Grade 1 English
My Family and Me
Mridang Unit 1 · 7 companions · 21 short lessons · adult-supported
This guide supplies original practice and links to the official readings. Record speaking, reading participation and handwriting separately from quiz scores. Work over repeated short sessions at the learner’s pace.
Named reading checklist
| Official selection | Printed page(s) | Evidence |
|---|---|---|
| Two Little Hands | [1, 2] | □ Independent □ Supported □ Revisit |
| Parts of the Body | [3] | □ Independent □ Supported □ Revisit |
| Alphabet song | [10] | □ Independent □ Supported □ Revisit |
| Greetings | [15] | □ Independent □ Supported □ Revisit |
| Hop a Little | [20, 21] | □ Independent □ Supported □ Revisit |
| My Family | [36] | □ Independent □ Supported □ Revisit |
| The Sparrow Family | [37, 38, 39] | □ Independent □ Supported □ Revisit |
Read all seven named selections
- Open each official source link with an adult.
- Listen, read together or use an accessible reading mode.
- For each song/greeting, identify its topic and demonstrate one relevant word or exchange. For the story, name characters, retell three events and point to one supporting detail.
- Record the source title, date and whether the learner worked independently, with support or needs another practice.
No automated quiz result proves that all source readings were read or understood.
□ Two Little Hands | □ Parts of the Body | □ Alphabet song | □ Greetings | □ Hop a Little | □ My Family | □ The Sparrow Family
Date: __________ Adult observation: __________________________________
Build a complete A–Z evidence record
- Work with four to six letters per short session. An adult shows both printed forms and names the letter.
- Listen to the original example words in the three alphabet lessons. Discuss cases such as short u in up and x at the end of box rather than treating every word as the same sound rule.
- For each letter, match the two forms, trace the adult’s model and copy it. Record recognition and formation separately.
- Revisit confusions using new word labels and mixed-order cards.
The app’s sampled choices do not certify all 52 written forms or oral phonics. Adult records are required.
□ A / a | □ B / b | □ C / c | □ D / d | □ E / e | □ F / f | □ G / g | □ H / h | □ I / i | □ J / j | □ K / k | □ L / l | □ M / m | □ N / n | □ O / o | □ P / p | □ Q / q | □ R / r | □ S / s | □ T / t | □ U / u | □ V / v | □ W / w | □ X / x | □ Y / y | □ Z / z
Date: __________ Adult observation: __________________________________
Build and copy familiar action words
- Prepare original word cards: tap, bend, hop, jump, skip, sleep, eat and dance. Read each with an adult.
- Choose a card, match an action description and name the action.
- Copy the card with movable letters or a pencil; cover one letter and replace it using the model.
- Use one completed word in a spoken sentence. Keep this a supported word-building task, not an unsupported spelling test.
Completing hop choices alone does not establish every action word; check the cards separately.
□ tap | □ bend | □ hop | □ jump | □ skip | □ sleep | □ eat | □ dance
Date: __________ Adult observation: __________________________________
Listen before sorting
- An adult says bun, bell and cup. Ask which two share the initial /b/ sound.
- Try fan, fin, map; then moon, mat, pan. The pairs are fan/fin and moon/mat.
- Let the learner suggest a familiar new example. Discuss the sound heard, not just visual letter similarity.
- Record an example of independent or supported listening. Accept accent-appropriate pronunciation; avoid adding a vowel after every consonant sound.
This is a small formative sample; the alphabet lessons provide wider examples for repeated practice.
□ /b/ versus /k/ | □ /f/ versus /m/ | □ /m/ versus /p/
Date: __________ Adult observation: __________________________________
Compare two paper letters with a mirror
- An adult prepares large printed H and F on paper.
- Place a small safe mirror beside each, or use an adult demonstration.
- Compare the real letter with its reflection. A symmetrical H can look the same; the F faces the other way.
- Describe same/different. This is a visual observation activity, not a rule that every font or letter looks the same in a mirror.
Use the displayed font and actual observation; mirror behaviour is not inferred from letter names.
□ notices a matching H in the chosen font | □ notices reversed F
Date: __________ Adult observation: __________________________________
Make a fictional caring-group puppet scene
- Choose two or three fictional characters; an adult prepares folded paper stands.
- Draw a face or symbol for each, add a name label, then attach it to a stand with adult help.
- Give each character an action such as reading or drawing. Practise a greeting, a polite request and a reply.
- Tell the scene to an adult. Record whether the listener can identify the characters and understand the exchange.
No required family structure or personal disclosure; adults supervise tools and materials.
□ characters named | □ one clear action sentence | □ greeting and reply | □ polite request
Date: __________ Adult observation: __________________________________
Describe a picture using evidence
- Choose or draw a fictional family/caring group and a familiar room with objects such as soap, a tap and a towel.
- Name visible people or objects using only supplied information.
- Give two action or object descriptions; ask one question about something the picture does not reveal.
- An adult records an accurate observation and one clearly marked uncertainty.
Objects or relationships not shown must not be invented as facts.
□ two accurate observations | □ one question | □ a family or caring-group word | □ water-off explanation
Date: __________ Adult observation: __________________________________
How to record progress
Use “independent”, “supported” or “revisit” for each task. These observations describe this practice session; they are not a diagnosis or a permanent label. Revisit an outcome with a fresh example before calling it secure.
Original activities are provided with agent content checks. Independent human teacher review remains pending.