Pre-Coordination

CLL English
Week 1
Day 1
Make predictions about the characters, setting and events in a story.
By the end of this lesson they should be able to identify the main characters of the story,
To talk audibly about birthday parties.
Introduction: Whole class activity.
A big puppet goose will enter in the class and will introduce herself. They will be asked why
the class
decorated in this way. Ask children how they would like to celebrate Goose’s birthday party.
List down the ideas through shared writing activity and plan the event.
After their answers and response, she will tell them that today we are going to enjoy birthday
party.
Story” happy birthday goose’ will be told.
Activity # 1:
A cake will be put in front of puppet goose. Children will cut the cake and sing happy birthday
song.
Then they will enjoy the cake.
Activity # 2:
A group will decorate the Sophie frock/ dress with the help flower cut-outs of glittered sheet
and ribbons.
Activity # 3:
Making of birthday caps and crown
with chart paper and will decorate
them with star shape printing, star
stickers. Outdoor play:
I sent a letter to my friend…
Day 2.

Recognise the letters’: ‘s’ and ‘a’ and their sounds (reinforcement).

To be able to recall the sound, action and vocabulary of letters ‘s’ and ‘a’.

Resources for the lesson:

• Jolly Phonics song of letters ‘s’ and ‘a’
• PPT of letters ‘s’ and ‘a’ and associated vocabulary (made by the teacher)
• Activity board
• Online quiz game on wordwall app.

Methodology:( synchronous)
1. Recap: Teacher will show students PPT of the introduced letters ‘s’ & ‘a’ and ask them to identify. Play the
Jolly phonics song of both letters through screen sharing and encourage students to sing along.
2. Ask students to do the action associated with both letters along with air formation.
Now share WALT, WILF and TIBS with students.

Main Activity:
Show students the PPT of vocabulary of letters‘s’ and‘a’ through screen share. Discuss about the vocabulary by
asking open ended questions:
• Sun: When do you see the Sun in the sky? ( prompts in the morning or at night)
• Scissors: What is the beginning sound of scissors? Why do we use scissors?
• Ant : What is this? Where do you find ants?
• Astronaut: Who is an astronaut?
• Soap: Why is it important to use soap?
• Ambulance: What is the purpose of an ambulance?
• Soup: In which season do we eat soup? Is it healthy for us? Why?
• Apple: what is this? Is it healthy or not?

Key vocabulary:
Ant, apple, ankle, astronaut, axe, ambulance, alligator, arrow, scissors, soup, soap, strawberry.
Sort and Match Activity:
Show students the activity board (sample attached) and tell them that today we will identify and sort the
vocabulary of letters ‘s’ and ‘a’ and match it with the correct letter. Now show them slides with words beginning
with the sounds /s/ and /a/ and ask them to identify the beginning sound. Then teacher will ask them where to
paste (drag and drop) the apple? Under letter‘s’ or ‘a’? Wait for their responses and then paste (drag and drop)
the picture of the apple under the respective letter. Continue with all the pictures.

Wrap up:
Students will play a game through the following link. Teacher will open the link through screen sharing and
encourage students in identifying the correct letter after looking at the pictures.
Word wall link given below: (This link is being shared as a sample. Teachers will create their own game on the
website)
https://wordwall.net/resource/3765971

Asynchronous Task:
• Worksheet #4 related to matching vocabulary of letter s and a in the work pack to be done.
• Help your child in collecting objects from around the home that begin with letters‘s’ and ‘a’. Write letter s and a
on separate sheets of paper and ask your child to place the objects accordingly. Take a picture and upload in
the Google classroom.

Day 3.
Recognise the letters: ‘t’, ‘i’, ‘p’ and their sounds.
Recognise the letter “t” and its sound. Hear and relate the phoneme with its graphic
representation.
Learning Outcomes:
• To be able to recognise the letter ‘t’ and the sound it represents.
• To be able to relate the sound /t/ with the accompanying action.
• To be able to identify words/objects that begin with the phoneme /t/.

Methodology:
Recap: Teacher will show students flashcards of the introduced letters and sounds ’s’ and ‘a’ and ask them to
identify and share names of a few objects that begin with these sounds.

Prior knowledge through Event Entry: Teacher will start the lesson by showing students a real tomato. Ask
students its name and then say its name by stressing on /t/ ask students if they can identify the beginning sound.
Wait for their response. Show them the flash card of letter ‘t’ and ask the students if they know which sound this
letter makes. Wait for their response.

Introduction: Show the flash card of letter ‘t’ and tell them this is letter ‘t’ and the sound it makes is /t/. Put
emphasis on /t/ and say it clearly and slowly. Repeat it several times and ask students to look at your mouth
when you say /t/ and repeat it in the same manner.

Main Activity;
1. Play the jolly phonics song of letter ‘t’ through screen sharing and encourage students to sing along.
2. Demonstrate the action associated with the letter along with the air formation and encourage them to follow.
3. Read the story of ‘t’ using the screen share feature. While reading the story emphasize on the words that
begin with /t/. (Song, story and vocabulary are added on app.edu.buncee attached).
4. Show them the formation of letter 't' on whiteboard/paper following the correct sequence of movement.
5. What’s on my Tray
Teacher will ask students one by one to pick up one thing that begins with letter 't' and then show it to everyone
and say its name. Every child will get a chance to do this activity.

Collage on tomato.

Painting in letter t

Writing letter t in sand

Sorting letter t from s-a-t flashcards.

Online games on interactive board.

Day 4:

Introduction.

Remembering level:

What is the sound of the letter T? What is this, while showing them a turtle or objects that start with letter T.
Understanding level:

Make the sound of the letter T?

Applying level: Give me a word that start with letter T? When they say the sound of the letter T.

Analyzing level: Do you think this is the sound of the letter /T/ (I will make different sounds)

Evaluating level: Tell me the sound of this letter?

Work book

https://app.edu.buncee.com/buncee/a0160d4b5f7d42adb7c57d1d83700140
Week 2
MD
Week 1
Recognise and name numerals 1, 2, 3, 4, 5 and 6.
Make comparisons between quantities and compare two groups of objects, saying when they
have the same/more
Describe the shapes of everyday objects e.g. ‘round’ and ‘long’.

Lesson Objectives:

Students will be able to: 

 Learn the properties of solid shapes

 Understand the properties of solid shapes, which enable it to roll and slide
 Classify the solid shapes into rolling, sliding or both
 Solve simple problems based on the properties of the solid

Resources Required:

 Solid shapes - cubes, cuboids, cone, cylinders and spheres 

 Real objects - scale, pencil box, book, marbles, balls, empty containers, perfumes, match
box, ice sticks, old batteries, lemon, boiled egg
 Small size slide (short benches may be used as a slide when raised at one end)
 Worksheets
 Building blocks kit (comprising of all the solid shapes, mentioned above

Process

Game:  What  Shape  do you choose?  Teacher starts with a game. The teacher will be the first
catcher. The students in chorus ask the teacher ‘Shape, shape what shape do you choose?’. The
teacher tells the name of any one of the shapes, say for example ‘circle’, then all the children will
go around the classroom and look for any circular shape and pick it. If someone does not get hold
of a circle it means that he/she is ‘out’ and they will become the catcher and the game continues
this way. This would aid the children recalling the shapes they have learnt in the previous classes.
 Recognising Long and Round shapes: Teacher gives a worksheet and asks the children to
identify/pinpoint objects based on the questions ‘Which is long? Which is round?’ They may be
asked to circle the round objects and colour the long objects in the worksheet 1 . (Before handing
this worksheet, the teacher need not give any explanation on what is long/round). After completing
this task, allow the students to discuss with peers and check their worksheets.

Worksheet 1: long /round

Three long things and three round things: Ask the students to draw three ‘long things’ and ‘three
round things’ they observe in their surroundings. (This is to check their understanding about long and
round).

Rolling or Sliding: The teacher puts some real objects in bags and gives those bags to each group.
Students have to conduct ‘Rolling or sliding’ experiments. They have to place the things at the top of
the slide and watch whether it is rolling or sliding. They have to segregate the objects accordingly.
While performing the experiments, the teacher may ask the children to look for some objects which
can both roll as well as slide. As them to place those objects separately.

Space: After completing the experiments and categorising the objects into three groups, the teacher
asks the students to bring those objects and place them in the Venn diagram as shown in the picture. 
Students will gain an intuitive understanding of the properties of solid shapes which makes them roll
or slide or both.

 The objects that have more number of edges and corners/ flat surface will slide
 The objects having no edges and no corners/ curved surface will roll
 The objects with one or two edges/ both flat and curved surface will roll and slide.

Solid Shapes: The students are given solid shapes such as cubes, cuboids, cones, cylinders and
sphere.   Ask them to classify the objects as rolling, sliding and both rolling & sliding.

Worksheet : The teacher gives the worksheet found below to the students and asks them to mark

R – for Rolling

S – for Sliding

R S – for Rolling and Sliding on the shapes given in the worksheet

Worksheet 2: Rolling or Sliding

  

Stack Game:  Students will be given objects such as coins, marbles, match boxes, notebooks and
pencils. Now ask the students to stack the objects. Let the students identify objects that could be
easily stacked and which could not be done so. Students are asked to create towers using the objects
that could be stacked and display it in their classroom.

Building Blocks: The teacher hands over the building blocks from the math corner to the students,
asking them to construct a building out of their imagination. This provides them with real-time
experience that objects with flat surface could be stacked and the objects with curved surface could
not be stacked.

Worksheets: teacher gives worksheet number 3 as follow-up activity:

Worksheet 3:  Roll and Slide

Shapes Museum: The teacher conducts another group activity for formative assessment. Students
have to set up a shapes museum in their classroom like the one shown in the picture given below.
Shapes Museum

Picture Source: https://uk.pinterest.com/pin/364228688602362090/visual-search/?
x=16&y=16&w=530&h=671

Week 2
CD
Week 1
Construct 3-dimensional structures using a variety of objects e.g. seeds, bottle caps, newspapers,
cardboard, Styrofoam etc.
Week 2
Construct 3-dimensional structures using a variety of objects e.g. seeds, bottle caps, newspapers,
cardboard, Styrofoam etc.

PSHE
Week 1

Talking stick

Persona dolls
Puppets

Photographs

Identify the needs of other people and living things and take steps to meet them.
Work as part of a group or class, taking turns and sharing fairly, understanding that there needs to
be agreed values and codes of behaviour for groups of people, including adults and students, to
work together harmoniously.
Week 2
KNU
Gather and record data to share with others (birthdays)
Begin to talk about their birthday and similar events in their family e.g. birth of a sibling etc.
Week 1
Week 2