ल खट्ट ।"
च च ि नते थे कक सोन सही कहरही है। च च ने कईस रे रंग और
स्व द अलग
-अलग
पतीलों में ड ले और
सोन ने
सबकी महक
से उनक न म बत ददए।
तभी सोन बोली "च च कु छ अच्छी गंध नहीं आ
रही। ऐस लगरह है म नो कु छ जल
रह हो।"
च च ने पलटकर
देख और
रबड़ी क
े पतीले को झटसे आग
से उत र मलय । "श ब श ! सोन तुम्ह री खुशबू पहच ने
पहच नने की वजहसे मेरी रबड़ी िलने से बचगई।"
किर च च ने सोन को एकमज़ेद र-सीचुस्की ख ने को दी।
‫تیز‬ ‫بڑی‬ ‫ناک‬ ‫کی‬ ‫سونا‬
‫چاچا‬ ‫گئی۔‬ ‫پر‬ ‫دکان‬ ‫کی‬ ‫چاچا‬ ‫سونا‬ ‫دن‬ ‫ایک‬ ‫تھی۔‬ ‫دکان‬ ‫کی‬ ‫چسکیوں‬ ‫کی‬ ‫برف‬ ‫کی‬ ‫چاچا‬ ‫کے‬ ‫سونا‬
‫رس‬ ‫بھی‬ ‫میں‬ ‫چاچا‬ ‫کہا‬ ‫نے‬ ‫سونا‬ ‫تھے۔‬ ‫رہے‬ ‫کر‬ ‫تیار‬ ‫رس‬ ‫والے‬ ‫خوشبو‬ ‫اور‬ ‫ذائقے‬ ‫کے‬ ‫طرح‬ ‫طرح‬
‫ایک‬ ‫نے‬ ‫نہوں‬ُ‫ا‬ ‫کر‬ ‫کہہ‬ ‫اور‬ ‫کہا‬ ‫نے‬ ‫چاچا‬ "‫دیکھو‬ ‫ساتھ‬ ‫کے‬ ‫توجہ‬ ‫بس‬ ‫تم‬ ‫سونا‬ ‫"نہیں‬ ‫گی۔‬ ‫پکاؤں‬
‫می‬ ‫پتیلے‬
‫ڈالی۔‬ ‫رس‬ ‫والی‬ ‫ذائقے‬ ‫رنگین‬ ‫ں‬
‫کھٹا"۔‬ ‫کاال‬ ‫واال‬ ‫لگنے‬ ‫سے‬ ‫کھٹ‬ ‫میں‬ ‫"گولے‬ ‫بولی‬ ‫کر‬ ‫سونگھ‬ ‫سونا‬
‫الگ‬ ‫الگ‬ ‫ذائقے‬ ‫اور‬ ‫رنگ‬ ‫سارے‬ ‫کئی‬ ‫نے‬ ‫چاچا‬ ‫ہے۔‬ ‫رہی‬ ‫کہہ‬ ‫صحیح‬ ‫سونا‬ ‫کہ‬ ‫تھے‬ ‫جانتے‬ ‫چاچا‬
‫دیا۔‬ ‫بتا‬ ‫نام‬ ‫کا‬ ‫ن‬ُ‫ا‬ ‫سے‬ ‫مہک‬ ‫کی‬ ‫سب‬ ‫نے‬ ‫سونا‬ ‫اور‬ ‫ڈالے‬ ‫میں‬ ‫پتیلیوں‬
‫اچ‬ ‫کچھ‬ ‫چاچا‬ " ‫بولی‬ ‫سونا‬ ‫تبھی‬
‫نے‬ ‫چاچا‬ ‫ہو"۔‬ ‫رہا‬ ‫جل‬ ‫کچھ‬ ‫مانو‬ ‫ہے‬ ‫رہا‬ ‫لگ‬ ‫ایسا‬ ‫۔‬ ‫آرہی‬ ‫نہیں‬ ‫بو‬ ‫ھی‬
‫پہچاننے‬ ‫خوشبو‬ ‫تمہاری‬ ‫سونا‬ !‫"شاباش‬ ‫لیا۔‬ ‫تار‬ُ‫ا‬ ‫سے‬ ‫جھٹ‬ ‫کو‬ ‫پتیلے‬ ‫کے‬ ‫ربڑی‬ ‫اور‬ ‫دیکھا‬ ‫کر‬‫پلٹ‬
‫گئی"۔‬ ‫بچ‬ ‫سے‬ ‫جلنے‬ ‫ربڑی‬ ‫میری‬ ‫سے‬ ‫وجہ‬ ‫کی‬
‫دی۔‬ ‫کو‬ ‫کھانے‬ ‫چسکی‬ ‫سی‬ ‫دار‬ ‫مزے‬ ‫ایک‬ ‫کو‬ ‫سونا‬ ‫نے‬ ‫چاچا‬ ‫پھر‬

27. 27
After reading the story ask the following questions-
● Which sense did Sona use in the story?
● What was the first flavour the Chacha put in the tub?
● Which smell do you like the most?
Activity 2

28. 28
Make children smell onion, garlic, flower, mint, ginger and ask them to identify the things
they smelled.
Let children draw things that they like to smell on a piece of paper and have a discussion
around them.
(Do not look for a perfect drawing. Let children use their imagination to create these things)
Activity 3
Ask children to trace the line in the picture.
Day 4
Activity 1 Story ‘Apni cheenk dhakein’
Read the story to children with voice modulation and facial expressions.

29. 29
अपनी छ ींक ढक
ें
आंछ
ू ! बंदर ने छींक म री। आंछ
ू ! चचड़ड़य ने छींक म री।
आंछ
ू ! बबल्ली ने भी छींक म री। आंछ
ू ! कु त्ते ने भी छींक म री।
सभी ि नवर क्यों छींक रहे थे और
सबसे बड़ी छींक ककसकी थी?
आंछ
ू ! दहरण ने छींक म री। आंआंछ
ू !छ
ू ! भैंस भी छींकी।
क्य कोई और
इससे भी बड़ी छींक म र सकत थ ?
आंआंआंछ
ू !छ
ू !छ
ू ! शेर ने छींक म री।
तभी आंआंआंआंछ
ू !छ
ू !छ
ू !छ
ू ! ह थी बड़ी ज़ोर से छींक ।
“अपनी छींक को ढको और
कीट णुयह ाँ वह ाँ मतिै ल ओ”, ह थी क
े प स खड़ी एकचींटीबोली।
‫لو‬ ‫ڈھانپ‬ ‫کو‬ ‫چھینک‬ ‫اپنی‬
‫ماری۔‬ ‫چھینک‬ ‫نے‬ ‫چڑیا‬ !‫آنچھو‬ ‫ماری۔‬ ‫چھینک‬ ‫نے‬ ‫بندر‬ !‫آنچھو‬
‫ماری۔‬ ‫چھینک‬ ‫بھی‬ ‫کتےنے‬ !‫آنچھو‬ ‫ماری۔‬ ‫چھینک‬ ‫بھی‬ ‫نے‬ ‫بلی‬ !‫آنچھو‬
‫تھی؟‬ ‫کی‬ ‫کس‬ ‫چھینک‬ ‫بڑی‬ ‫سے‬ ‫سب‬ ‫اور‬ ‫تھے‬ ‫رہے‬ ‫چھینک‬ ‫کیوں‬ ‫جانور‬ ‫سبھی‬
‫ماری۔‬ ‫چھینک‬ ‫نے‬ ‫ہرن‬ !‫آنچھو‬
‫چھینکی۔‬ ‫بھی‬ ‫بھینس‬ !‫چھو‬ ‫آآنچھو‬
‫تھا؟‬ ‫سکتا‬ ‫مار‬ ‫چھینک‬ ‫بڑی‬ ‫سے‬ ‫اس‬ ‫بھی‬ ‫اور‬ ‫کوئی‬ ‫کیا‬
‫ماری۔‬ ‫چھینک‬ ‫نے‬ ‫شیر‬ !‫چھو‬ ‫چھو‬ ‫چھو‬ ‫نچھو‬ ‫آن‬ ‫آن‬ ‫آن‬ ‫آن‬
‫چھینکا۔‬ ‫سے‬ ‫زور‬ ‫بڑے‬ ‫ہاتھی‬ !‫چھو‬ ‫چھو‬ ‫چھو‬ ‫نچھو‬ ‫آن‬ ‫آن‬ ‫آن‬ ‫آن‬ ‫تبھی‬
‫پا‬ ‫کے‬ ‫ہاتھی‬ ،"‫پھیالؤ‬ ‫مت‬ ‫وہاں‬ ‫یہاں‬ ‫جراثیم‬ ‫اور‬ ‫لو‬ ‫ڈھانپ‬ ‫کو‬ ‫چھینک‬ ‫"اپنی‬
‫چیونٹی‬ ‫ایک‬ ‫کھڑی‬ ‫س‬
‫بولی۔‬
After reading the story ask the following questions
● Which animal had the biggest sneeze?
● When do you sneeze?
● Do you cover your nose while sneezing?
● Why should we cover our nose while sneezing?
Here, discuss with children that it is important to cover our nose while sneezing otherwise we
spread germs all around.

30. 30
Activity 2
Discuss with children about the importance of water, air and sun for our body to stay healthy.
Activity 3
Ask children to colour the given circle.
Activity 4
Discuss with children that there are many germs on our hands. When we play, touch different
things, germs come on our hands. Therefore, it is important to wash our hands.
Wash hands with children by showing all the steps one by one.

31. 31
Day 5
Activity 1
Give different things to children to touch such as, cotton, dry leaves, a rock, bitter gourd etc.
and discuss how it feels.
Here after listening to children, introduce words such as soft, hard, smooth, rough etc. Ask
children, which body part helps them to feel the surfaces. Bring children’s attention to skin.
Activity 2
Encircle the things which are soft to touch.

32. 32
Activity 3
Let children collect a few things of different textures from the surroundings.
Make two circles on the floor.
● Ask children to put soft things in the first circle.
● Ask children to put hard things in the second circle.
After this, discuss and see if children have put the things in the right circles
Week 4
Day 1
Activity 1 ‘Conversation chart’

33. 33
Show these pictures to children and discuss the following things.
● Is there any difference in both the class rooms?
● In which class room would you like to study and why?
● Do you clean your room?
Activity 2 Story ‘Mere ghar ki safai’
Narrate the story to children with facial expressions and voice modulation.

34. 34
मेरे घरकी सफाई
हम र घर कभी-कभी गंद हो ि त है। ऐस होने पर हमसभी ममल करस फ़-सफ़ ई करते हैं। हमझ ड़ू
लग ते हैं किर पोंछते हैं जिससे घरएकदम
चमकद र लगने लगत है। हमसभी ब री-ब री से घरकी
सफ़ ई करते हैं। मैं रोज़ घरमें झ ड़ू लग त हूाँ। मेर भ ई ब थरूम स फ़ करत है और
मेरी बहनपोछ
लग ती हैं। मम्मी बगीचे की देखभ ल करती हैं और
प प रसोईघर में ख न बन ते हैं। घरकी सि ई
खत्म करने क
े ब द हमसबममलकर ख न ख ते हैं।
‫صفائی‬ ‫کی‬ ‫گھر‬ ‫میرے‬
‫گند‬ ‫کبھی‬ ‫کبھی‬ ‫گھر‬ ‫ہمارا‬
‫ہ‬
‫ہیں‬ ‫کرتے‬ ‫صفائی‬ ‫صاف‬ ‫کر‬ ‫مل‬ ‫سبھی‬ ‫ہم‬ ‫پر‬ ‫ہونے‬ ‫ایسا‬ ‫ہے۔‬ ‫ہوجاتا‬
،
‫ہم‬
‫باری‬ ‫سبھی‬ ‫ہم‬ ‫۔‬ ‫ہے‬ ‫لگتا‬ ‫چمکنے‬ ‫دم‬ ‫ایک‬ ‫گھر‬ ‫سے‬ ‫جس‬ ‫ہیں‬ ‫لگاتے‬ ‫پونچھا‬ ‫پھر‬ ‫ہیں‬ ‫لگاتے‬ ‫جھاڑو‬
‫خانہ‬ ‫غسل‬ ‫بھائی‬ ‫میرا‬ ‫ہوں۔‬ ‫لگاتا‬ ‫جھاڑو‬ ‫میں‬ ‫گھر‬ ‫روز‬ ‫میں‬‫ہیں۔‬ ‫کرتے‬ ‫صفائی‬ ‫کی‬ ‫گھر‬ ‫سے‬ ‫باری‬
‫اورپاپا‬ ‫ہیں‬ ‫کرتی‬ ‫بھال‬ ‫دیکھ‬ ‫باغیچےکی‬ ‫ممی‬ ‫ہے۔‬ ‫لگاتی‬ ‫پونچھا‬ ‫بہن‬ ‫میری‬ ‫اور‬ ‫ہے‬ ‫کرتا‬ ‫صاف‬
‫باو‬
‫کھاتے‬ ‫کھانا‬ ‫کر‬ ‫مل‬ ‫سب‬ ‫ہم‬ ‫بعد‬ ‫کے‬ ‫کرنے‬ ‫ختم‬ ‫صفائی‬ ‫کی‬ ‫گھر‬‫ہیں۔‬ ‫بناتے‬ ‫کھانا‬ ‫میں‬ ‫خانہ‬ ‫رچی‬
‫ہیں۔‬
After reading the story ask children following questions-
● Who cleans the house?
● Do you help in cleaning the house? If yes, how?
Activity 3
Discuss how we clean our home. Ask children to help their parents in small things like
keeping toys, small utensils, clothes etc. at their designated place.
They can help in dusting the furniture.
Show them things that are used for cleaning.
Day 2
Activity 1

35. 35
Ask children to carefully observe the given images and share what is happening in these
images.
Discuss with children about the importance of taking care of our body and maintaining
hygiene.
Activity 2
Sit with children and provide help in buttoning and unbuttoning the shirt/ pant.
Activity 3
It is important to take care of our body. Ask children to draw two things to show how they
can take care of their bodies. (e.g. soap, brush, comb, oil, water)

36. 36
Day 3
Activity 1
Encircle the things which we use in cleaning our body parts.

37. 37
Activity 2 Poem ‘My hands, my legs’ (refer to day 2 of week 2)
Repeat the poem with children. Encourage them to share how we use our legs and hands.
Activity 3
Give some soapy water to children and revisit the steps of proper hand washing. Then let
children play for some time with that soapy water. Help them in making bubbles.
Day 4
Activity 1
Give the following instructions (one instruction at a time) to children and let them make a
joker based on the instructions.
● A big face

38. 38
● Two red eyes
● Small nose
Activity 2
Help Sameer to reach his delicious soup by drawing on the given path.

39. 39
Activity 3
Make a big circle on the ground and let children run/ walk around it according to the speed of
your claps. If you are clapping your fast, let children run speedily. If you are clapping slowly,
let children run/walk slowly.
Day 5
Activity 1 ‘I feel…’
Ask children to tick how they feel in the following situations.

40. 40
When you eat food of your own choice
When you cannot play
When somebody scolds you
When somebody gives you your favourite toy
Activity 2
Give some shoes to children and ask to identify which pair of shoes belong to whom.
After identification, let children arrange the shoes according to their size. (Small to big/ big to
small)
Activity 3
Play ‘pakadam-pakdai’/ Rat-A-Tat (chasing) with children.
Theme: Me and my family
Week 1
Day 1
Activity 1 Names and relationships

41. 41
Have a conversation with children and ask ‘Who all are there in the family?’ Encourage
children to share the names of every member of the house including the pets (if there is any).
Introduce the term “family” by talking to children that the members living in one their is their
family.
Activity 2 Poem ‘Family’
Read the poem with children at least 2 times.
Family
Families are big,
Families are small,
Families are different,
We love them all.
Activity 3
Ask children to make pairs.

42. 42
Day 2
Activity 3 Poem ‘Yeh hai mere acche papa’

43. 43
Recite the poem with children at least 2 times.
यहहैं मेरे अच्छे पापा
यहहैं मेरे अच्छे प प ,
यहहैं मेरे प्य री मम्मी,
यहहैं द द लंबे व ले,
यहहैं द दी प्य री- प्य री,
यहतो मैं हूं सबसे छोटी/छोट ,
देखो ककतन प्य र - प्य र / प्य री- प्य री,
यहहैं मेर पूर पररव र,
जिससे मुझको बहुत है प्य र।
‫پاپا‬ ‫اچھے‬ ‫ہمارے‬ ‫یہ‬
‫پاپا‬ ‫اچھے‬ ‫ہمارے‬ ‫یہ‬
‫یہ‬
‫ممی‬ ‫پیاری‬ ‫ہماری‬
‫والے‬ ‫لمبے‬ ‫دادا‬ ‫ہیں‬ ‫یہ‬
‫پیاری‬ ‫پیاری‬ ‫دادی‬ ‫ہیں‬ ‫یہ‬
‫سے‬ ‫سب‬ ‫ہوں‬ ‫میں‬ ‫تو‬ ‫یہ‬
‫چھوٹا‬ /‫چھوٹی‬
/‫پیاری‬ ‫پیاری‬ ‫کتنی‬ ‫دیکھو‬
‫پیارا‬ ‫پیارا‬ ‫کتنا‬ ‫دیکھو‬
‫پریوار‬ ‫پورا‬ ‫ہمارا‬ ‫ہے‬ ‫یہ‬
‫پیار‬ ‫ہے‬ ‫بہت‬ ‫کو‬ ‫مجھ‬ ‫سے‬ ‫جس‬
Activity 2 Game ‘Mummy says’
In this game children have to do the actions that start from ‘Mummy says’
For example; Mummy says, Jump
Mummy says, Clap your hands
Mummy says, Touch your head
Mummy says, Sit down
Children have to listen carefully. As the game progresses include numbers with action, like-
Mummy says, Jump 3 times, Mummy says, clap your hands 2 times etc.
Mistakes will happen, but it will add fun to the game.
Activity 3
Ask children to encircle the shorter person.

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Day 3
Activity 1 Game ‘Musical Chairs’
Arrange the chairs/stools in a circular manner. Bring any utensil/object that can be beaten
lightly to produce sound for musical chairs. Ask the children to roam around the chairs when
the music is playing and to sit when the music stops.
Note: The number of chairs should be one less than the number of children in the game.

45. 45
Activity 2 Telephone talk/Pretend talk
Talk to children if they have ever observed anyone speaking over the phone. Ask children to
bring an object and use it as a phone. Ask them, with whom would they like to talk? What are
they going to talk about?
Activity 3
Ask children to find the odd one out.
Encourage them to reason it as well.
Day 4
Activity 1 My Pets
Bring children in an outdoor setting and encourage them to observe the animals/birds that
they see around. Ask the following questions-
● Which animals/birds do you see around?
● If you have to bring a pet, how are you going to take care of it?
Activity 2

46. 46
Ask children to encircle the pet they want.
Activity 3
Spread a mat/carpet on the floor and ask children to roll on the mat. Encourage them to roll
forward and backward.

47. 47
Day 5
Activity 1 Conversation
Ask children, where do they live? Bring their attention towards the home and its
surroundings. Encourage them to share the area’s name (if they know) otherwise tell them
about it. Take them outside and ask these questions-
● Who all live in the house?
● What is the colour of the walls?
● What is the shape of the roof?
Activity 2 Poem ‘Ghar’

48. 48
Sing this poem with children at least 2 times.
घर
यहतेर घर ,
यहमेर घर,
यहल ल रंग, ये सफ़
े द रंग,
यहघर है रंग-बबरंग ।
ममलन हो अगरछनश से कभी,
चलेंगे हमउसक
े संग।
‫گھر‬
‫گھر‬ ‫میرا‬ ‫یہ‬ ‫گھر‬ ‫تیرا‬ ‫یہ‬
‫رنگ‬ ‫سفید‬ ‫یہ‬ ‫رنگ‬ ‫الل‬ ‫یہ‬
‫برنگ‬ ‫رنگ‬ ‫گھرہے‬ ‫یہ‬
‫کبھی‬ ‫سے‬ ‫نسرین‬ ‫اگر‬ ‫ہو‬ ‫ملنا‬
‫گھر‬ ‫کے‬ ‫س‬ُ‫ا‬ ‫ہم‬ ‫گے‬ ‫چلیں‬
Note: Colour of the wall will change as per the house. Use the children's name instead of
Nasreen/Nisha.
Activity 3
Ask children to colour the given house.

49. 49
Week 2
Day 1
Activity 1 ‘What do we do?’
Sit with children and encourage them to answer the following questions-

50. 50
● What are the tasks that we do at home? (Cleaning, dusting, cooking, washing, going
to work/market).
● Encourage children to think and share the ways in which they can help other family
members at home.
Activity 2 Game ‘Who Am I?’
Play a guessing game with children. For example, say-
● “ I am thinking of a family member who waters the plants”
● ……..gives me a bath.
● ……..helps me in brushing my teeth.
● …….. who cooks dinner.
● ……...who takes me to the park/ground.
● …….. who helps me to study.
● …….who plays with me.
● …….who goes to work.
Children will guess and give answers to the questions asked.
Activity 3 ‘one’
Draw a straight line on the ground using a stick and bring children’s attention towards it. Tell
them that it is called ‘one’.
Ask them to draw a few ‘ones’ on the ground.
Give them a few examples using real objects, one stick, one finger, one child, one door, etc.
Day 2
Activity 1 Poem ‘Papa’
Recite the poem at least 2 times with children.
पापा
प प प प मेरे प प ,
‫پاپا‬
‫پاپا‬ ‫میرے‬ ‫پاپا‬ ‫پاپا‬

51. 51
दूर - दूर ले ि ते प प ,
मम्मी - मम्मी मेरी मम्मी,
द द - द द मेरे द द ,
सबबोलन मसख ते द द ,
द दी - द दी मेरी द दी,
कह नी रोि सुन ती द दी,
भैय -भैय मेरे भैय ,
मेरे घर में सबहैं प्य रे,
अच्छे - अच्छे न्य रे – न्य रे।
‫پاپا‬ ‫جاتے‬ ‫لے‬ ‫دور‬ ‫دور‬
‫ممی‬ ‫میری‬ ‫ممی‬ ‫ممی‬
‫دادا‬ ‫میرے‬ ‫دادا‬ ‫دادا‬
‫دادا‬ ‫سیکھاتے‬ ‫بولنا‬ ‫سب‬
‫دادی‬ ‫میری‬ ‫دادی‬ ‫دادی‬
‫روز‬ ‫کہانی‬
‫دادی‬ ‫ناتی‬ُ‫س‬
‫بھیا‬ ‫میرے‬ ‫بھیا‬ ‫بھیا‬
‫پیارے‬ ‫ہیں‬ ‫سب‬ ‫میں‬ ‫گھر‬ ‫میرے‬
‫نیارے‬ ‫نیارے‬ ‫اچھے‬ ‫اچھے‬
Activity 2 ‘Guess who?’
Ask children to get some photos of family members and help children to identify the people
in the photos.
Activity 3
Play some music for children and let them enjoy the beats of the song. Once children have
tuned in with the music, ask them to jump at the sound of the clap.
One clap- one jump , two clap- two jumps, three clap- three jumps etc.
Day 3
Activity 1 ‘Can you copy me?’

52. 52
Ask children to stand opposite to you and ask them to copy. You may do the following
simple actions, such as, blink eyes, clap hands, tap feet, etc. ask children to copy these.
Activity 2
Ask children to match the same colour clothes.
Activity 3 ‘Let us Jump’
Draw a big circle on the floor/ground. Ask children to identify the shape on the ground and
tell children that they are going to play a game.
Give these instructions to children. When the instructor says “in”, children must jump inside
the circle. When the instructor says “out”, children must jump outside the circle.
Day 4
Activity 1 Conversation
Bring children's attention towards the outside area. Ask them about the nearest shop. How far
is the park?
Discuss with them about various facilities available nearby.

53. 53
Activity 2 Story ‘Chunu and Munu: let’s play now’
Narrate the story to children with facial expressions and voice modulation.
Chunu and Munu let us play now
Who do we play with? Let’s play with friends.
What shall we play with? Let’s play with stones.
Who do we play with? Let’s play with friends.
What shall we play with? Let’s play on the swing.
Who do we play with? Let’s play with our younger sister.
What shall we play with? Let’s skip with our rope.
Who do we play with? Let’s play with our brother.
What shall we play with? Let’s play on the slide.
Who do we play with? Let’s play with our elder sister.
What shall we play with? Let’s ask some riddles.
Who do we play with? Find a friend.
If you are alone, kick the ball with your feet.
Ask them the following questions-
● Which game did children play at home?
● With whom were they playing?
● What is their favourite game to play?
Activity 3
Ask children to name objects given in the image below. Encourage them to match the same
object with each other.

54. 54
Day 5
Activity 1 Story ‘Chunu and Munu: let us play now’
Repeat the story and ask the following questions.
● Which game do they play with siblings?

55. 55
● What is their favourite outdoor game?
● Which of the following sentences has more words?
Let’s play with our younger
sister.
What shall we play?
Activity 2 Game
Ask children to share about their favourite game. Play some games with them.
Activity 3
Encircle the image that has all the children playing in the sitting position.

56. 56
Week 3
Day 1
Activity 1 Poem ‘Families are big’
Read the poem with children at least 2 times.

57. 57
Families are big
Families are big,
Families are small,
Families are different,
We love them all.
Some have mothers,
Some have fathers,
Some have sisters,
Some have brothers,
We all stay together.
Activity 2 ‘Who is missing?’
Ask children to carefully observe the image given above in the poem. Now, ask them to share
who is missing from the below image.

58. 58
Activity 3
Ask children to draw stick figures on the ground of their family members.
Day 2
Activity 1 Observation
Bring children's attention towards different spaces in their houses and tell them how each
space is used for different purposes. Ask them to observe things carefully kept for specific

59. 59
purposes in each area/room. For example; a book in a reading corner, utensils in the kitchen
etc.
Activity 2 ‘Where’
Gather a few objects from the surrounding (a pencil, spectacles, shoes, plant etc.). Ask
children to keep them back at their designated place.
Activity 3
Ask children to encircle those objects that they would like to keep outside the house.
Day 3
Activity 1
Involve children in the game of running and touching a child whose name is called, which
may start with instruction. I know someone who is a boy, is wearing a blue shirt and his name
starts with sound /n/. Who is he? Run and touch.

60. 60
Activity 2
Place clothes/toys/puzzles of different colours.
Ask children to categorize them in different sets of colours.
E.g., all red clothes in one set, all green in one and so on.
Activity 3
Match the bag with the same coloured notebook.
Day 4
Activity 1 ‘Feely bag’
In a cloth bag, keep different objects. For example, a hairclip, rubber band, crayon, puzzle
piece etc. Ask children to put their hand inside the bag and pick an object. Children will tell
about the objects, what it is and how it is used.

61. 61
Activity 2 Circle
Bring children’s attention towards various circular shaped objects, like-bowl, plate, ring,
clock, bottle cap etc. Introduce the term ‘circle’ and ask them to do air tracing of the circle.
Activity 3 ‘Obstacle race’
In an empty/open space place some objects as obstacles like stools, stones, bottles, clothes and
a distance mark a finish line. At the sound of the clap children have to jump over or skip past
the obstacles to reach the finish line.

62. 62
Day 5
Activity 1 ‘My neighbours’
Sit with children and engage them in conversation by asking these questions-
● Who lives next door to you?
● Do you have any friends there?
● Do you see/meet them regularly?
Activity 2 Game
Ask children to name as many circular objects as they can present in their surroundings.
Later, taking the name of a circular object, children will run and touch that particular object.
Activity 3
Ask children to encircle each object that is shaped like a circle.
Week 4

63. 63
Day 1
Activity 1
This is Ansh’s family. His family includes his
mother-father, grandfather-grandmother, his
aunt and three elder siblings.
This is Neha’s family. Her family has a mother
and a younger brother.
This is Zara’s family. He is her father.
This is Manu’s family. Her family includes
mother-father and a sister.
Note: Bring their attention towards various types of families mentioned here.
Activity 2

64. 64
Sit with children and talk tothem about other members of the family? The ones who don’t
live in the same house but come and meet on occasions? Where do they live? When do they
come? What activities do they do together?
Activity 3
Ask children to draw a thing that they like to do with their sibling/s or parents. (e.g. Playing,
eating, listening to stories, talking)
Day 2
Activity 1 Poem ‘Naav chali’

65. 65
Recite the poem with children at least 2 times.
नाि चली
न नी की न व चली,
नेह की न नी की न व चली,
लम्बे सफ़रपर न व चली।
स म न घर से छनक ले गए
,
न नी क
े घर से छनक ले गए
,
इधर से उधरसे छनक ले गए
,
न नी की न व में ड ले गए।
क्य क्य ड ले गए
?
‫چلی‬ ‫ناؤ‬
‫چلی‬ ‫ناؤ‬ ‫کی‬ ‫نانی‬
‫ن‬
‫چلی‬ ‫ناؤ‬ ‫کی‬ ‫نانی‬ ‫کی‬ ‫یہا‬
‫چلی‬ ‫ناؤ‬ ‫پے‬ ‫سفر‬ ‫لمبے‬
‫گئے‬ ‫نکالے‬ ‫سے‬ ‫گھر‬ ‫سامان‬
‫گئے‬ ‫نکالے‬ ‫سے‬ ‫دھر‬ُ‫ا‬ ‫سے‬ ‫ادھر‬
‫گئے‬ ‫ڈالے‬ ‫میں‬ ‫ناؤ‬ ‫کی‬ ‫نانی‬
‫گئے‬ ‫ڈالے‬ ‫کیا‬ ‫کیا‬
Activity 2 Conversation
Talk to children about their grandparents. Discuss on the following points:
● Do they know their mother’s parents?
● Do they know their father’s parents?
● Where do they live?
● When do they meet?
Activity 3
Ask children to draw a boat in which they would like to go with their grandparent/s.

66. 66
Day 3
Activity 1 Poem ‘Naav chali’
Repeat the poem with children.

67. 67
Ask children to think about what special arrangements their parents will make if their
grandparents are coming to visit them?
Activity 2
Help the grandfather and his grand-daughter to reach their home by tracing the line.
Activity 3 Game ‘Obstacle race’
In an open space, place some objects as obstacles like stools, stones, bottles, clothes etc. At a
distance mark a finish line. At the sound of the clap children have to jump over or skip past
the obstacles to reach the finish line.
Day 4
Activity 1 Story ‘Chintiyaan’
Narrate the story to children with facial expressions and voice modulation.

68. 68
चीींटियााँ
छनश अपनी द दी क
े स थ रोज़ बगीचे में सैर करने ि ती थी । वह ाँ उसे बहुत तरहक
े पेड़-पौधेददखते थे। कु छ
पेड़ों क
े आस
प स कईस रे चींदटयों क
े बबल थे। द दी ने छनश को बत य कक जबद दीछोटी थी तबवह चींदटयों
को ख न खखल ती थी। छनश को यहसुनकर बहुत अच्छ लग । जबछनश घरव पस गईतो अगले ददन बगीचे
में ि ने से पहले उसने अपने घरसे कु छ आट ले मलय । किर बगीचे में पहुाँच करछनश ने आट चींदटयोंक
े
बबल क
े आस
-प स ड ल ददय । थोड़ी ही देर ब द उसने देख कक वह ाँ बहुत स री चींदटय ाँ आ
गईऔर
उन्होंने आट
ख न शुरू करददय । द दी को यहदेखकर बहुत अच्छ लग ।
‫چیونٹیاں‬
‫سارے‬ ‫بہت‬ ‫وہ‬ ‫وہاں‬ ‫تھی۔‬ ‫جاتی‬ ‫کرنے‬ ‫سیر‬ ‫میں‬ ‫باغیچے‬ ‫روز‬ ‫ساتھ‬ ‫کے‬ ‫دادی‬ ‫اپنی‬ ‫نیشا‬
‫پ‬ ‫پیڑ‬
‫ودے‬
‫کہ‬ ‫بتایا‬ ‫کو‬ ‫نیشا‬ ‫نے‬ ‫دادی‬ ‫تھے۔‬ ‫بل‬ ‫کے‬‫چیونٹیوں‬ ‫ساری‬ ‫کئی‬‫پاس‬ ‫آس‬ ‫کے‬ ‫پیڑوں‬ ‫کچھ‬ ‫تھی۔‬ ‫دیکھتی‬
‫جب‬ ‫لگا۔‬ ‫اچھا‬ ‫بہت‬ ‫کر‬ ‫سن‬ ‫یہ‬ ‫کو‬ ‫نیشا‬ ‫تھی۔‬ ‫کھالتی‬ ‫کھانا‬ ‫کو‬‫چیونٹیوں‬ ‫وہ‬ ‫تب‬ ‫تھی‬ ‫چھوٹی‬ ‫دادی‬ ‫جب‬
‫ک‬ ‫سے‬ ‫گھر‬ ‫اپنے‬ ‫نے‬ ‫س‬ُ‫ا‬ ‫پہلے‬ ‫سے‬ ‫جانے‬ ‫میں‬ ‫باغیچے‬ ‫دن‬ ‫اگلے‬ ‫تو‬ ‫گئی‬‫واپس‬ ‫گھر‬ ‫نیشا‬
‫چ‬
‫لے‬ ‫آٹا‬ ‫ھ‬
‫دیر‬ ‫ہی‬ ‫تھوڑی‬ ‫دیا۔‬ ‫ڈال‬‫پاس‬ ‫آس‬ ‫کے‬‫بل‬ ‫کے‬‫چیونٹیوں‬ ‫آٹا‬ ‫نے‬ ‫نیشا‬ ‫کر‬ ‫پہنچ‬ ‫میں‬ ‫باغیچے‬ ‫پھر‬ ‫لیا۔‬
‫دادی‬ ‫دیا۔‬ ‫کر‬ ‫شروع‬ ‫کھانا‬ ‫آٹا‬ ‫نے‬ ‫نہوں‬ُ‫ا‬ ‫اور‬ ‫گئی‬ ‫آ‬ ‫چیونٹیاں‬ ‫ساری‬ ‫بہت‬ ‫وہاں‬ ‫کہ‬ ‫دیکھا‬ ‫نے‬ ‫س‬ُ‫ا‬ ‫بعد‬
‫لگا۔‬ ‫اچھا‬ ‫بہت‬ ‫کر‬ ‫دیکھ‬ ‫یہ‬ ‫کو‬
Ask them the answer the following questions-
● Who went to the garden with Nisha?
● What did they see there?
Activity 2 Conversation chart

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Ask children to carefully look at the image and tell how Nisha is helping ants?
Activity 3 Game ‘Musical Chairs’
Arrange the chairs/stools in a circular manner. Bring any utensil that can be beaten lightly to
produce sound for musical chairs. Ask the children to roam around the chairs when the music
is playing and to sit when the music stops.
Note: The number of chairs should be one less than the number of the children in the game.
Day 5
Activity 1 ‘Riddles’

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Ask children the following riddles.
1. मम्मी की मम्मी कहल तीं।
मुझ पर अपन प्य र लुट तीं। (न नी)
‫ا‬
‫کی‬ ‫می‬
‫ا‬
‫کہالتی‬ ‫می‬
‫لٹاتی‬ ‫پیار‬ ‫اپنا‬ ‫پر‬ ‫مجھ‬
)‫(نانی‬
2. रोज़ कह नी मुझेसुन तीं ,
प प की वो म ाँ कहल तीं।
(द दी)
‫ناتی‬ُ‫س‬ ‫مجھے‬ ‫کہانی‬ ‫روز‬
‫ابو‬
‫کہالتی‬ ‫ماں‬ ‫وہ‬ ‫کی‬
)‫(دادی‬
3. रोज़ मुझेसैर कर ते,खूब खखल ते।
प प क
े भ ई कहल ते।
(च च / त ऊ)
‫کھالتے‬ ‫خوب‬ ،‫کراتے‬ ‫سیر‬ ‫مجھے‬ ‫روز‬
/‫(چاچا‬ ‫کہالتے‬ ‫بھائی‬ ‫وہ‬ ‫کے‬ ‫ابو‬
)‫تایا‬
Help them in reaching the answer.
Activity 2
Children will stand in two rows opposite to each other. Teacher will call names from each
row and these children will exchange their place with each other.
Activity 3
Ask children to observe images given below.

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Tell them that insects/animals/birds have their family too, they live together just like our
family/families.
Theme: Plants
Week 1
Day 1
Activity 1 Discussion

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Ask children to observe their surroundings. Bring their attention towards plants and trees
around them. Bring their attention towards big and small plants, their leaves and stems.
Activity 2
Take children to a nearby green area/park. Ask children to touch a tree/plant which is-
● green tree
● small plant
● flowering plant
● tree with dried leaves etc.
Activity 3 Poem ‘Dost hara’
Recite the poem with children at least 2 times.
दोस्त हरा
मैं हूाँ तुम्ह र दोस्त हर ,
रहत हूाँ फलऔरि
ू लों से भर ,
मुझसे ही तुम स ाँस प ते,
हाँसते खेलते झूमते ग ते।
‫ہرا‬ ‫دوست‬
‫ہرا‬ ‫دوست‬ ‫تمہارا‬ ‫ہوں‬ ‫میں‬
‫بھرا‬ ‫سے‬ ‫اورپھولوں‬ ‫پھل‬ ‫ہوں‬ ‫رہتا‬
‫تم‬ ‫ہی‬ ‫سے‬ ‫مجھ‬
‫پاتے‬ ‫سانس‬
‫گاتے‬ ‫جھومتے‬ ‫کھیلتے‬ ‫ہنستے‬
Day 2
Activity 1 Poem ‘Dost hara’
Repeat the poem with children.
Activity 2
Ask children to colour the given tree.

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Activity 3
Ask children to match the same trees.

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Note: Bring children’s attention towards the green and brown colours.
Day 3
Activity 1 Nature walk
Take children in an open park and let them explore on their own.

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Ask to observe the trees around. Bring attention towards-
● The height of the trees
● Their leaves, bark, branch
● If they see any fruits and flowers
● Colour of fruits, flowers, leaves, branches etc.
● If there is any smell of it
Activity 2 Game
Choose a few trees/plants and give them names. Now call the given name of a tree/plant,
children have to run and touch that particular tree/plant.
Activity 3
Demonstrate to children how to trace the bark of the tree using a pencil/crayon on the paper.
Then encourage children to trace it by themselves.
Day 4
Activity 1
Ask children to collect a few fallen leaves and pebbles/seeds.
Now, ask them to put one pebble/seed for each leaf.

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Activity 2
Cut out a picture of a tree/plant from a newspaper or magazine. Cut the picture into two,
separating the leaves and the bark/stem. Ask children to join the parts of the tree/plant.
Activity 3
Ask children to encircle the odd one out.

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Day 5
Activity 1
Show various things that we get from plants and trees (food items, furniture, wooden utensils,
medicine etc.).
Tell them that the air we are breathing is also given to us by these plants and trees only.

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Activity 2 ‘Run and touch’
Ask children to run and touch those objects that are obtained from trees and plants.
(If children touch an object that is not made from plants and trees then share with them what
it is made up of).
Activity 3
Ask children to encircle objects that are obtained from trees and plants.
Week 2
Day 1

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Activity 1
Show children different types of seeds.
(Fruit’s seeds, vegetable’s seeds, pulses, rice etc.)
Let children touch them and the teacher will tell the name as well.
Activity 2 ‘Sowing seeds’
Take a small pot/container/a small space in the garden/park. Take a few seeds and show to
children how a seed is sown.
Also tell the importance of water and sunlight for the plants to grow.
Now, let children sow a few seeds.
(Ask children to check its growth every day and water it regularly).
Activity 3 ‘I am a plant’
Ask children to act like a growing plant.
First children will be a seed, so they will sit on the ground. Then it will grow into a small
plant, they will raise themselves a little bit from the ground. When the plant is big, they can
stand. For blooming flowers, hands can be opened above the head.
Day 2
Activity 1
Show a plant to children and tell the names of its parts. Make them touch the different parts
and tell the name when they are touching them. Repeat it a few times.

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Activity 2
Ask children to draw a few leaves that they have seen and colour them.
Activity 3
Ask children to match the same parts of the plant with each other.

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Day 3
Activity 1 Seriation
Ask children to collect a few fallen leaves of different sizes from outside and ask them to
arrange them from small to big.

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Activity 2
Give colour/turmeric/henna mixture to children. Ask them to dip dried leaves and flowers in
the mixture and imprint them in the space given below.
Activity 3
Ask children to trace the lines.

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Day 4
Activity 1 Game

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Show a few real (images of) trees/plants and bring children’s attention towards green colour.
Introducing the word green. Now, ask children to touch various green things present in the
environment/home.
Activity 2
Ask children to encircle only green objects given below.
Activity 3
Take children outside near a plant/tree and let them tell you the different parts. Encourage
them to share the part’s colour as well.
Day 5
Activity 1 Discussion
Ask the following questions to children-
● Which vegetable did you eat today?

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● Which is your favourite vegetable?
● Which vegetable/s do you see in the kitchen/kitchen garden?
Activity 2 Poem ‘Aloo kachaloo beta’
Sing the poem with children at least 2 times.
आलू कचालू बेिा
आलू कच लू बेट
कह ाँ गएथे?
बैंगन की टोकरी में
सो रहे थे।
बैंगन ने ल त म री
रो रहे थे।
मम्मी ने प्य र ककय
हंस रहे थे।
प प ने पैस ददय
न च रहे थे।
‫بیٹا‬ ‫کچالو‬ ‫آلو‬
‫بیٹا‬ ‫کچالو‬ ‫آلو‬
‫تھے؟‬ ‫گئے‬ ‫کہاں‬
‫میں‬ ‫ٹوکری‬ ‫کی‬ ‫بینگن‬
‫تھے‬ ‫رہے‬ ‫سو‬
‫ماری‬ ‫الت‬ ‫نے‬ ‫بینگن‬
‫تھے‬ ‫رہے‬ ‫رو‬
‫ا‬
‫کیا‬ ‫پیار‬ ‫نے‬ ‫می‬
‫تھے‬ ‫رہے‬ ‫ہنس‬
‫نے‬ ‫ابو‬
‫ٹافی‬
‫دیئے‬
‫تھے‬ ‫رہے‬ ‫ناچ‬
After the poem, discuss with children that we get our vegetables from plants and trees only.
Activity 3
Ask children to colour the vegetables only.

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Week 3
Day 1
Activity 1 Visit to the market

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Take children to the nearest market/fruits and vegetables shop and let them observe the
different fruits and vegetables there. Bring attention towards their colour, shape and size.
Activity 2
Ask children to match vegetables with their respective colour.
Activity 3
Ask children to trace various fruits and vegetables on the ground using fingers.

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Day 2
Activity 1
Put all vegetables and fruits together and ask children to sort them as per their sizes.
(For example; small size vegetables and fruits will be in one group, big size vegetables and
fruits will be in another group etc.).
Activity 2

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Call out names of a few different fruits and vegetables and ask children to stand up and sit
down. Children will sit when a vegetable's name is called and stand when a fruit’s name is
called.
Activity 3
Ask children to complete the pattern.

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Day 3
Activity 1 ‘Sorting vegetables’

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Place a variety of vegetables on the tables. For example; Potato, brinjal, tomato, capsicum,
lady finger, etc.
Bring two baskets and ask children to sort the vegetables in the basket by
● Shape – round, long, etc.
● Colour – red, green, brown, etc.
● Size – big, small, etc.
Activity 2 Making Salad
Make vegetable salad with the help of the children.
● Bring a few vegetables available that can be eaten raw, like- tomato, radish, carrot,
peas, etc.
● Wash all of them thoroughly with the help of children.
● Cut and mix them together.
● Squeeze lemon on top, if available.
● Add salt and mix well.
Ask children to help you in serving.
Note: While doing the activity explain to children that some vegetables can be eaten raw
whereas some vegetables are cooked before eating.
Activity 3
Ask children to match the vegetables with their correct slice.

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Day 4
Activity 1 Story ‘Flower Power’
Read the given story with children ‘Flower Power’.

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Today is Nandana’s mom's birthday. Her mom likes flowers. Nandana is thinking about
which flower she should draw on the greeting card.
Do you think she will draw a red
hibiscus?
Do you think she will draw white jasmine?
Do you think she will draw a pink lotus? Then she thought of an amazing idea.
She created a beautiful and unique card with flowers of different shapes, triangles, squares
and circles. Do you think her mother will like the card?
After the story, ask children about the flowers and their names if they are aware of any.
Activity 2 Game

94. 94
Place 5-6 bricks in a straight line and ask children to walk on the bricks without sidestepping.
Activity 2 Drawing
Ask children to make a flower and colour it.

95. 95
Day 5
Activity 1 Poem ‘Flower flower everywhere’
Recite the poem with children at least two times.
Flower flower everywhere
Flower flower everywhere,
In the garden, in my hair,
In the vase, at the store,
On the table, at the door,
What a lovely time of year!
Flowers blooming, bringing cheer.

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Activity 2
Ask children to spot a flower in the given image.
Activity 3
Ask children to match the same flower.

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Week 4
Day 1
Activity 1 Nature walk
Take children to the park and ask them to observe different flowers around.
Instruct children not to pluck any flowers but only smell them. They can also collect the
flowers fallen on the ground.
Activity 2
Ask children to trace the stems of the flowers.

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Activity 3 Game
Use durries/mats/dupattas available around you. Ask children to walk along the border
maintaining balance of their feet.
Day 2
Activity 1 Poem ‘Flower flower everywhere’
Repeat the poem with children.
Ask them how they feel when they see beautiful flowers on plants and trees.
Activity 2
Ask children, where have they seen flowers being used? If they are finding it difficult, show
the pictures given below.

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Activity 3 ‘Paper Tearing and Pasting’
Guide children to tear coloured paper from newspaper/magazines and paste them inside the
picture below.

100. 100
Note: If coloured papers are not available, ask children to fill it with colours.
Day 3
Activity 1 Conversation chart

101. 101
Let children observe the image. Then ask the following questions-
● What do you see in the image?
● Can you name a few animals given in the image?
● Where are they?
Activity 2 Discussion
Tell children about the forest and its importance. Forest is full of trees and many animals live
in it and find their food.
Activity 3
Ask children to circle the thinner animal.

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Day 4
Activity 1 Poem ‘Chidiya’
Recite the poem with children at least 2 times.

103. 103
चचड़ड़या
एक
-एकछतनक िोड़ती है।
चचड़ड़य अपन घरबन ती है।
पेड़ की ड ली पर वो अपन िीवन बबत ती है।
अपनी इसछोटी सी चोंच से वो ककतन क म करि ती है।
‫چڑیا‬
‫ہے‬ ‫جوڑتی‬ ‫تنکا‬ ‫ایک‬ ‫ایک‬
‫ہے‬ ‫بناتی‬ ‫گھر‬ ‫اپنا‬ ‫چڑیا‬
‫ہے‬ ‫اتی‬َ‫ت‬ِ‫ب‬ ‫جیون‬ ‫اپنا‬ ‫وہ‬ ‫پر‬ ‫ڈال‬ ‫کی‬ ‫پیڑ‬
‫کتنا‬ ‫وہ‬ ‫سے‬ ‫چونچ‬ ‫سی‬ ‫چھوٹی‬ ‫اس‬ ‫اپنی‬
‫ہے‬ ‫جاتی‬ ‫کر‬ ‫کام‬
Activity 2
Ask children if they have seen birds around. Do they know where they live?
Bring their attention towards their nest, which is on trees. Share with them the importance of
trees for birds.
Activity 3
Ask children to help these birds to reach their nest by tracing the lines.

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Day 5
Activity 1
Ask children to share the importance of trees and plants for us, animals and birds.

105. 105
Let them share understanding about the importance of trees and plants. Accept and appreciate
all the responses.
Activity 2
Ask children to encircle only parts of plants/trees.
Activity 3
Ask children to draw a scene around the given tree and colour it.

106. 106
Theme: Animals
Week 1
Day 1
Activity 1

107. 107
Take children out in an open area/park and ask them to observe around. Help them to spot some
animals.
After coming back, ask the children about the animals they saw.Introduce the term ‘animals’
by saying that animals have 4 legs, 2 eyes, 1 nose and 2 ears just like us!
Ask children to count eyes, nose and ears and then show the animal chart to observe various
animals.
Activity 2 Poem ‘Sher’
Recite the following poem with children at least 2 times.
शेर
शेर छनर ल दहम्मत व ल ,
िंगल क र ि कहल त ।
भूख लगे तो वह गुर फत ,
औरज़ोर से दह ड़ लग त ।
‫شیر‬
‫شیر‬
‫واال‬ ‫ہمت‬ ‫نراال‬
‫کہالتا‬ ‫راجہ‬ ‫کا‬ ‫جنگل‬
‫گرجتا‬ ‫وہ‬ ‫تو‬ ‫لگے‬ ‫بھوک‬
‫لگاتا‬ ‫دھاڑ‬ ‫سے‬ ‫زور‬ ‫اور‬
Activity 3
Show the given images to children and help them to identify and name the given animals.
This chart can also be used to revise the names of the animals with children daily.

108. 108
cow
bear
lion
dog
goat
monkey
cat
horse
Day 2
Activity 1
Discuss with children about the sounds of animals. Ask the following questions-
● What kind of sounds do they make?
● Have you heard the sound of different animals?
● Can you imitate any one of them?

109. 109
● What do you think animals talk about?
Activity 2 Poem ‘Aawazein kaisi kaisi’
Read the given poem with children at least 2 times.
आिाज़ें कै सी-कै सी
क्य तुमने सुनी है?
बबल्ली की ममय ऊ
ाँ ममय ऊ
ाँ ,
ग य की मोमो,
चचड़ड़य की चीं-चीं,
औरकु त्ते की भौ-भौ,
मैंने तो सुनी है,
कौए की क ाँव-क ाँव,
कोयल की कु हू-कु हू,
मेंढ़क की टरफ-टरफ,
औरगधे की ढेंचू-ढेंचू।
‫کیسی‬ ‫کیسی‬ ‫آوازیں‬
‫ہے؟‬ ‫نی‬ُ‫س‬ ‫نے‬ ‫تم‬ ‫کیا‬
‫میاؤں‬ ‫میاؤں‬ ‫کی‬ ‫بلی‬
‫مو‬ ‫مو‬ ‫کی‬ ‫گائے‬
‫چیں‬ ‫چیں‬ ‫کی‬ ‫چڑیا‬
‫بھوں‬ ‫بھوں‬ ‫کی‬ ‫کتے‬ ‫اور‬
‫ہے‬ ‫نی‬ُ‫س‬ ‫تو‬ ‫نے‬ ‫میں‬
‫کائیں‬ ‫کائیں‬ ‫کی‬ ‫کوے‬
‫کو‬ ‫کو‬ ‫کی‬ ‫کوئل‬
‫ٹر‬ ‫ٹر‬ ‫کی‬ ‫مینڈک‬
‫ڈھینچوں‬ ‫کی‬ ‫گدھے‬ ‫اور‬
‫ڈھینچوں‬
Activity 3
Ask children to find the odd one out.

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Day 3
Activity 1 ‘Do you know me?’
Imitate sounds of the animals and let children guess which animal’s sound you are making?

111. 111
Let children also imitate the sounds behind you.
Ask children if they would like to make the sound of any animal.
Activity 2
Ask children to match the same animals.
Activity 3
Given below is a list of some animals. Read out the name and let children act or walk like the
animal. You can repeat this activity with as many animals as you want!

112. 112
● Lion
● Monkey
● Elephant
● Sheep
● Goat
● Dog
● Cat
Day 4
Activity 1
Discuss with children that there are some similarities and differences in animals.

113. 113
For example: Animals like lions, elephants, cows, dogs etc. have four legs and one tail and
they walk and live on the ground. But they all are not the same in size and colour.
Ask the following questions to children
● Which are the colours you see in animals around you?
● Have you seen any black animals?
● Have you seen any green animals?
Activity 2
Encourage children to trace standing, sleeping and slanting lines in the sand.
Activity 3
Ask children to match the animals of the same colour.

114. 114

115. 115
Day 5
Activity 1
Ask the following riddles to children.
● I have a big trunk and I am grey in colour. Who am I?
● I make the sound ‘meow’ and you see me around. Who am I?
● I am brown in colour and I love eating bananas on trees. Who am I?
Activity 2
Show the picture given below to children and ask the following questions-
● Can you tell the names of the animals shown in the picture?
● What is the colour of the flower?
● How many ears of an elephant are visible in the picture?

116. 116
Activity 3
Show any two objects, count them and help children to say ‘two’.
Week 2
Day 1
Activity 1
Suspend objects like balloons, biscuits or toys from the door. Ask children to jump up and
touch the balloons, toys or biscuits.
Activity 2
Ask children to look at the picture carefully and then follow the given instructions
● Count the tail of the monkey and clap that many times.
● Count the ears of the rabbit and jump that many times.
● Count the legs of the elephant and raise your hands that many times.
● Count the horns of the cow and swirl that many times.

117. 117
Activity 3
Ask children to match the bees with the same number of flowers.

118. 118
Day 2
Activity 1 Discussion
Discuss with children how animals also have small babies who grow up to become like their
parents, just like we grow up and become older and bigger!
Activity 2 Story ‘Kya tum meri maa ho?’
Narrate the story to children with facial expressions and voice modulation.

119. 119
क्या तुम मेरी मााँ हो?
अच नक से अंड क
ू द । चचड़ड़य म ाँ ने सोच कक मेर बच्च ब हर आने व ल है तो क्यों नमैं इसक
े ख ने क
े
मलए कु छ ले आऊ
ाँ । चचड़ड़य म ाँ उड़गई।थोड़ी देर ब द चचड़ड़य क बच्च ब हर आ
गय । उसने देख उसकी म ाँ
घोंसले में नहीं थी। “मुझे अपनी म ाँ को ढूाँढन च दहए।” ऐस सोच करवह घोंसले में से ब हर आ
गय । सबसे
पहले वहबबल्ली से ममल और
उसने उससे पूछ "क्य तुम मेरी म ाँ हो?"बबल्ली ने कह "नहीं, मैं तुम्ह री म ाँ
नहीं हूाँ।"
चचड़ड़य क बच्च आगे चल और
मुगी से ममल और
उसने पूछ "क्य तुम मेरी म ाँ हो?” मुगी ने कह "नहीं, मैं
तुम्ह री म ाँ नहीं हूाँ।"
किर चचड़ड़य क बच्च कु त्ते और
ग य से भी ममल और
उसने उनदोनों से पूछ "क्य तुम मेरी म ाँ हो?" और
दोनों
ने िव ब ददय "नहीं, मैं तुम्ह री म ाँ नहीं हूाँ।"
चचड़ड़य क
े बच्चे ने न व में देख , ऊपरउड़तेहुए हव ई िह ि में देख पर उसे उसकी म ाँ कहीं नहीं ददख ई दी।
तभी चचड़ड़य क
े बच्चे को एकबड़ी-सी मशीन ददख ई दी और
वहउसकी तरफदौड़ । वो चचल्ल य "म ाँ-म ाँ"पर
मशीन ने तो बसभप्प की आव ज़ छनक ली।
मशीन की आव ज़ सुन करबच्च डर गय और
बोल "मुझेयह ाँ से छनकलन च दहए। यहतो मेरी म ाँ नहीं है।"
पर तबतकदेर हो चुकी थी। मशीन ने चचड़ड़य क
े बच्चे को उठ मलय और
ऊपरि ने लगी। बच्च बहुत डर गय
लेककन उसमशीन ने उसचचड़ड़य क
े बच्चे को उसक
े घोंसलेमें रखददय । बच्च खुश हो गय और
चचड़ड़य भी
उसक
े मलए द न लेकर व पपस आ
गई। बच्च अपनीचचड़ड़य म ाँ को देखते ही पहच न गय ।
‫ہو‬ ‫ماں‬ ‫میری‬ ‫تم‬ ‫کیا‬
‫کے‬ ‫اس‬ ‫میں‬ ‫نہ‬ ‫کیوں‬ ‫تو‬ ،‫ہے‬ ‫وال‬ ‫آنے‬ ‫باہر‬ ‫بچہ‬ ‫میرا‬ ‫کہ‬ ‫نےسوچا‬ ‫ماں‬ ‫چڑیا‬ ‫کودا۔‬ ‫انڈا‬ ‫سے‬ ‫اچانک‬
‫نے‬ ‫س‬ُ‫ا‬ ‫آگیا۔‬ ‫باہر‬ ‫بچہ‬ ‫کا‬ ‫چڑیا‬ ‫بعد‬ ‫دیر‬ ‫تھوڑی‬ ‫گئی۔‬ ‫ڑ‬ُ‫ا‬ ‫ماں‬ ‫چڑیا‬ ‫آؤں۔‬ ‫لے‬ ‫کچھ‬ ‫کےلئے‬ ‫کھانے‬
‫ک‬ ‫سوچ‬ ‫ایسا‬ ‫چاہیے"۔‬ ‫ڈھونڈنا‬ ‫کو‬ ‫ماں‬ ‫اپنی‬ ‫"مجھے‬ ‫تھی۔‬ ‫نہیں‬ ‫میں‬ ‫گھونسلے‬ ‫ماں‬ ‫کی‬ ‫س‬ُ‫ا‬ ‫دیکھا‬
‫ر‬
‫وہ‬
‫میری‬ ‫تم‬ ‫"کیا‬ ‫پوچھا‬ ‫سے‬ُ‫ا‬ ‫نے‬ ‫س‬ُ‫ا‬ ‫اور‬ ‫مال‬ ‫سے‬ ‫بلی‬ ‫وہ‬ ‫پہلے‬ ‫سے‬ ‫سب‬ ‫آگیا۔‬ ‫باہر‬ ‫سے‬ ‫میں‬ ‫گھونسلے‬
‫ہوں"۔‬ ‫نہیں‬ ‫ماں‬ ‫تمہاری‬ ‫میں‬ ، ‫"نہیں‬ ‫کہا‬ ‫نے‬ ‫بلی‬ "‫ہو؟‬ ‫ماں‬
‫مرغی‬ "‫ہو؟‬ ‫ماں‬ ‫میری‬ ‫تم‬ ‫"کیا‬ ‫پوچھا‬ ‫سے‬ُ‫ا‬ ‫نے‬ ‫س‬ُ‫ا‬ ‫اور‬ ‫مال‬ ‫سے‬ ‫مرغی‬ ‫اور‬ ‫چال‬ ‫آگے‬ ‫بچہ‬ ‫کا‬ ‫چڑیا‬
‫ما‬ ‫تمہاری‬ ‫میں‬‫"نہیں‬ ‫کہا‬ ‫نے‬
‫نے‬ ‫س‬ُ‫ا‬ ‫اور‬ ‫مال‬ ‫بھی‬ ‫سے‬ ‫گائے‬ ‫اور‬ ‫کتے‬ ‫بچہ‬ ‫کا‬ ‫چڑیا‬ ‫ہوں"۔‬ ‫نہیں‬ ‫ں‬
،‫"نہیں‬ ‫دیا‬ ‫جواب‬ ‫نے‬ ‫دونوں‬ ‫اور‬ "‫ہو؟‬ ‫ماں‬ ‫میری‬ ‫تم‬ ‫"کیا‬ ‫پوچھا‬ ‫کرکے‬ ‫ایک‬ ‫ایک‬ ‫سے‬ ‫دونوں‬ ‫ن‬ُ‫ا‬
‫ہوں"۔‬ ‫نہیں‬ ‫ماں‬ ‫تمہاری‬ ‫میں‬
‫کہیں‬ ‫ماں‬ ‫کی‬‫س‬ُ‫ا‬ ‫سے‬ُ‫ا‬ ‫مگر‬ ‫دیکھا‬ ‫میں‬ ‫جہاز‬ ‫ہوائی‬ ‫ڑے‬ُ‫ا‬ ‫اوپر‬ ،‫دیکھا‬ ‫میں‬ ‫ناؤ‬ ‫نے‬ ‫بچے‬ ‫کے‬ ‫چڑیا‬
‫دی۔‬ ‫دکھائی‬ ‫نہیں‬
‫چالیا‬ ‫وہ‬ ‫دوڑا۔‬ ‫طرف‬ ‫کی‬ ‫س‬ُ‫ا‬ ‫وہ‬ ‫اور‬ ‫دی‬ ‫دکھائی‬ ‫مشین‬ ‫سے‬ ‫بڑی‬ ‫ایک‬ ‫کو‬ ‫بچے‬ ‫کے‬ ‫چڑیا‬ ‫تبھی‬
‫اور‬ ‫گیا‬ ‫ڈر‬ ‫بچہ‬ ‫کر‬ ‫ن‬ُ‫س‬ ‫آواز‬ ‫کی‬ ‫مشین‬ ‫نکالی۔‬ ‫آواز‬ ‫کی‬ ‫بھپ‬ ‫بس‬ ‫تو‬ ‫نے‬ ‫مشین‬ ‫مگر‬ "!‫ماں‬ !‫"ماں‬
‫چکی‬ ‫ہو‬ ‫دیر‬ ‫تک‬ ‫تب‬ ‫مگر‬ ‫ہے"۔‬ ‫نہیں‬ ‫ماں‬ ‫میری‬ ‫تو‬ ‫یہ‬ ‫چاہیے۔‬ ‫نکلنا‬ ‫سے‬ ‫یہاں‬ ‫"مجھے‬ ‫بوال‬
‫تھی۔‬
‫س‬ُ‫ا‬ ‫نے‬ ‫مشین‬ ‫س‬ُ‫ا‬ ‫لیکن‬ ‫گیا‬ ‫ڈر‬‫بہت‬ ‫بچہ‬ ‫لگی۔‬ ‫جانے‬ ‫اوپر‬ ‫اور‬ ‫لیا‬ ‫ٹھا‬ُ‫ا‬ ‫کو‬ ‫بچے‬ ‫کے‬ ‫چڑیا‬ ‫نے‬ ‫مشین‬
‫لئے‬ ‫کے‬ ‫س‬ُ‫ا‬ ‫بھی‬ ‫چڑیا‬ ‫اور‬ ‫ہوگیا‬ ‫خوش‬ ‫بچہ‬ ‫دیا۔‬ ‫رکھ‬ ‫میں‬ ‫گھونسلے‬ ‫کے‬ ‫س‬ُ‫ا‬ ‫کو‬ ‫بچے‬ ‫کے‬ ‫چڑیا‬
‫گیا‬ ‫پہچان‬ ‫ہی‬ ‫دیکھتے‬ ‫کو‬ ‫ماں‬ ‫چڑیا‬ ‫اپنی‬ ‫بچہ‬ ‫آگئی۔‬ ‫واپس‬ ‫کر‬ ‫لے‬ ‫۔دانہ‬

120. 120
then ask the following questions to children-
● Which was the first animal the baby bird went to?
● What did the dog tell the baby bird?
● How did you feel when Mumma bird came back to the baby bird at the end?
Activity 3
Help the baby chicken to reach her mother hen by tracing the line.

121. 121
Day 3
Activity 1 Poem ‘Billi ka bacha’
Recite the given poem with children at least 2 times.
बबल्ली का बच्चा
मैं हूाँ छोट स बबल्ली क बच्च ,
मैं रहत अपनी म ाँ क
े स थ,
म ाँ ही ल ती ख न मेर ,
मैं म नू अपनी म ाँ की ब त,
मैं िल्दी बड़ हो ि ऊ
ाँ ग ,
किर मैं दौड़ लग ऊ
ाँ ग ।
‫بچہ‬ ‫کا‬ ‫بلی‬
‫بچہ‬ ‫کا‬ ‫بلی‬ ‫سا‬ ‫چھوٹا‬ ‫ہوں‬ ‫میں‬
‫ساتھ‬ ‫کے‬ ‫ماں‬ ‫اپنی‬ ‫رہتا‬ ‫میں‬
‫میرا‬ ‫کھانا‬ ‫التی‬ ‫ہی‬ ‫ماں‬
‫بات‬ ‫کی‬ ‫ماں‬ ‫اپنی‬ ‫مانوں‬ ‫میں‬
‫بڑا‬ ‫جلدی‬ ‫میں‬
‫گا‬ ‫ہوجاؤں‬
‫گا‬ ‫لگاؤں‬ ‫دوڑ‬ ‫میں‬ ‫پھر‬
After reading the poem ask the following questions-
● Who takes care of you?
● How do people take care of you?
● Whom do you go for help when you get hurt??
Activity 2
Talk to children about families of animals. Tell them that animals also have families like us,
animal parents also take care of their babies the way our parents do.
Ask children if they have seen the babies of any animals. Give some examples on your own.
Activity 3
Find the difference.

122. 122
Day 4
Activity 1
Show these pictures to children. Bring their attention to these pictures one by one in the given
sequence.
Let children narrate what is happening in the picture and help them build a small story
verbally.
1 2
3 4
Activity 2

123. 123
Ask children to match the baby animal with the parent animal.

124. 124

125. 125
Activity 3
Ask children to make an animal of their choice and colour it.
Day 5

126. 126
Activity 1 Story ‘Weh hans dia’
Narrate the story to children with facial expressions and voice modulation.
वह हाँस टदया
दहरन क बच्च बहुत तेज़ भ ग रह थ । उसने खरगोश को भी पीछे छोड़ ददय । वो ह थी से भी आगे छनकल
गय । न ल भी क
ू द गय । खंडहर प र करगय । मैद न में एकपत्थर पड़ थ , ठोकर लगी तो चगर पड़ और
रोने
लग । बन्दर ने पैर सहल य ,वहचुप नहुआ। भ लू द द ने गोद उठ य , वहचुप नहुआ। म ाँ आई
और
बोली "लो
पत्थर को भी म र ददय ।"दहरन क बच्च बोल "इसे मतम रो वरन यहभी रोने लगेग ।"
यहसुन करम ाँ हाँस दीं। वहभी हाँसने लग ।
‫دیا‬ ‫ہنس‬ ‫وہ‬
‫بھی‬ ‫سے‬ ‫ہاتھی‬ ‫وہ‬ ‫دیا۔‬ ‫چھوڑ‬ ‫پیچھے‬ ‫بھی‬ ‫کو‬ ‫خرگوش‬ ‫نے‬ ‫س‬ُ‫ا‬ ‫تھا۔‬ ‫رہا‬ ‫بھاگ‬ ‫تیز‬ ‫بہت‬ ‫بچہ‬ ‫کا‬ ‫ہرن‬
‫گر‬ ‫تو‬ ‫لگی‬ ‫ٹھوکر‬ ،‫تھا‬ ‫پڑا‬ ‫پتھر‬ ‫ایک‬ ‫میں‬ ‫میدان‬ ‫گیا۔‬ ‫کر‬ ‫پار‬ ‫کھنڈر‬ ‫گیا۔‬ ‫کود‬ ‫بھی‬ ‫نالہ‬ ‫گیا۔‬‫نکل‬ ‫آگے‬
‫اٹ‬ ‫میں‬ ‫گود‬ ‫نے‬ ‫دادا‬ ‫بھالو‬ ‫ہوا۔‬ ‫نہیں‬ ‫چپ‬ ‫وہ‬ ،‫سہالیا‬ ‫پیر‬ ‫نے‬ ‫بندر‬ ‫لگا۔‬ ‫رونے‬ ‫اور‬ ‫پڑا‬
‫ن‬ ‫چپ‬ ‫وہ‬ ،‫ھایا‬
‫ہیں‬
‫بھی‬ ‫یہ‬ ‫ورنہ‬ !‫مارو‬ ‫مت‬ ‫"اسے‬ ‫بوال‬ ‫بچہ‬ ‫کا‬ ‫ہرن‬ ‫دیا"۔‬ ‫مار‬ ‫بھی‬ ‫کو‬ ‫پتھر‬ ‫"لو‬ ‫بولی‬ ‫اور‬ ‫آئی‬ ‫ہوا۔ماں‬
‫گا"۔‬ ‫لگے‬ ‫رونے‬
‫لگا‬ ‫ہنسنے‬ ‫بھی‬ ‫وہ‬ ‫دی۔‬‫ہنس‬ ‫ماں‬ ‫کر‬ ‫سن‬ ‫۔یہ‬
Then ask the children, ‘What will stop the fawn from crying?’ and let the children predict.

127. 127
Activity 2
After reading the story, ask the following questions from children.
● Do you think that animals also get hurt?
● Do you think that animals feel pain?
● Do you think that animals also need love and care like us?
Talk to children about the ways in which we can help animals. Tell them that we can help
them by giving them food and water, by not hurting them etc.
Activity 3
Ask children to keep a bowl of water for birds and animals to drink water from it.
Week 3
Day 1
Activity 1 Story ‘Animal homes’
Narrate the story to children with facial expressions and voice modulation.
Animal homes
Animals live all around us. Birds build their homes up high. So do bees. Spiders spin their homes.
Tiny termites build their tall homes. Snails and tortoises build homes on their backs. Fish live in the
water and frogs live in water and land both. Rabbits and rats live in burrows under the ground.
Monkeys and apes make trees their homes. Bears and wolves live in den. Crocodiles live in a
swamp. Deer live in forests,so do tigers. Some animals live close to us and some live far away. We
all build our home on one large home: Planet Earth.

128. 128
After the story ask the following questions to children –
● Why do you think we live in a house?
● What would happen if we do not live in a house?
● Do animals also live in a house?
● Have you seen any animal’s house?
Activity 2
There were so many animals in the story and their different houses. In the space provided, ask
children to draw a picture of their own house and colour it.

129. 129
Activity 3
Laalu is a little dog who went out to play with a ball he found. While playing, Laalu did not
realize that he had gone far away from his house. Can you help Laalu find the way back to his
house?

130. 130