Objective:

Students will be able to sort objects and pictures based on colour with 90% accuracy when assorted things are provided to them.

Prerequisites:

1. Children can identify primary colours. (To begin, the teacher can quickly assess students’ understanding/comprehension by asking them to name the various colours on flash cards or actual classroom objects.) 2. Matching

Pre-teach Vocabulary:

1. Together, same, different. (With the help of flashcards for e.g., same colours or different colours of flashcards)

Materials required:

1. Small pieces of coloured paper (Can be four different colours of craft paper 10×10 cm)
2. Blocks of different colours
   • The teacher may start with a review of colours by showing a few objects and asking about the colour of these objects. e.g.. the colour of a tiffin box.
   • The video to be shown will help the teacher revise colours and explain the meaning of words like same, different, group, sort etc.
   • The teacher will distribute the coloured papers (one for each child) to all the children in the class.
   • The teacher may address child ‘A’ and ask them the colour of paper they are holding. Then they may ask, “Whoever is having red colour paper, raise your hand.” This can be repeated for a few more children with other colours, to get a response from the children for all the colours to be used in the lesson.
   • The teacher may say, “Children, let’s sit together in groups today. All children with red colour paper may raise their hands and form a group. Good!
   • This may be repeated for other colours too. Then the teacher may make the desired group wise seating arrangement for the children.
   • Children can sit in groups, with a minimum of four students with the same coloured paper, in each group.
   • Then, pointing at the groups, the teacher may explain, “Look, the children with red colour paper are all sitting together in a group.” You may do this again with different coloured papers for other groups.
3.  Each group can be provided with blocks for sorting. Assorted colour blocks can be given, and the children can sort the blocks according to their colour. For example, the group having red papers will sort all the red colour blocks.)                                      

     Later, children can use those blocks to make a shape.

• To promote social skills and engagement, the teacher may ask each group to tell the other groups which colour blocks they have sorted.
• The teacher can collect the papers, which can be used during Art and Craft classes.

Video – Introduction to Sorting

Introduction to sorting and classifying video:  Click here Sorting black and yellow pictures:  Click here Sorting red and blue pictures:  Click here Sorting pictures of different colours:  Click here

Adaptations Video – Introduction to Sorting

Adaptations and Modifications for Introducing the topic:  Click here

Video with ISL – Sorting Pictures

Introduction to sorting and classifying video with ISL: Click here Sorting black and yellow pictures with ISL: Click here Sorting red and blue pictures with ISL:  Click here Sorting pictures of different colours with ISL:  Click here

Activity 1: Sorting of balls

Objective: 

To sort real objects (Balls here) from the assorted basket of balls in a play-way method

Importance of the activity for children:

1. Helps in developing:

1. Fine motor skills (picking the balls)
2. Gross motor skills (Bend, pick and reach the basket)
3. Cognitive skills (Problem solving-putting the ball in the right basket)
4. Social skills (Cooperation, waiting for the turn, playing together)
5. Hand-eye coordination
6. Concentration
7. Concepts like ‘put in’.

Resources required: 

1. Balls of two different colours, for example green and yellow, are dealt with in the lesson. Number of balls: Depends on the number of children.
2. Coloured bins/ small baskets or small cardboard boxes, to hold the balls.

Setting for the activity:

The activity can be done indoors or outdoors depending on the space availability.

Type of Activity:

Pair activity

Preparation of Activity:

The teacher provides a bin with balls of different colours.

Role of the Teacher:

Demonstrator and facilitator.

Procedure:

1. The balls of different colours are kept on the floor.
2. Empty bins with labels are kept in front of them.
3. Children will work in pairs to sort the balls by picking them up and putting them in the correct box. (e.g. Green in green and so on)
4. To make the activity more enjoyable, teachers can give a paper cup to each child to hold the ball from either side and reach the bin, as demonstrated in the video.
5. This process can be repeated for the other pairs as well.

Observation:

The students are made to observe the result of the activity as follows:

1. The teacher may show the green bin to the students and tell them that all the green balls have been collected in the green bin.
2. Then the children may be asked which colour bin have they put all the yellow balls in? The answer may also be given after eliciting their response from them, saying, “Yes, we have collected all the yellow balls in the yellow bin.”

The same may be repeated for other coloured balls 9if any collected in their respective coloured bins.

The teacher can note down their observations and guide the students accordingly. For example, if the child is still confused about where to put the ball, she can help the student by demonstrating or using ‘colour’ flashcards to match them with the colour of the balls.

Suggested Variation in the activity:

1. The teacher can start the activity by sorting out one colour.
2. Adding the balls of different colours can increase the difficulty level. (For example, sorting balls of two different colours)
3. The teacher can vary the activity by asking children to throw the balls in the bin or walk and put them in the correct box.

Suggested Scaffolds for Assistance and Practice:  

1. Hand holding if required at the beginning of the activity. It should fade away slowly.
2. The teacher can put the first ball in and demonstrate sorting, and the child can follow.
3. Peers can demonstrate how to do it to their partners.
4. Children can use a ‘response card’ for communication if required during the activity. For Example: If the child needs help, they can show the teacher a ‘Need help’ card.

Conclusion:

Children would learn to sort balls given to them as red, blue, green, and yellow. 

Activity Video – Sorting Balls

Activity 1-sorting balls by colour:  Click here

Adaptation Video – Sorting Balls

Adaptations and Modifications Video for sorting balls activity: Click here

Video with ISL – Sorting Balls

Sorting balls by colour with ISL: Click here

Activity 2: Sorting Colour pencils

Objective: 

To sort real objects (Colour pencils here) from an assorted box of coloured pencils.

Importance of the activity for children:

1. Helps in developing:
   1. Fine motor skills (picking the colour pencils)
   2. Cognitive skills (putting the colour pencil in the right basket)
   3. Social skills (cooperation, waiting for their turn)

Resources required: 

1. Coloured pencils – blue, green, red and yellow.

Number: Minimum two pencils of each colour per child and one such set of pencils for the teacher. 

Coloured pencil holders /cardboard plates /small baskets/small cardboard boxes, to hold the pencils. Each one can be labelled with one colour.

Setting for the activity:

The activity can be done indoors or outdoors depending on the space availability.

Type of Activity:

Individual or group

Preparation of Activity:

The teacher may provide different coloured pencils and a set of pencil holders of four different colours for each group.

Role of the Teacher:

Demonstrator and facilitator.

Procedure:

1. The teacher may start by showing the coloured pencils and the pencil holders to the children. She can further explain that in this activity we will keep the same coloured pencils in the pencil holder.
2. The teacher may pick up pencils of one colour one by one and ask or tell the children the colour of the pencil they are holding. For example, the teacher picks up yellow pencils one by one and keeps them in the yellow pencil holder. 
3. The same act may be repeated with the different coloured pencil holders to familiarise the children. 
4. For demonstration, the teacher puts the red-coloured pencil in the red pencil holder, and so on. Each group sorts the coloured pencils given to them.

Observation:

The students are made to observe the result of the activity as follows:

1. The teacher may show the red pencil holder to the students and tell them that all the red pencils have been collected in the red pencil holder.
2. Then the children may be asked which coloured pencil holder they have put all the green pencils in. The answer may also be given after eliciting their response from them, saying, “Yes, we have collected all the green pencils in the green pencil holder.” The same may be repeated for other coloured pencils collected in their respective coloured pencil holders.
3. The teacher may write her observations for the feedback.
4. Children learned to sort pencils given to them as red, blue, green, and yellow. They collected all the red pencils in the red pencil holders, the green pencils in the green holder, the blue pencils in the blue holder and the yellow pencils in the yellow holder.  
5. Children with colour blindness may have difficulty differentiating between red and green and between blue and yellow. For such children and children with low vision, it is advisable to have this activity in natural bright daylight.

Suggested Variation in the activity:

1. The teacher can start the activity by sorting one coloured pencil.
2. The difficulty level can be increased by adding pencils of different colours.
3. In place of pencils coloured plastic glasses for drinking water (if available) can be used for easy grip.

Suggested Scaffolds for Assistance and Practice:  

1. Hand holding if required at the beginning of the activity. It should fade away slowly.
2. The teacher can put the first coloured pencil in and show sorting, and the child can follow.
3. A peer can demonstrate how to do it to his or her partner.
4. Grips for holding pencils can be provided if the child has difficulty in fine motor skills.

Conclusion:

Children would learn to sort pencils given to them as red, blue, green, and yellow.

Activity Video: Sorting Colour Pencils

Sorting colour pencils:  Click here

Adaptation Video: Sorting Colour Pencils

Adaptations and modifications Video for sorting colour pencils: Click here

Video with ISL – Sorting Colour pencils

Sorting colour pencils with ISL: Click here

Check list for teacher:

Activity	Yes	No	Sometimes
Can identify colours
Can sort one colour at a time
Can sort more than one colour at a time
Can complete the activity in the given time
Can do the activity independently
Able to express through verbal, actions, expressions or gestures.

Home Activity:

Sorting coloured clothes and white clothes

Activity Video – Sorting Clothes

Sorting Clothes:  Click here

Video with ISL – Sorting Clothes

Sorting Clothes with ISL: Click here

Cross-Curricular Connection:

• In Art class: Collage work with the colour paper brought by the children.
• In Physical education class: Use of objects like coloured balls, rings, skipping ropes with coloured handles etc. to involve the children in a game of keeping the same-coloured objects together.

Assessment:

Assessment Worksheet sorting by colour:  Click here Assessment Worksheet sorting by colour (large font):  Click here

LTMs for the lesson

Flashcards:

DIY Flash cards: Click here Printable Flash cards: Click here

Communication cards:

Communication cards: Click here

Social Narrative:

Social Narrative (I can use my scissors): Click here

LTM

DIY Sensory Bin:  Click here

Click here to download the PDF of this Teacher Resource Document.

Source and Attribution of images: All images used in the above Assets and Aids are originally created. T-Shirt: https://pixabay.com/illustrations/orange-shirt-orange-t-shirt-clothing-7112136/ – By BiancaVanDijk Orange: https://www.pexels.com/photo/food-healthy-orange-white-42059/  – By Public Domain Pictures Peas: https://pixabay.com/photos/peas-vegetable-green-vegetables-5001525/ – By balouriarajesh

This digital material has been developed by the Sri Sathya Sai Vidya Vahini Inclusive Education Project, a unit of Sri Sathya Sai Central Trust, Prasanthi Nilayam, as a collaborative offering in the service of our nation.