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New NCERT textbook · Class 3 English

Santoor, period by period — fitted to your timetable.

Tell Meyy your periods and their length; it plans every chapter of Santoor to fit, and you tick off sections as you teach.

Chapter 2 · Period 1 of 7 · 40 min

Meeting the Poem — Read-Aloud and First Talk

Reading · read-aloud

The poem turns on the contrast between 'you have' and 'I have' — draw students' attention to this before the comprehension questions so they see how sharing resolves the contrast. A common error is treating the poem as having only one speaker; the choral reading phase helps students notice the two voices.

0–10Teacher reads the poem aloud twice, pointing to each colour word on the board. Students listen and follow in their textbooks.
10–20Choral reading: the class reads both stanzas together two or three times, with the teacher modelling rhythm and expression for lines such as 'If we share our crayons, we have a full pack!'
20–35Let us think — A ("answer questions: how many children, why share, how full pack"). Teacher asks each question aloud; students discuss briefly in pairs, then write their answers in the space provided.
35–40Quick share-out: two or three pairs read their answers aloud. Teacher affirms correct responses and gently corrects any misreadings of the poem.
Assessment

Learning outcome. Student infers meaning and explains character behaviour using a short sharing poem as the vehicle.

Read the lines on page 4 beginning "I need the red / and you need the black." Why do the two children in the poem decide to share their crayons?

  • A Each child has some colours the other needs, so sharing gives them a full set.
  • B One child has lost all her crayons and needs to borrow a set.
  • C Their teacher told them they must always share everything.
  • D They both want to paint a picture of a rainbow.

A. Each child has some colours the other needs, so sharing gives them a full set.

What each wrong option reveals

  • B Suggests a literal misreading; the poem states both children have some crayons, not that one has none.
  • C Student may be applying classroom rules rather than inferring from the poem's words.
  • D Student may be drawing on general colour knowledge rather than the poem's specific content.
Chapter 2 · 7 periods of 40 min

Also saved as 4 periods.

  • 2Sharing Voices — Conversation and Colour Reading Game
    Oracy
  • 3Consonant Clusters — Blend, Say and Build
    Word Work
  • 4Action Words — Circle, Search and Use
    Word Work
  • 5Alphabet Sentences and Alphabetical Order
    Word Work
  • 6Word Friends — Making Compound Words
    Beyond Text
  • 7Colours Together — Chapter Synthesis and Celebration
    Synthesis
Santoor · Class 3 · 17 chapters

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