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SUMMER
PACK
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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
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fs S000
SCOCOo
aiatelole
SURO
OOOO
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backward counting.
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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
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Tens Tens Tens
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=
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
=
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a
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ics
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I
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Concept of Many and Few
@ Tick and colour the duck @ Tick the hen having
having many ducklings. few chicks. = =
@ What comes I
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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 ==
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ee
Methodology: The students will count dots one by one after the parent's to clear the ,
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PILI LIL =
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SqeaneEe ae = LL
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ee
Methodology: The students will count dots one by one after the parent's to clear the
concept of quantity as well i
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