Nur-G Class Grid I Am A Can Do Kid

THEME TITLE:
December-7
th
GRADE: Nursery D
I AM A CAN DO KID
December)
class grid
WEEK- I (1st
CENTRAL IDEA:
THEME TITLE:
I AM A CAN DO KID
(week-1)
GRADE: Nursery G
class grid
OBJECTIVES
THEME:
Observing, recording, drafting and redrafting.

.LANGUAGE
N.SL.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
N.SL.1.a: Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
N.R.F.1.a Print Concepts: Follow words from left to right, top to bottom, and page by page.
N.SL.6: Speak audibly and express thoughts, feelings, and ideas clearly.
N.R.L.1 With prompting and support, ask and answer questions about key details in a text.
N.R.L.3 With prompting and support, identify characters in a story.
N.R.F.1 Print Concepts: Demonstrate understanding of the organization and basic features of print.
N.R.F.2 Phonological Awareness: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
N.SL.5 I can draw my ideas, thoughts, or feelings.
N.R.F.2.c I can blend and segment sounds to make words.
N.R.F.2.d I can identify beginning, and ending sounds in words.

*
*
( )
*
*
*
MATH
N-MNS1.1 I can recite numbers from beginning till 20 in English.
N-MNS1.2 I can recognize and read numbers from 1-10.
N-MNS2.1 I can count and tell the number of objects till 10 keeping track of what is counted and not counted.
N-MLO1.2 I can recall and sequence 3-4 major events of the day/story.
Free play: -
Listening, responding and speaking
.Language for social interaction, cooperation, questioning
.Imaginative , fantasy based communication
Using imagination to transform objects, events and stories
Development of rich vocabulary and expression
Imitation home base activities/events, stories and experiences in play
Morning Circle
Reverence to God and nature; draw
energy from nature; to facilitate
whole body movement and
coordination; vocabulary building;
senses development and balance of
body, mind and spirit; develop the
element of reverence; To
strengthen the process of
development relating to will and
feeling; To help make meaning of
patterns in the rhythms
Rhyme & rhythm

Vocabulary/ Language
development;
coordination in singing
with actions;
Fine motor skills
through finger rhymes
; senses development
Sports
To develop basic loco -motor
skills; social- emotional skills;
To practice moving in different
directions and identifying
different colors;
To develop rhythmic and
listening skills and coordinate
body movements;
To develop throwing/ catching
skills and eye-hand coordination
Story
Session
To develop
listening
skills and
develop
imagination;
To inculcate
the school
values
Games
To develop
gross motor
skills, social
skills and To
develop
focus,
attention
To enhance
listening and
eye- limb
coordination
Rhythm of the Week

To facilitate creative
learning; to develop fine
motor skills, life skills and
affective being; To develop a
sense of reverence for self,
others, material & nature ;To
develop fine motor skills ;To
develop aesthetic sense
(MUSIC day-1 time -12:30-1:00 / YOGA Day -3 time-11.00-11.30)
FLOW
Day-2
Day-3
Day-4
Day-5
Day-6
Day-1
30.11.15/Monday
1.12.15/Tuesday
2.12.15/Wednesday
3.12.15/Thursday
4.12.15/Friday
7.12.15/Monday
8:55 9:05
Moring duties &

Attendance, date and
day
Moring duties &

day
Moring duties &

day
Moring duties &

day
Moring duties &

day
Moring duties &

day
MORNING CIRCLE
Forming the circleIn the morning we
Morning verse:
Morning verse:
Morning verse:
Morning verse:
Morning verse:
Morning verse:
Morning prayer
Prasie him.Eng OR
Natikta kiHindi
Weather rhyme
Morning prayer
Prasie him.Eng OR
Natikta kiHindi
Weather rhyme
Morning prayer
Prasie him.Eng OR
Natikta kiHindi
Weather rhyme
Morning prayer
Prasie him.Eng OR
Natikta kiHindi
Weather rhyme
Morning prayer
Prasie him.Eng OR
Natikta kiHindi
Weather rhyme
Morning prayer
Prasie him.Eng OR
Natikta kiHindi
Weather rhyme
Finger rhyme
Hens on the dish goes
Action Rhyme
I travel.
Body body movement
I wake my self
Rhythmic movement
What I do, I do well
Closing song
Follow follow/ Aa chalk
Finger rhyme
Action Rhyme
I travel.
Body body movement
I wake my self
Rhythmic movement
Closing song
Finger rhyme
Action Rhyme
I travel.
Body body movement
I wake my self
Rhythmic movement
Closing song
Finger rhyme
Action Rhyme
I travel.
Body body movement
I wake my self
Rhythmic movement
Closing song
Finger rhyme
Action Rhyme
I travel.
Body body movement
I wake my self
Rhythmic movement
Closing song
Finger rhyme
Action Rhyme
I travel.
Body body movement
I wake my self
Rhythmic movement
Closing song
9:05 9:20 (15mins)
Every person is a gift
It is winter
e tujhe
It is winter
e tujhe
It is winter
e tujhe
It is winter
e tujhe
It is winter
e tujhe
It is winter
e tujhe
Humming and breathing

exercise for taking their
places to sit.
Transition Rhyme

places to sit.
Transition Rhyme

places to sit.
Transition Rhyme

places to sit.
Transition Rhyme

places to sit.
Transition Rhyme

places to sit.
Transition Rhyme
Story telling rhymeMother of the fairy

land

land

land

land

land

land
Rupa the elephant
(Hindi)
Rupa the elephant
Rupa the elephant
Rupa the elephant
Rupa the elephant
(Hindi)
Rupa the elephant
Seasons
Seasons
Seasons
Seasons (with props)
Children will use the

washroom and wash their
hands before coming to
class.

class.

class.

class.

class.

class.
MEAL TIME
Food prayer-
Food prayer-
Food prayer-
Food prayer-
Food prayer-
Food prayer-
9:45 - 10:15
(30 mins)
Thank you God
Thank you God
Thank you God
Thank you God
Thank you God
Thank you God
Children will eat the
served meals
served meals
served meals
served meals
served meals
served meals
DEAR time : Give out
picture books in
picture books in
picture books in
picture books in
picture books in
picture books in
Hindi(use last year hand
made booklets)
made booklets)
made booklets)
made booklets)
made booklets)
made booklets)
Structured Sports
10:15-10:30
Let children play at
the jungle gym
Structured Sports
Sports-
Structured Sports
Unstructured sports-
*Warm up-Running/jog
Rhythmic / Aerobic
*Warm up-Running/jog
Two gps-swap
Two gps-swap
movements with music
Two gps-swap
*Throwing/catching-
*Aimming-beanbag in a
underarm- ball
set target-increase
STORY SESSION
(9:25 9:40)
(15 mins)
SPORTS (30 mins)

10:15 10:50
(Hindi)
Warm up-Running/jog
*Circle game-
(Hindi)
distance according to
class performance-one
foot forord&underarm
throw.
(Hindi)
in class.
(Hindi)
*Jumping-animal hop &

over a hurdle
*Running-racing
free play/jungle gym
*Cricuit
WASHROOM AND
RELAXATION
(5 mins)
LANGUAGE (50 mins)

10:40 11:30
Lang.
(Listening/Speaking)
(10:40 10:55)
(15mins)
Relaxation and head

down: *Shanti
shantiAaajao
*Put your head down (2)
Close your eyes (2)
Take some rest (2)
Calm yourself (2)
Revisit all letter
rhymes done before.

*Listenning to the story
letter d/g/o/m (decide
according to your
class)
*letter
name/action/song.
Relaxation and head

down: *Shanti
shantiAaajao
Close your eyes (2)
Take some rest (2)
Calm yourself (2)
10:35:-listening
speaking and reading
Relaxation and head

down: *Shanti
shantiAaajao
*Put your head down(2)
Close your eyes (2)
Take some rest (2)
Calm yourself (2)
Revisit all letter
Relaxation and head

down: *Shanti
shantiAaajao
* Put your head down(2)
Close your eyes (2)
Take some rest (2)
Calm yourself (2)
Revisit all letter
Relaxation and head

down: *Shanti
shantiAaajao
Close your eyes (2)
Take some rest (2)
Calm yourself (2)
Revisit all letter
Relaxation and head

down: *Shanti
shantiAaajao
Close your eyes (2)
Take some rest (2)
Calm yourself (2)
Revisit all letter
rhymes done before.
rhymes done before.
rhymes done before.
rhymes done before.
Cluster introduction
Through story chamku
aur lakdi ka
hathi( story enclosed)
and rhymes.(enclosed)
, , ,
(revisit , , ,
rhymes )
, cluster
introduction still
remaining
according to your
according to your
according to your
according to your
class)
class)
class)
class)
*letter
name/action/song.
*letter
name/action/song.
*letter
name/action/song.
*letter
name/action/song.
listening ,speaking and

reading
listening ,speaking and

reading
Listening, speaking and

English-
listening and speaking-
Revisit the cover page and
English
Introduction of next three
posters .
is frog to children.
the first four posters
Hindi Day
YOGA 1111:30
English
Introduction of first
four posters from the
book frog is frog.
Show the posters to kids
and ask questions around
English
from the book frog is frog.
Ask questions around them.
English
Read the whole story frog
Ask questions around them.
Introduction of next four
Read the story focusing
posters.
on the title author and

the illustrator and
it.
Pose questions around
modelling left to right,
them.
top-bottom with your

finger.
What did the duck say
to the frog?
What did the frog
wanted to do after he
met the duck?
What did the rat tell
the frog?
What did the frog ask
the pig?
What did the frog
wanted to do after
meeting the pig?
What did the pog tell to
frog?
Whom did the frog
meet at last?
What did the hare tell
the frog?
Reading
*Picture reading from
Revist vocabulary of
the board(pre made)
these varan through
the board(pre made)
the board(pre made)
the board(pre made)
the board(pre made)
*Blending and
Lang.(writing-20
mins)
picture matching game.
*Blending and
*Blending and
*Blending and
*Blending and
segmenting using hand
only.
only.
only.
only.
only.
*Pre writing in
air/sheet-with
clay/beads etc + word
games.
*Tracing sheet letter

d/g/o/m -Draw 4
pictures in journal.
*Pre writing in
air/sheet-with
clay/beads etc + word
games.
*Tracing sheet letter

d/g/o/m -Draw 4
pictures in journal.
Writing
Draw the vocabulary on
the board.
Children will make them
in their journal.
Writing
Introduce letter d
Let the kids draw in their
journals.
Or
Or
Or
Or
Writing
One page from the
Let the kids draw
Hindi booklet.
characters from
Writing
Writing
Colour the frog
Draw and colour

your favorite
character from the
story.
the story.
MATHS (30min)
(11:30 12:00)
Tambala game of
circling sight words on
plastic pouched sheet.
Draw things with letter

g in the journals
Rhymes
Rhymes
Rhymes
Rhymes
Rhymes
Rhymes
"I have one, I have
"I have one, I have
"I have one, I have
"I have one, I have
"I have one, I have
""I have one, I have
two
two
two
two
two
two
Ek raja ki raj kumara.
Ek (1)
Ek (1)
Ek (1)
Ek (1)
Ek (1)
Ek (1)
chotichidiyadhaanrahit
hibo, ek or aa
hibo, ek or aa
hibo, ek or aa
hibo, ek or aa
hibo, ek or aa
hibo, ek or aa
gaimilkar ho gai do (2)
One two I go to school
Recitation
Recitation
Group 1-Seriation
Group 2-Seriation
Recitation
Recitation
Lets Count from 1 to
Lets Count from 1 to
Introduction
Introduction
Aaj class me
Aaj class me
20
20
kitnebachehai? Call a
kitnebachehai? Call a
were going to count
were going to count
child and let him/her do
child and let him/her do
from 1 to 20 with some
from 1 to 20 with some
the counting of children
the counting of children
actions! Here we go!
actions! Here we go!
in the class. Ask other
in the class. Ask other
context-Mumma duck
context-Mumma duck
and ducklings story.
and ducklings story.
(story attached in the
(story attached in the
From 1 to 5, lets clap
From 1 to 5, lets clap
our hands: 1,2,3,4,5
our hands: 1,2,3,4,5
From 6 to 10, lets wave
From 6 to 10, lets wave
our hands: 6,7,8,9,10
our hands: 6,7,8,9,10
From 11-15, lets march
From 11-15, lets march
in place, big steps, here
in place, big steps, here
we go!
we go!
Wow, that was great
Wow, that was great
From 16-20 lets dance!
From 16-20 lets dance!
Here we go!
Here we go!
16,17,18,19,20
16,17,18,19,20
Ok that was great, now
Ok that was great, now
can you do it all at
can you do it all at
once? Yes? Here we go
once? Yes? Here we go
one to 20
one to 20
1,2,3,4,5
1,2,3,4,5
Now wave your hands
Now wave your hands
6,7,8,9,10
6,7,8,9,10
Great, 11-15 march!
Great, 11-15 march!
11,12,13,14,15
11,12,13,14,15
Last one, lets dance,
Last one, lets dance,
16,17,18,19,20
16,17,18,19,20
Quantification
Quantification
giving blocks to Gudiya
giving blocks to Gudiya
(you can do a pretend
(you can do a pretend
play saying that this
play saying that this
gudiya (have a soft toy
gudiya (have a soft toy
if you do not have a
if you do not have a
doll) wants blocks from
doll) wants blocks from
class to play from
class to play from
everyone and she also
everyone and she also
wants to see can
wants to see can
mail).
mail).
Group 2- joining the
Group 1- joining the
dots to create
dots to create
different things. Show
different things. Show
children on the board
children on the board
and let them think and
and let them think and
create things by joining
create things by joining
the dot on two pages in
the dot on two pages in
the journal. Appreciate
the journal. Appreciate
the child who comes
the child who comes
with new ideas or
with new ideas or
create many beautiful
create many beautiful
things.
things.
children to join as well.
children to join as well
Introducing math mat
2nd exposure of Hawa
Context- Hawa Mahal

(whole class)
(Story attached in the
mail)
Mahal activity.
(whole class)
NATURE WALK/
THEME
(12:00 12:30)
nursery children count
nursery children count
and give her the blocks.
and give her the blocks.
Now ask each child how
Now ask each child how
many they want to give.
many they want to give.
Let them count and give
Let them count and give
those many blocks to
those many blocks to
Gudiya.
Gudiya.
Task-1
STORY POSTERS-
STORY POSTERS-
STORY POSTERS-
PREDICTION POSTER
Teacher will show 4 (1-
4) story cards
8) story cards
12) story cards
according to the
according to the
according to the
sequence and will let
children do picture
children do picture
children do picture
reading. After doing
picture reading the 4
cards will go on the
story board.
story board.
story board.
about? Book cover
predictions
* What does the cover of
the book makes you think
the story will be about?
* Talk to the children
about it. Ask them what
they can see on the page.
Task 2
Comprehension of the
Comprehension of the
story text
story text
*Begin by reading the
name of the story,

author and illustrator
At the end of the story

Name the animals you
heard in the story- Frog
is frog
* Read the title and think

what will the story be
Task 2
Extension :
Teacher can narrate
the story
Discuss the Story

(Comprehension
Questions)
*What are the things
you think you can do
Same as the previous day
Task 3
Extension:
Ask each child to say

something that he or
she is good at doing?
Talk about what the
children can do. Have
each child say
with your hands?
something that they
*Who all did the frog
the educator can
could do in action and
(Obj: observation and
meet in the story?
picture reading and
compile their responses

on a I can web chart.
talking in complete
*Whom did frog meet
sentences)
first in the story?
OR
*Looking at the cover page
*What was special
Give each child a piece
about the duck?
of paper and have them
let the children ASK

QUESTIONS
* Children predict what
could be in the story.
*Ask questions about the
*What did the frog do

to try flying?
*Did the frog succeed
character the author and
when he tried flying?
the illustrator.
What happened?
*Who is this? (Characters)
*What did the frog ask
*Who do you think has

written the story?
*What is the person who
writes stories called?
*Who has drawn the
pictures?
*Who is the person who
draws pictures called?
the pig?
draw a self-portrait on
what they can do.
When all pictures are
done, use ribbon to tie
each picture onto a
banner to display in the
classroom under each
heading. (Collection of
pictures to have the
*What did the pig tell
class data on how many
the frog?
children can do)
*What was special

about the pig?
*Did the frog try
baking the cake? What
happened when he
tried?
*Whom did he meet at
last?
*What did the hare
gave the frog?
*What was special
about the frog?
*Have you ever seen a
frog?
*What sound does the
frog makes?
FRUIT BREAK
(15mins)
(12:30 12:45)
RHYTHM OF THE
WEEK (30 MINS)
(12:45 1:15)
2 leaders of the day to

distribute plates. And
narrate the fruit
prayer.
Educator talk of eating
on time Closure = Clean
up rhyme

narrate the fruit
prayer.
up rhyme

narrate the fruit
prayer.
up rhyme
Transition Rhyme=
Transition Rhyme =
Transition Rhyme =
Transition Rhyme =
Flip and turn (2)
Flip and turn (2)
Shake, shake, (2)
Shake, shake, (2)
Clap. clap, (2),
Clap. clap, (2),
Roll, roll, (2)
Roll, roll, (2)
Making
Gardening-
Gardening-
Painting ( in two groups)
Group 1
Group 2
Children will colour
Childrne will observe
Childrne will observe
changes in the patch, they
changes in the patch, they
can mend the fences or put
can mend the fences or put
them again.
them again.
Group 2- Earthing
Group 1- Earthing
Making
Making
Divide the class into

two groups.
Group A- Goes for
nature walk
Group B- Making self
portrait
Give chart papers to
kids and two teachers
trace their body on
chart by making them
lie down on the chart.
Divide the class into

two groups.
Group B- Goes for
nature walk
Group A- Making self
portrait
Give chart papers to
kids and two teachers
trace their body on
chart by making them
lie down on the chart.
Group A sits in the

class and group B sits
outside in the lobby.
Encourage the children
to color these selfportraits.
Soft background music
would enhance the
process.

narrate the fruit
prayer.
up rhyme
MUSIC

narrate the fruit
prayer.
up rhyme
12:301:00
Transition Rhyme=
Hammer/ hammer/ hammer
Roll, roll, roll.
Click, click,
Shh, shh, shh....
using YELLOW
colour.Obseve the whole
process. (Stroke
paiting).
Note-15 children with

1st teacher and 15
children with 2nd
teacher.
Free Play
1:15 1:30
(15 mins)
Free play with open

ended materials like*Free expressions on
slates / paper
*blocks
*Theater corner
* play dough & moulds
Free play with open

slates / paper
*blocks
Free play with open

slates / paper
*blocks
Free play with open

slates / paper
*blocks
Free play with open

slates / paper
*blocks
Free play with open

slates / paper
*blocks
(let children choose

things for themselves )
Clean Up song ( tuneJingle bells)
Clean up time (2)
Put your things away
Now we will take them
out when its time to
play
*Theater corner
Clean up time (2)
play
*Theater corner
Clean up time (2)
play
*Theater corner
Clean up time (2)
play
*Theater corner
Clean up time (2)
play
*Theater corner
Clean up time (2)
play
CLOSURE
Closure
Closure
Closure
Closure
Closure
Closure
(1:30 1:35)
Sequencing of the day

by the 2 leader of the
class will recap and sing
goodbye song.
Almanac distribution
Distributing Diaries/
packing up.

goodbye song.
packing up.

goodbye song.
packing up.

goodbye song.
packing up.

goodbye song.
packing up.

goodbye song.
packing up.
H.W =
H.W =
H.W =
H.W =
H.W =
H.W =
Reflections =
Reflections=
Reflections =
Reflections =
Reflections =
Reflections =
Resources
Rhyme bank
What I can do
Two hands go
Clap Clap Clap,
Two little legs go
Tap Tap Tap,
Two little eyes are
Open wide,
One little head go side to side.
I can run, yes I can

I can run, I can run
I can run and run and
Im having lots of fun,
I can run, I can run. Can you?
I can jump, Ican jump

I can jump and run and
Im having lots of fun.
I can jump, I can jump. Can you?
I can swim
I can hop
I can skip
Yes I can
Little bird little bird can you clap?
No I cant ,no I cant, I cant clap.

Little bird little bird can you fly,
Yes I can, yes I can, I can fly.
Elephant! Elephant! Can you fly?
No I cant, No I cant I cant fly.
Elephant! Elephant! Can you stomp?
Yes I can, Yes I can , I can stomp.
Little fish little fish can you stomp?
No I cant no I cant, I cant stomp
Little fish little fish can you swim?
Yes I can yes I can I can swim
Gorilla! Gorilla!Can you swim?
No I cant, No I cant, I cant swim
Gorilla! Gorilla! Can you climb?
Yes I can, yes I can, I can climb
Buffalo! Buffalo! Can you climb?
No I cant, No I cant, I cant climb
Buffalo! Buffalo! Can you run?
Yes I can yes I can run
Boys and girls can you sing
Yes we can, yes we can, yes we can sing

Boys and girls can you dance?
Yes we can, yes we can, we can dance.
We can sing, we can dance, yes we can
We can sing we can dance yes we can
Yes we can, yes we can, yes we can, yes we can, yes we CAN.
Math Rhyme
Ten bears
They were 10 in the bed and the little one said roll over roll over and one fell off,
They were 9 in the bed and the little one said roll over roll over and one fell off,
They were 8 in the bed.
They were 2 in the bed and the little one said roll over roll over they both roll over and one fell off,
There was one in the bed and the little one said I am Lonley
Ek do teen char aaj shani hai kal itvaar

Panch chey sath aath yaad karungi saara path
Iske aage nau aur dus, ho gayi geenti poori bus.
Hindi Rhymes
,
-|
,
|
,
|
, , ,
|
,

Chamku aur lakadi ka hathi
.
,
.
.

,

,

,

.

Im glad Im me
No one looks the way do,
I have noticed that is true.
No one walks the way I walk
No one talks the way I talk
No one plays the way I paly
No one says the things I say
Im special Im me
There is no one else Id rather be.
I am special
I am special I am special
Look at me you will see
Someone very special
Some one very special
Its me its me

Nur-G Class Grid I Am A Can Do Kid

Încărcat de

Informații document

Descriere originală:

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Nur-G Class Grid I Am A Can Do Kid

Încărcat de

Drepturi de autor:

Formate disponibile

THEME TITLE:

Observing, recording, drafting and redrafting.

N.R.L.3 With prompting and support, identify characters in a story.

N.SL.5 I can draw my ideas, thoughts, or feelings.

N.R.F.2.c I can blend and segment sounds to make words.

N.R.F.2.d I can identify beginning, and ending sounds in words.

N-MNS1.1 I can recite numbers from beginning till 20 in English.

N-MNS1.2 I can recognize and read numbers from 1-10.

Listening, responding and speaking

.Language for social interaction, cooperation, questioning

.Imaginative , fantasy based communication

Using imagination to transform objects, events and stories

Development of rich vocabulary and expression

Imitation home base activities/events, stories and experiences in play

Rhyme & rhythm

Rhythm of the Week

(MUSIC day-1 time -12:30-1:00 / YOGA Day -3 time-11.00-11.30)

Moring duties &

Moring duties &

Moring duties &

Moring duties &

Moring duties &

Moring duties &

Forming the circleIn the morning we

Forming the circleIn the morning we

Forming the circleIn the morning we

Forming the circleIn the morning we

Forming the circleIn the morning we

Forming the circleIn the morning we

9:05 9:20 (15mins)

Every person is a gift

Every person is a gift

Every person is a gift

Every person is a gift

Every person is a gift

Every person is a gift

Humming and breathing

Humming and breathing

Humming and breathing

Humming and breathing

Humming and breathing

Humming and breathing

Story telling rhymeMother of the fairy

Story telling rhymeMother of the fairy

Story telling rhymeMother of the fairy

Story telling rhymeMother of the fairy

Story telling rhymeMother of the fairy

Story telling rhymeMother of the fairy

Rupa the elephant

Rupa the elephant

Rupa the elephant

Rupa the elephant

Seasons (with props)

Seasons (with props)

Seasons (with props)

Children will use the

Children will use the

Children will use the

Children will use the

Children will use the

Children will use the

Thank you God