Myself and Pre-writing Strokes

Week 2

Note: Listening and Speaking section will be in Black and Reading and Writing section will be in Maroon colour.

The class begins with physical exercises and responding to directions given.

The topic/concept ‘Myself’ will be done to help them in self-identification and self-awareness through activities like questions and answers, story and games.

‘Pre-writing strokes’ will be introduced through fun activities like muscle strengthening activities, tracing in the air, sand and worksheets and walking on lines.

Listening and Speaking: Myself

Daily:

Total Physical response/warm-up exercise (to be done before every session)

Notes to the teacher: 

Refer to the given detailed asset and LTM Video of Warm-Up Exercise, given in Week 1 Day 1 of ‘Myself’ topic, to conduct the above activity.

Refer to the ‘TPR/Warm up exercise’ Adaptation & strategies given in the Main page of ‘Myself and Pre-writing strokes’ if there are any neuro-diverse children in the class.

Day 1

Continue with Name Game

Refer to the details of the activity given in the LS section of Week 1 Day 5.

Day 2

Continue with Name Game

Refer to the details of the activity given in the LS section of Week 1 Day 5.

Day 3

Activity Time – Stick My Picture

The teacher instructs the children on the previous day to bring a diary/notebook from home to stick their pictures in the class.

Notes to the teacher: 
The teacher can conduct the activity as follows:

  1. The child opens the first page of the diary/notebook.
  2. The child picks a photo of himself/herself.
  3. The child applies glue on the back side of the photo and pastes it on the first page.
  4. The teacher can guide the children to paste the photograph at the appropriate place.
  5. The teacher writes the child’s name below the picture.

Click and watch the video. This video is to be viewed by the teachers before the activity to understand how to conduct the activity in the class.

Video: Stick My Picture – Coming soon

Refer to the ‘Activity’ Adaptation & strategies given in the Main page of ‘Myself and Pre-writing strokes’ if there are any neuro-diverse children in the class.

Day 4

Activity time – Story of my name

Home assignment: The teacher asks students to learn the significance of their name from their parents or grandparents before starting the session. (the previous day)
“What is the story behind your name?” “What is the meaning of your name?” “Who named you?”

Note to the teacher: 

  1. The teacher asks each child to come to the front of the class one by one to introduce themselves by his/her name.
  2. Children take their diaries/notebooks and open the page where they have stuck their photos.
  3. The teacher asks each child, “Who named you?” The teacher listens to the child’s response.
  4. The teacher asks the next question, “Do you know the meaning of your name?” Listen to the child’s response.
  5. The teacher encourages the children to speak in English or in their mother tongue.

Click and watch the video. This video is to be viewed by the teachers before the activity to understand how to conduct the activity in the class.

Video: Story of my name – Coming soon

ISL Video: Story of my name – Coming soon

Refer to the ‘Activity’ Adaptation & strategies given in the Main page of ‘Myself and Pre-writing strokes’ if there are any neuro-diverse children in the class.

Day 5

Game Time – Pick my Name Card

The teacher conducts an activity by asking each child to come to his/her table. The teacher gives two/three other name cards along with the child’s name card. The child picks up his/her own name card. The teacher makes sure that all children get a chance.

Key knowledge the child will acquire: It will help the child’s self identification.

Refer to the given Name Card given in the LS section of Week 1 Day 5.

Refer to the ‘Activity’ Adaptation & strategies given in the Main page of ‘Myself and Pre-writing strokes’ if there are any neuro-diverse children in the class.

Reading and Writing: Pre-writing Strokes

Day 1

A Short recap of week 1 strokes (Standing line):

The teacher gives a recap of the strokes done in Week 1.

  • The teacher calls five children at a time to the blackboard and gives them five different coloured chalk pieces.
  • The teacher puts a column of five dots vertically. He/she makes five such columns with a white chalk piece on the blackboard.
  • The teacher calls out five children to come to the blackboard. 
  • Each child traces a standing line connecting the five dots in a column. (five children will be tracing the standing line simultaneously in each column)
  • This activity continues until all the children get their chance to trace the standing line.

Introducing Slanting Line (forward):

  1. The teacher can make the children sit in three semi-circles.
  2. The teacher draws a line from top right to bottom left in the air-a forward slanting line {/} with two fingers and the children imitate.
  3. The teacher uses a pointer finger and traces a slanting line in the sand tray. Let students observe and then take turns to do the same.
  4. The children are made to trace the shape they observed in the sand tray and name the stroke.

Instructions to the Teacher Note to the teacher:

  • For tracing, the teacher can also use wheat flour/salt/besan instead of sand.
  • The salt (Namak) used should be granular.

Refer to the given Air Tracing Activity Video in the RW section (Pre-writing Strokes) Week 1 Day 1.

Refer to the ‘Activity’ Adaptation & strategies given in the Main page of ‘Myself and Pre-writing strokes’ if there are any neuro-diverse children in the class.

Day 2

A Short recap of Week 1 strokes (Sleeping line):

The teacher gives a recap of the strokes done in Week 1.

  • The teacher calls five children at a time to the blackboard and gives them five different coloured chalk pieces.
  • The teacher put a row of five dots horizontally. He/she makes five such rows with a white chalk piece on the blackboard.
  • The teacher calls out five children to come to the blackboard. 
  • Each child traces a sleeping line connecting the five dots. (five children will be tracing the sleeping line simultaneously)
  • This activity continues until all the children get their chance to trace the sleeping line.

Rubber-Band Activity:

  1. The teacher can punch one magnet on the bulletin board and punch the second magnet below, towards the left of the magnet above.
  2. Then, taking a simple rubber band which is easily available, the teacher puts the rubber band first across the upper magnet and then takes it down to the magnet punched below it.
  3. The rubber band from the top-right to the bottom-left shows the slanting line formed.
  4. The teacher can place a scale along the shape made with the rubber band and tells the children to name the stroke thus made. (forward slanting line)

Instructions to the Teacher Note to the teacher:

  • For the Rubber-Band activity, the teacher may arrange a bulletin board on which the magnet can be fixed.
  • For the Rubber-Band activity, the teacher may take the help of another teacher. (if needed)
  • The materials- bulletin board/ bulletin board magnets/ rubber band/ small scale (preferably 15 cm scale)- should be kept ready in the class before the class starts.

Refer to the given Rubber Band Activity Video in the RW section (Pre-writing strokes) Week 1 Day 2.

Refer to the ‘Activity’ Adaptation & strategies given in the Main page of ‘Myself and Pre-writing strokes’ if there are any neuro-diverse children in the class.

Raindrops Worksheet:

  • The children are given worksheets containing a Cloud and raindrops (in the form of a forward slanting line) (/) falling from the cloud. 
  • Children can start from the top right and trace through the dotted line till the bottom left.

Worksheets: Raindrops – Coming soon

Day 3

Introducing Slanting line – Backward:

  1. The teacher can make the children sit in three semi-circles.
  2. The teacher draws a line from top left to bottom right in the air- backwards slanting line {\} with two fingers and the children imitate.
  3. The teacher uses a pointer finger and traces a backward slanting line in the sand tray. Let students observe and then take turns to do the same.
  4. The children are made to trace the shape they observed in the sand tray and name the stroke.

Instructions to the Teacher Note to the teacher:

  • For tracing, the teacher can also use wheat flour/salt/besan instead of sand.
  • The salt (Namak) used should be granular.

The teacher can revise the strokes done in Week 1 and Week 2 by making the children do air tracing of the same. (Depends upon availability of time)

Refer to the given Air Tracing Activity Video in the RW section (Pre writing Strokes) Week 1 Day 1.

Refer to the ‘LSRW’ and ‘Activity’ Adaptation & strategies given in the Main page of ‘Myself and Pre-writing strokes’ if there are any neuro-diverse children in the class.

Day 4

Rubber-Band Activity:

  1. For the Rubber-Band activity, the teacher may arrange a bulletin board on which the magnet can be fixed.
  2. The teacher can punch one magnet on the bulletin board and punch the second magnet below, towards the right of the magnet above. 
  3. Then taking a simple rubber band which is easily available, the teacher puts the rubber band first across the upper magnet and thus takes it down to the magnet punched below it. 
  4. The rubber band from the top-left to the bottom-right shows the slanting line formed.
  5. The teacher can place a scale along the shape made with the rubber band and tells the children to name the stroke thus made. (backward slanting line)

Refer to the given Rubber Band Activity Video in the RW section (Pre writing Strokes) Week 1 Day 2.

Rainbow Cloud & Raindrops Worksheet:

  1. The children are given worksheets consisting of rainbow clouds and the raindrops falling from them (in the form of backward slanting lines). 
  2. The children can start from the top left of every stroke in a dotted line and trace through the dotted line to the bottom right.

Worksheets: Rainbow Cloud and Raindrops – Coming soon

Refer to the ‘LSRW’ Adaptation & strategies given in the Main page of ‘Myself and Pre-writing strokes’ if there are any neuro-diverse children in the class.

Day 5

Muscle Memory Game – Reinforcing slanting line (Forward and Backward):

Walking on the Forward Slanting line:

  1. The teacher pastes the coloured strips of tape on the floor to form forward slanting lines (from the top right to the bottom left).
  2. Encourage the children to walk along the lines made with tape.
  3. Creates a ‘Line Walk’ for every child to walk on the line and understand the formation of the forward-slanting line.
  4. The teacher can call three to four children at a time to walk on the lines made with coloured tape.
  5. As they walk, emphasise the concept of the forward-slanting line and make them say- ‘slanting line’.

Line Walk for Backward Slanting line:

  1. The teacher pastes the coloured strips of tape on the floor to form backward slanting lines (from top left to bottom right).
  2. Encourage the children to walk along the lines made with tape.
  3. Creates a ‘Line Walk’ for every child to  walk on the line  and understand the formation of the backward-slanting line.
  4. The teacher can call forward three to four children at a time to walk on the lines made with coloured tape.
  5. As they walk, emphasise the concept of the backward-slanting line and make them say- ‘slanting line’.

Instructions to the Teacher Note to the teacher:

  1. The teacher can take coloured tapes and paste them on the floor to make slanting lines firstly forward and then backwards.
  2. The materials required and the arrangements can be made before the class starts.

Refer to the given Muscle Memory Game Video in the RW section (Pre writing Strokes) Week 1 Day 5.

Raindrops-Worksheet for Homework:

  1. The teacher gives children a worksheet consisting of Raindrops in the form of slanting lines- both forward and backwards slanting lines.
  2. The children are told to join the dotted lines forming slanting lines. (backward slanting lines in the upper half of the worksheet and forward slanting lines in the lower half of the worksheet)
  3. This worksheet can be given as homework to children.

Key skill/knowledge the child will acquire: Children learn the concept of the slanting line and to walk on a slanting line and trace the same on a worksheet.

Worksheets: Raindrops (Homework) – Coming soon

Refer to the ‘LSRW’ and ‘Activity’ Adaptation & strategies given in the Main page of ‘Myself and Pre-writing strokes’ if there are any neuro-diverse children in the class.

Teacher Resource Document

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Source and Attribution of images
All images used in the above Assets and Aids are originally created.
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.