Introduction To Kreedo Books PDF

Changes 2024 **General instruction: Add a background track/music** +-----------------+-----------------+-----------------+-----------------+ | Sc. | OST | Audio | Changes | +=================+=================+=================+=================+ | Title S...

Changes 2024 **General instruction: Add a background track/music** +-----------------+-----------------+-----------------+-----------------+ | Sc. | OST | Audio | Changes | +=================+=================+=================+=================+ | Title Screen | Module: Kreedo | | Remove this | | | Products and | | screen and add | | | Services | | the template | | | | | front screen. | | | Discover: | | | | | Kreedo Books | | | +-----------------+-----------------+-----------------+-----------------+ | Obj Screen | To explain how | At the end of | Add objective | | | Kreedo books | this video, you | screen. | | | are aligned | will be able to | | | | with lab | explain, how | | | | materials and | Kreedo books | | | | cater to | are aligned | | | | critical areas | with lab | | | | of development | materials, and | | | | at each level. | cater to | | | | | critical areas | | | | | of development | | | | | at each level. | | +-----------------+-----------------+-----------------+-----------------+ | **1** | 44 | Mapping**: With | 00;44 sec | | | sec | play being our | | | | | core, each | | | | | concept is | | | | | first | | | | | introduced in | | | | | the lab. | | | | | | | | | | The books are | | | | | mapped to the | | | | | concepts learnt | | | | | in the Kreedo | | | | | lab. | | +-----------------+-----------------+-----------------+-----------------+ | 2 |  | | | | | | Ticking off all | | | | | the guidelines | | | | | by NCF, Kreedo | | | | | Books are NEP | | | | | aligned. | | | | | | | | | | We provide | | | | | books from | | | | | playgroup to | | | | | Grade 2. | | +-----------------+-----------------+-----------------+-----------------+ | 3 | | | Remove the | | | | | screen | +-----------------+-----------------+-----------------+-----------------+ | 4 |  | | screen | +-----------------+-----------------+-----------------+-----------------+ | **5** | **Areas of | Our curriculum | Add Screen | | | Development:** | is categorised | | | | | into the | Reference of | | | - - - - | following key | layout: icons + | | | | areas of | OST | | | | development: | | | | | | | | | | ~~Let us see | | | | | how each area | | | | | of development | | | | | comes in each | | | | | level.~~ | | | | | | | | | | Language | | | | | | | | | | Mathematics | | | | | | | | | | EVS | | | | | | | | | | Sensorial or | | | | | Logical | | | | | reasoning | | | | | | | | | | Let us look at | | | | | the books under | | | | | each area of | | | | | development, at | | | | | each level. | | +-----------------+-----------------+-----------------+-----------------+ | **6** | | | Add the screen | | | | | names of the | | | | | books + number | | | | | of books\ | | | | | (repurpose | | | | | catelogue - | | | | | shared via cliq | | | | | L0 to G2) | +-----------------+-----------------+-----------------+-----------------+ | **7** | Concept: | Children learn | No changes in | | | | a concept in | the screen. | | | Colours and | the lab through | Replace the | | | Shades | materials. | audio as given. | | | | | | | | Material: | The learning is | | | | | reinforced | | | | Colour | through the | | | | Gradation | textbook in the | | | | Tablets | | | +-----------------+-----------------+-----------------+-----------------+ | | | Let us see a | Add this audio | | | | few materials | to this screen. | | | | and how they | | | | | are mapped in | | | | | the textbook. | | +-----------------+-----------------+-----------------+-----------------+ | | | The concept of | Pop the | | | | shades of | material image | | | | colours are | | | | | introduced | | | | | through the | | | | | material | | | | | **Colour | | | | | Gradation | | | | | Tablets**. | | +-----------------+-----------------+-----------------+-----------------+ | | | This concept is | Pop textsheet. | | | | later | | | | | reinforced in | | | | | the textbook | | | | | under the topic | | | | | **Colours and | | | | | Shades.** | | +-----------------+-----------------+-----------------+-----------------+ | **8** | Concept: | The concept of | Add this screen | | | | place value is | here | | | Place Value | introduced | | | | | through | L2 Mathematics | | | Material: | | WB page: 25 | | | | | | | | Place Value | | \+ | | | System | | | | | | | Material image | | | Number Cards | | | | | | | Follow the same | | |  | | previous screen | +-----------------+-----------------+-----------------+-----------------+ | | | the material | Pop the | | | | place value | material image | | | | system | | +-----------------+-----------------+-----------------+-----------------+ | | | and number | Pop the | | | | cards. | material image | +-----------------+-----------------+-----------------+-----------------+ | | | This concept is | Pop textsheet. | | | | later | | | | | reinforced in | | | | | the textbook. | | +-----------------+-----------------+-----------------+-----------------+ | **9** | Concept: | The pencil grip | L1 English WB | | | | and prewriting | page: 12 | | | Tracing | skills are | | | | | developed using | \+ | | | Material: | | | | | | | Material image | | | Pattern Maze | | | | | | | Follow the same | | |  | | previous | | | | | screens | +-----------------+-----------------+-----------------+-----------------+ | | | **the material | Pop the | | | | Pattern Maze.** | material image | +-----------------+-----------------+-----------------+-----------------+ | | | The tracing | Pop the | | | | exercises in | textsheet | | | | the | | | | | **textbook** | | | | | will facilitate | | | | | the practical | | | | | application of | | | | | these skills. | | +-----------------+-----------------+-----------------+-----------------+ | **10** | Concept: | Children learn | L1 English WB | | | | the concept of | page: 87 | | | CVC Words | CVC words | | | | | through | \+ | | | Material: | | | | | | | Material image | | | Vowel Cards | | | | | | | Follow the same | | |  | | previous | | | | | screens | +-----------------+-----------------+-----------------+-----------------+ | | | the material | Pop the | | | | Vowel Cards. | material image. | +-----------------+-----------------+-----------------+-----------------+ | | | The same | Pop the | | | | concept is | textsheet | | | | reinforced in | | | | | the | | | | | **textbook**. | | +-----------------+-----------------+-----------------+-----------------+ | **11** |  | each concept is | this screen. | | | | introduced with | | | | | an explanatory | Change the | | | | text, followed | audio as given | | | | by worksheets | | | | | containing | | | | | application | | | | | exercises. | | +-----------------+-----------------+-----------------+-----------------+ | **12** | \-\-\-\-\-\-\-\ | | | | | -\-\-\-\-\-\-\- | | | | | \-\-\-\-\-\-\-\ | | | | | -\-\-\-\-\-\-\- | | | | | \-\-\-\-\-\-\-\ | | | | | -\-\-- | | | | | to | | | | |  | | | +-----------------+-----------------+-----------------+-----------------+ | **13** | | Kreedo books | Continue with | | | | provide a | this screen - | | | | seamless blend | update the | | | | of hands on | books image | | | | learning and | | | | | classroom | Add this audio | | | | reinforcement, | | | | | helping | | | | | children | | | | | achieve higher | | | | | learning | | | | | outcomes | | +-----------------+-----------------+-----------------+-----------------+ | | | Pave your way | Continue with | | | | to higher | this audio. | | | | learning | | | | | outcomes with | | | | | Kreedo books. | | +-----------------+-----------------+-----------------+-----------------+ **Review: 21/10/24- H** +-----------------------+-----------------------+-----------------------+ | 0.23 | Remove the video | | +=======================+=======================+=======================+ | 0.23 | Change OST to | | | | \'Theory to | | | | Practice\' | | +-----------------------+-----------------------+-----------------------+ | 0.23 | OS-Image: Add the one | | | | that was shared on | | | | the cliq that has | | | | flow from material to | | | | books[[image | | | | (1).png]] | | | | (https://drive.google | | | |.com/file/d/1RIGC3whx | | | | HMtRQu3Gu1LBGSN1VFU2A | | | | s6a/view?usp=drive_li | | | | nk) | | +-----------------------+-----------------------+-----------------------+ | 0:48 | Give a patch for the | | | | title area of | | | | development --- as it | | | | seems a bit faded (or | | | | if you have reduced | | | | opacity, fix it to | | | | highlight it) | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | 1:20 -- 1:23 | This screen is | | | | continuing for almost | | | | 6 secs. To break | | | | this, shall we add | | | | the image of a child | | | | working with colour | | | | gradation tablet in | | | | the lab? | | +-----------------------+-----------------------+-----------------------+ | 1.14 | Change OST to \'Grade | | | | 1\' | | +-----------------------+-----------------------+-----------------------+ | 1.08 | Update the names of | | | | books under the | | | | following areas of | | | | development as per | | | | 2024\ | | | | \ | | | | **Vocabulary | | | | Building** | | | | | | | | Stories Book | | | | | | | | Vocabulary and Sounds | | | | | | | | **Communication** | | | | | | | | Picture Book 1 | | | | | | | | Picture Book 2 | | | | | | | | Rhymes Book | | | | | | | | Letters and Numbers | | | | Book | | | | | | | | **Pre-writing** | | | | | | | | Colouring Book | | | | | | | | Art and Craft | | | | | | | | Drawing Book | | | | | | | | Tracing Book | | +-----------------------+-----------------------+-----------------------+ | 1:07 / 2:48 | Screen: Books Level 1 | | | | | | | | **Additional Book** | | | | | | | | Art and Craft | | | | | | | | Lab Book | | | | | | | | **Note:** Add the | | | | image of **L1 lab | | | | book** | | +-----------------------+-----------------------+-----------------------+ | 1:14 -- 1:20 | Change the OST "My | | | | Lab Record" to "Lab | | | | Book" | | +-----------------------+-----------------------+-----------------------+ | 1:22 | Change the OST: | | | | Mathematics Term 2 | | | And | | | | | | | | 1: 28 | | | +-----------------------+-----------------------+-----------------------+ | 1:35 / 2:55 | Retain the image of | | | | child working with | | | | material till the | | | | audio -- **learning | | | | is reinforced through | | | | the textbook in the | | | | classroom. Let us see | | | | a few materials and | | | | how they are mapped | | | | in the textbook.** | | +-----------------------+-----------------------+-----------------------+ | | Adjust the audio for | | | | this screen as | | +-----------------------+-----------------------+-----------------------+ | |  | of colours are | | | | introduced | +-----------------------+-----------------------+-----------------------+ | | | through the material | | | | Colour Gradation | | | | Tablets. | +-----------------------+-----------------------+-----------------------+ | 1.05 to 1.17 | Increase the duration | | | | for each screen by 2 | | | | more seconds. | | +-----------------------+-----------------------+-----------------------+ | 1.05 to 1.17 | Add the following OST | | | | against the levels. | | | | | | | | Books: | | | | | | | | Play group (Level 0) | | | | No. of Books: 10 | | | | | | | | Nursery (Level 1) No. | | | | of Books: 11 | | | | | | | | LKG (Level 2) No. of | | | | Books: 10 | | | | | | | | UKG (Level 2) No. of | | | | Books: 10 | | | | | | | | Grade 1 No. of Books: | | | | 9 | | | | | | | | Grade 2 No. of Books: | | | | 9 | | +-----------------------+-----------------------+-----------------------+ | 1.20 to 1.30 | Bring back the image | | | | of the lab to books. | | | | Currently, the screen | | | | is static. | | +-----------------------+-----------------------+-----------------------+ | 1.31 to 2.48 | Not a mandate, just a | | | | thought - How about | | | | we write OST as | | | | below: | | | | | | | | Concept: Colours and | | | | shades | | | | | | | | Material: Colour | | | | gradation tablets | | | | (Check if it is | | | | tablets or \'wheel\') | | | | | | | | Book: Level 3 - | | | | Textsheet | | +-----------------------+-----------------------+-----------------------+ | 1.49 | Audio says colours | | | | and shapes book and | | | | screen show place | | | | value. Check and | | | | change (This has | | | | happened across) | | +-----------------------+-----------------------+-----------------------+ | 2.02 | Show the pre-writing | | | | page here not at 1.58 | | +-----------------------+-----------------------+-----------------------+ | 2.23 | If we show this page, | | | | good to also show the | | | | alphabet box material | | | | | | | | Add audio: Alphabet | | | | box | | +-----------------------+-----------------------+-----------------------+ | 2:29 | When we say each | | | | concept is introduced | | | | with an explanatory | | | | text, followed by | | | | worksheets, on the | | | | screen the order of | | | | exercise sheet and | | | | worksheet is | | | | opposite. Shall we | | | | show a different set | | | | of pages here? If you | | | | think this animation | | | | will take time-- | | | | let\'s take this up | | | | on the last week of | | | | October and reupload | | | | the video.\ | | | | \ | | | | Show L3 English WB | | | | Pg: 20 and 21 | | +-----------------------+-----------------------+-----------------------+