it? er att Cate Lae SUMMER PACK Narsery ro hae V7 Bee a Ce ‘a LasLe Introduction SLO bassed summer packs Quinn & Polikoff (2017) are of the view that on average (almost 70%), students’ achievement scores declined over summer vacation by one month's worth of school-year learning, The main reason behind that is either we leave our students in the hands of parents or give them only writing task to keep them busy. Writing tasks without thinking ond understanding take students away from critical thinking, To achieve the goal of developing of critical thinking in our children, CANTAB has developed SLO (Student Learning Outcome) based summer packs. The SLO are obtained from national curriculum, which has the clear objective of developing our children as true Muslims and a patriotic Pakistani, The SLO based teaching practice and assessment inculcate in our children the application of their knowledge to their daily life! surrounding environment, making them able to analyze the complex situations and deal with them. Suggestions for Teachers 1. Go through the summer task and schedule the last week before the summer vacation for guiding the students on the summer tasks. This one week and the summer task will help the students overcome the summer break learning loss. 2. In case, some of the students couldn't do the task, the teachers shall complete the task with in the first ‘week after summer vacation ta reactivate ond connect the students' previous learning with learning perspective 3. Approach the parents with a circular and brief them on the importance of this innovative suramer task. Allow the students to do the task in any language. Language must not be the borrier for their learning At the end of the summer vacation, key of the summer tasks will be provided to the teachers Reference Quinn, D., & Polikoff, M, (2017), Summer learning loss: What is it, and what can we do about it Brookings Institution\ (4) Tarbiyati(:) Chart (2) English Book B (3) Math Book B (4) Gapun weYDsI Suoonaysuy 15) yeauq saye F royoun [Ne como | coms eee Vrowownea | ome | for yee =H cet Pies eyo (cz)peAique,pun weYDsI Suoonaysuy 15) yeauq saye F royoun [Ne como | coms eee Vrowownea | ome | for yee =H cet Pies eyo (cz)peAique,pun weYDsI Suoonaysuy 15) yeauq saye F royoun [Ne como | coms eee Vrowownea | ome | for yee =H cet Pies eyo (cz)peAique,pun weYDsI Suoonaysuy 15) yeauq saye F royoun [Ne como | coms eee Vrowownea | ome | for yee =H cet Pies eyo (cz)peAique,pun weYDsI Suoonasuy 15) yeauq saye F royoun (Ne cmon | com eee Vrowownea | ome | for yee =H cet Pies eyo (cz)peAique,English B | Letter ‘At Identify capital “A” and its vocabulary. Trace “A” and colour the pictures.Letter ‘BY Identify capital “B” and its vocabulary. Trace “B” and colour the pictures. coe Ball Boat @ Write capital /B\ and small /b\ in the given lines.| better ‘Co @ Identify capital “C” and its vocabulary. Trace “C” and colour the pictures.@ Identify capital “D” and its vocabulary. Trace “D” and colour the pictures. Door i Il “YAssessment Match the picture with its beginning sound. Oo AW OO © ° “e al f cy fe) = (c} : Write the next letter in capital letter. | essIdentify capital “E” and its vocabulary. Trace “E” and colour the pictures. Elbow Egg @ Write capital /E\ and small fe\ in the given lines. 7 x me es = - 7 7 = 7 7 7 2 7Letter ‘Fr Identify capital “F” and its vocabulary. Trace “F” and colour the pictures. Sent x % e . s 2| Letter “6 @ Identify capital “G” and its vocabulary. Trace “G” and colour the pictures. Grapes Grass @ Write capital /G\ and small /g\ in the given lines.Identify capital “H” and its vocabulary. Trace “H” and colour the pictures.Assessment Write the beginning sound of the given pictures. w or t= 3 What comes before write in capital letter? do) ee be oeIdentify capital “I” and its vocabulary. Trace “I” and colour the pictures. EngIdentify capital “J” and its vocabulary. Trace “J” and colour the pictures. Jet = = ) Y > @ Write capital /J\ and small /j\ in the given lines.Mea ee | better ‘Ke @ Identify capital “K” and its vocabulary. Trace “K” and colour the pictures.I Letter ‘L @ Identify capital “L” and its vocabulary. Trace “L” and colour the pictures. Lemon Lollipop @ Write capital /L\ and small /I\ in the given lines.——— ce Assessment Match capital letter with small letter and also match with picture La QP qs Ea rd—_— Identify capital “M” and its vocabulary. Trace “M” and colour the pictures. Mug Mango@ Identify capital “N” and its vocabulary. Trace “N” and colour the pictures. Net@ Identify capital “O” and its vocabulary. Trace “O” and colour the pictures.Identify capital “P” and its vocabulary. Trace “P” and colour the pictures. CO annuitant= A H OA. O G CG OSS Assessment ith red crayon. capital letters wi Circle the same $ a. P —_ NM MH PB DB B 5 Mm FE E@ Identify capital “Q” and its vocabulary. Trace “Q” and colour the pictures. Quarter [\ Quilt @ Write capital /Q\ and small /{\ in the given lines.Identify capital “R” and its vocabulary. Trace “R” and colour the pictures. Rack Pes Se @ Write capital /R\ and small /r\ in the given lines. “| better ‘S| Identify capital “S” and its vocabulary. Trace “S” and colour the pictures. Socks@ Identify capital “T” and its vocabulary. Trace “T” and colour the pictures. Tomato@ Match the picture with its bedining sound.= — ——_— SS Assessment @ Wright alphabets in capital letter “A to T” ¥ = a = - = F = @ Wright alphabets in capital letter and small tetter “Aa to Tt”eee CLIO |eee fsS000 SCOCOo aiatelole SURO OOOO C7 et JL et JL et)Take the start from number 9 and join the dots by following backward counting. *5an an LLL LLL LL LIL LJ LL : leg) ents will count dots one by one with the help of their parent's ¢ different objects and help children in their countin LLL & 38 Pan an LLL LLL LL LIL LJ [LL : jagy: The students will count dots one by one with the help of their parent's different objects and help children in their countin LIL & 35 LL ‘ P| , H B ri UE vg 1B Tens Tens Tens = LULL ELLA le = LILLIE Le LULL Le Methedalegy: The students will count dots one by one after the parents to clear the concept of quantity as well2 JLo | oo = {| a PIL LIL | ics 1 La] Tens || Ones| | Tens || Ones I [| oI [|SS Concept of Many and Few @ Tick and colour the duck @ Tick the hen having having many ducklings. few chicks.= = @ What comes I |_ aC ie 6]| Me D © What comes before? ila hey 9 ie 13 et | 3 ef 7 het 7 be G What comes between? 2 eS)\ —_— eS Ges ss333] 7H @ 2 \[ 1 2\[2][2][3 | PIL J LIE CL FIL LIL} LIL EL LIL LIL SS qaqa | EL LIL LIL SaaS ane L JL L_] Parent's note Methodology: The students will count dots one by one after the parent's to clear the concept of quantity as wellParent's note concept of quantity as well GS GS Tens [2m | | ene |] Ora [ tens | Ones 2\{4](2]{5][2][ 6 [iL LL) LJ — —S——— OS == [_] SQ ae L JL [_| ee Methodology: The students will count dots one by one after the parent's to clear the, sess) sae PRcssss] ccs: Bssee)aszz4 el oS oe Tens Ones Tens Ones [ tens | Ones [2 jt7 J Casts} Casba PILI LIL = [| LIL J LILI LI SqeaneEe ae = LL [| —SSj~—=_ OS L_ JL ee Methodology: The students will count dots one by one after the parent's to clear the concept of quantity as welli \ \ - | a s a ° 3 8 z 3 ° 3 a ° 3 8 Tens > TL Si — Pai Parent's noteqoocooood) SCEECOOCr Acer (O00cOOcoOo) é@000DO0ooo} [2 |o} (3 Ilo] e counting (0-30) 0 a 0) (+ J[o666666 __Cel h >a | AIR | esa pat—or"—‘C ees (oe Ar dros de | ele ed lela Jl | a if }aE K, ll Srugtoeuiy4 , —\ 3 ah tl Sr igt ieee! > = yak uM, meee Sr igtieet == wr te t+ak Fa aan As eeoo” ————_ ee 3 Agu | cere L. = 4 Po: < aS > <4 >Lat 2, wa peoed [| Sef]Piss | arighta Aad | reese | e sit ese 4eeldie[ | “L_] eeeiw sux ededy | et | eS | bres Vio Senn Ceteuk Weeraly Rte ii tem uieleit ped An Lr PAP dh a it) ee7 ———————— — tPA srugimnciee | s etree orc rel | Groot se at ted, =e or a a Gen a ‘ g = F ee rel] devteel | AL— the pile wii AU be > 4h2 to Pre Ma plyeel V” ww Pease ie Wee ghee J OIF 2's f earn ae er 04= \, 2 = 3 3 8 ois te a lel | lala fel ak uM, pte Pr ugtiiet Seor d+ LJ_ — = al | FP srict ein