OUT! OUT!: people, sequence and reasons · Learner pages

Lesson 1 · Find people and actions in a story

Identify characters and connect an action with the person who does it.

Name or initials: ____________   Date: ____________

An adult may read prompts, model English or accept a home-language response before helping the learner express it in English. Open the linked NCERT reading together.

1. Read the original start. Original practice story: “Mina and Dev arrange picture cards for a display. There is a red circle and a blue square. The star card is missing.” This is a new story, not the official OUT! OUT! reading.
2. Find who is involved. Mina and Dev are the named people. Circle and square name pictures on cards, not people in this story.
3. Match an action to its doer. Continue: “Dev draws a star on a fresh paper card. Mina places it in the gap.” Dev draws; Mina places. Keep each action with its named person.
4. Check the ending. The ending is “The three-card display is complete.” Tell who helped and how. Read the official story separately and identify its own people and actions.

Worked example: Original example: The sentence “Dev draws a star” supports the answer Dev to “Who draws?” It does not support saying Mina drew it, even though Mina is also a character.

1. Who are the named people in our original display story?

   1. Mina and Dev · 2. Circle and Square · 3. Jeet and Babli

2. Who draws the new star card?

   1. the blue square · 2. Dev · 3. Mina

3. Who places the card in the gap?

   1. Dev · 2. the red circle · 3. Mina

Discuss: Make a two-column record: person and action. Add one entry for each person in the original story, then make a separate record for the official reading.

Adult observation

Read official pp10–12. Ask who appears, who does each important action and which words show it. Build a separate official-story person/action record. Explain new action words such as threw, brought, picked, gathered and skipped with brief original examples.

• Keeps original and official story characters separate
• Matches an action to its doer
• Uses a source clue and explains new words

Adult observation: independent / supported / revisit; record a spoken, signed, written or other accessible response.

Lesson 2 · Retell events in order

Use first, next and finally to retell a sequence without changing it.

Name or initials: ____________   Date: ____________

An adult may read prompts, model English or accept a home-language response before helping the learner express it in English. Open the linked NCERT reading together.

1. Find the beginning. In the original display story, Mina and Dev begin arranging picture cards. They then notice the missing star card.
2. Find the response. After noticing the gap, Dev draws a replacement star card. The drawing happens before Mina can place that new card.
3. Find the ending. Mina places the card and completes the display. A retelling should preserve this order, even when it uses different words.
4. Retell with links. Say “First they notice the missing card. Next Dev draws one. Finally Mina places it.” These three sentences summarise the problem and response; they need not repeat every word.

Worked example: Original example: “Mina places the new card before Dev draws it” reverses the story’s order. Correct it to “Dev draws the new card; then Mina places it.”

1. What happens before Dev draws a replacement?

   1. The completed display is taken down. · 2. Mina places the new card already. · 3. The children notice the missing star card.

2. What happens after Dev draws the card?

   1. Mina places it in the gap. · 2. The story begins again. · 3. The blue square disappears.

3. Which is the ending of the original story?

   1. The children have not begun. · 2. The display is complete. · 3. The star is first noticed missing.

Discuss: Put four original event cards in order. Then return to the official p13 ordering task and justify the source sequence from pp10–11.

Adult observation

Use official p13 event ordering and a separate set of original cards. Ask the learner to retell each sequence with three linking words and give one before/after explanation.

• Sequences events from the correct source
• Uses first/next/finally meaningfully
• Explains why one event precedes another

Adult observation: independent / supported / revisit; record a spoken, signed, written or other accessible response.

Lesson 3 · Explain a problem and a response

Use a story clue to explain why an action helped.

Name or initials: ____________   Date: ____________

An adult may read prompts, model English or accept a home-language response before helping the learner express it in English. Open the linked NCERT reading together.

1. Name the problem precisely. The display lacks its star card. That is different from saying every card is missing. Use the detail stated in the story.
2. Name the helpful response. Dev draws a replacement star. Mina puts it in the gap. Both actions help solve the particular problem.
3. Explain with because. Say “The display can be completed because the missing star card has a replacement.” The reason follows from the story; it is not a guess about a hidden event.
4. Transfer the idea carefully. For a different paper game, a spare clean card might replace a missing card. Ask an adult before using household items, and change the solution if the new problem is different. This new idea is not an extra event in the story.

Worked example: Original example: A class cannot label its plant drawing because its label card is missing. Writing a fresh label can help; changing the wall colour does not directly solve the missing-label problem.

1. What is the precise problem in our display story?

   1. No person can draw. · 2. A star card is missing. · 3. Every card is missing.

2. Why does drawing a star card help?

   1. It changes every person’s name. · 2. It removes the red circle. · 3. It replaces the missing item.

3. Which explanation uses because meaningfully?

   1. The display is complete because the gap is filled. · 2. The display is complete because the word is long. · 3. The display is complete because no card was ever missing.

Discuss: Describe a simple make-believe play problem. Draw a useful response using paper or other adult-approved material and explain how it helps.

Adult observation

Discuss the problem, attempted solution and ending in official pp10–12. Ask for a source clue. Then let the learner propose an original paper-based play item, or draw it, using clean adult-approved materials.

• Distinguishes problem, action and result
• Explains a reason supported by the source
• Labels an invented improvement as a new idea

Adult observation: independent / supported / revisit; record a spoken, signed, written or other accessible response.

Final check · Set 1

Try one set after the lessons. Use the other set after reviewing any errors.

1. Which card is missing at the start?

   the square card / the star card / the circle card

2. Which record is supported?

   Dev — places; Mina — draws / Mina — flies; Dev — sleeps / Dev — draws; Mina — places

3. Which linking word fits the end of a retelling?

   finally / before everything / first of all

4. Can a correct retelling use different words?

   Yes, even if it reverses every event. / Yes, if it keeps the meaning and order. / No, only exact copied words count.

5. What distinguishes a story fact from a new idea?

   Every suggestion already happened in the story. / Only long sentences can be facts. / A fact is stated or supported; a new idea is labelled as a suggestion.

6. A game needs a large picture card. Which plan most needs revising to fit that requirement?

   Use a tiny object without considering the game. / Draw a matching-size card with adult help. / Check the gap before making a replacement.

Final check · Set 2

Try one set after the lessons. Use the other set after reviewing any errors.

1. Which phrase names an object rather than a person in this story?

   blue square card / Mina / Dev

2. What should you do before answering about OUT! OUT!?

   Assume the two plots are identical. / Read that official story and use its clues. / Use all the names from this display story.

3. Why is placing the new card before drawing it wrong here?

   The word card has four letters. / Stories cannot contain drawing. / The replacement has not yet been made.

4. Which source should decide the official story ordering task?

   The official story pages / Our different display-story order alone / Any order with finally at the end

5. Which sentence invents an unsupported cause?

   A new star card fills the gap. / The card vanished because a dragon took it. / The star card is missing.

6. When should a new solution be reconsidered?

   Never, every solution works everywhere / Only when a word changes colour / When the new problem or requirements differ