2 Class1 Annualplan Asha


Vocabulary acquisition

(Inside, outside, in, out, big, small, up, down, more, less, far, near)
The child would be able to experience and understand the meaning of the vocabulary used.


(Circle, square, rectangle and triangle)
Given concrete situation and pictorial representations the child would be able to demonstrate recognition of shapes and name them.

Positional and Spatial Concepts

(Up, down, far, near, out, above, under, in, on, left, right)
The child would be able to demonstrate an understanding of relevant and necessary spatial concept.

Comparison and discrimination

(same,different,big and small,more,less ,equal,set,match,findlook for)
The child would be able to experience a refinement in his\her ability to discriminate.

Sorting and classifying

(put together,alike,go together,group,different,same,long,short,big,small,set,fat,thin,heavy,light,basic colours,size,shape)
The child would be able to experience a refinement in his\her ability to compare ,sort and classify items and objects.


The child would be able to order according to a given attribute ,say shade of colours,lengths of twigs and so on.

Patterning and Sequencing

(Pattern, repeat, copy, make, design)
The child would be able to experience & demonstrate an understanding of relevant vocabulary.

Matching & one to one correspondence

(More, less, equal, same, set, match)
The child would be able to do one to one matching and state which set is more/less and whether the set are equal.

Number names and number concepts

Number names and Number concept upto 10.
(The children learn the number names and its order)
Establish concepts of numbers upto 10.
The child would be able to state the number names from 1 – 20
Concept of the quantity represented by each numeral
Concept by 1s to understand the increase inquantity by 1 every time
Counting back words 9-1
Counting backwords by 1s to understand the decrease inquantity by 1 everytime
Concept of 0.

Basis for mathematical operations

Addition (oral and written, horizontal and vertical )
Subtraction (oral and written horizontal and vertical )


Listing skills

A "planned"and reapeated listening of stories , music, sounds, vocabulary, instruction followed by asking relevant and creative questions, would tell the child's ability to listen and discriminate auditory stimulus.
discriminate auditory stimulus—phonological sounds, words
listen to and understand simple stories and songs
listen to others and respond appropriately
listen carefully to questions and instructions
note that people speak in different ways for different purposes and meanings

Speaking skills

A"planned"and repeated conversations for vocabulary to be built up ,in order to enable the child to speak in sentences , fluency in speech,use of words,forming sentences andpatterns of sentences.
Speak clearly and choose words carefully to express feelings and
Converse audibly with friends, teachers and other adults.
Show some awareness of the listener through non-verbal
Speak confidently in a grouup to share an experience
Engage in imaginative play, enacting simple characters or situations
Take turns in speaking
Answer questions
Use sentences and patterns of sentences

Reading skills

Pre-requisites for beginning to read.
Recognise some/many letters of the alphabet (upper case lower case)
Recognise and read some basic sight words
Recognise a connection between speech and print
Recognise the relationship between letters and words
Reading left to right and top to bottom
Show interest in written works
Recognize/associate letters with their sounds shape and touch. Joining two/three letters creating sounds. Recognise relation between letters and words. Recognize connection between speech and print. Know that we read left to right top to bottom. recognise and read basic sight words. show interest in written words. can name actions.
read initial letter sounds.
• Know the name and most common sound associated with every letter in the English alphabet
• Identify separate sounds (phonemes) within words, which may be
represented by more than one letter, e.g. ‘th’, ‘ch’, ‘sh’.
• Use knowledge of sounds to read single syllable words
• Blend to read, and segment to spell, words with final and initial
Adjacent consonants, e.g. b-l, n-d
• Begin to learn common spellings of long vowel phonemes, e.g. ‘ee’,
‘ai’, ‘oo’.
• Use knowledge of sounds to write simple regular words, and to
attempt other words.
• Spell familiar common words accurately, drawing on sight vocabulary.
• Use rhyme and relate this to spelling patterns.
• Recognise common word endings, e.g. -s, -ed and -ing.

Writing skills

Exploring the tools of writing like chalk, fingers, crayons, pencils, and paper by biting throwing, breaking, tearing, manipulating, and scribbling.
Finger play, drawing and painting.
Colouring with strokes in different direction, circular, horizontal and vertical.
Pre writing patterns.
Free writing with spelling not an issue

Main topic


Exploring water ,sources,water bodies,uses.
Needs and wants
Importants of water
Rain water harvesting


My family
Agree to disagree
Basic human rights
Religion and gender stereotypes
Right to education


What is there in the sky


Waste segregation


Energy consumption and conservation
Civic education
Visit to NGO


Fun with air (what is air, can we see\touch\smell\feel)
Flying objects
Living and non living.

Life 1

Food and health
Animals (domestic, pet,wild animals)

Life 2

Plants (flowers,fruits,vegetable,and trees)

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