Myself and Pre-writing Strokes

Week 3

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, self-awareness and social skills 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 drawing on the blackboard. 

Listening and Speaking: Myself

Daily:

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

Notes to the teacher: 

Refer to Week 1, Day 1 of the topic’s detailed asset.

Suggested variation- Once the children are familiar and at ease with the exercises (which has been done for the past two weeks), the following variations can be made to make the exercises interesting and topic related. The teacher can ask the children their picture-name card after the second command.
Example: As the teacher gives the command ‘Stand up’ he/she can say, “Pick up your name card.” and continue with the rest of the commands.

Action Time (Commands):
1. Sit on the chair
2. Stand up
3. Pick up your name card
4. Turn around
5. Sit on the chair

Refer to the given LTM Video Warm-Up Exercise given in Week 1, to conduct the above activity.

Refer to the name card given in Week 1 Day 5.

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

Main Concept: Revision and Closing Session

The teacher can revise what has been done and ask the children to come forward one by one and introduce themselves.

Key skill/knowledge the child will acquire: Children can tell their names and their age confidently.

Day 2

Activity time: Birthday celebrations

All the children will be asked to come forward and speak about how they celebrate their birthday.

Note to the teacher: 
The teacher can send a note to the parents about this on the previous day to enable the children to learn a few lines. The teacher can assist those who are unable to speak out or read out if they have brought a written note about their birthdays.

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 3 & 4

Language game – Know your friends’ names

Resources required: Name cards of all the children in the class and 3 boxes.

Procedure:

  1. The teacher prepares the name cards of all the children. E.g. Avyukt, Diya, Taniya, etc.
  2. Divide the class into 3 groups (the number of groups can vary according to the class size). Then, the teacher arranges 3 boxes for the activity (the number of boxes can vary according to the class size).
  3. Divide the name cards equally, place them in the three boxes, and then spread them apart in the classroom.
  4. The teacher picks a name from box A and calls it out. The student whose name is called will come and sit next to box A.
  5. Now, the teacher picks a name card from box B. The student whose name is called will come to box B and sit near it. The process repeats for the other boxes. Then, the teacher starts from box A again.
  6. Exhaust all the names until all the names are called and students sit in each group. 
  7. Ask the children to identify the names of the children in their group (at least 2).

Suggested Variation: Children with mild vision or hearing issues can be helped by pairing them with a peer. Refer to the Adaptation Video of the Language Game given at the end.

Note to the teacher: 

  • The teacher will make sure that all children get a chance to participate in this game.
  • Ask the children to listen to the instructions carefully.
  • Instructions from the teacher are to be followed by all groups.

Key skill/knowledge the child will acquire: Children learn the names of some of their classmates.

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

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: Know your friends names – Coming soon

ISL Video: Know your friends names – Coming soon

Refer to the given Adaptation Video (Rhyme Time & Language Game) in the LS section of Week 1 Day 4.

Day 5

Activity: More about myself

Children are shown pictures of a boy and a girl, some kinds of food items, and some kinds of games children play. The teacher, then, has a conversation with the children in following lines to understand more about themselves:

  1. Are you a girl or a boy?
  2. What do you like to eat?
  3. What do you like to play with?

Note to the teacher: 
1. The teacher will make sure that every child gets a chance to participate in the activity.
2. Children who are hesitant to talk, may be allowed to point out the related picture displayed and give their response.

Poster: More about myself – 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.

Reading and Writing: Pre-writing Strokes

Day 1

Introducing Curved Line (left curve):

  1. The teacher can make the children sit in three semi-circles.
  2. The teacher draws a half circle ‘(’  with two fingers in the air and the children imitate.
  3. The teacher uses a pointer finger and traces a curved line (half circle)/ left curve in the sand tray. 
  4. Let students observe and take turns to do the same.
  5. The children are made to trace the shape they observed in the sand tray and name the line. (curved line)

Instructions to the Teacher Note to the teacher:

  • The teacher can arrange a sand tray ready before the class starts.
  • For tracing, the teacher can also use wheat flour/salt/besan also instead of sand.
  • The salt (Namak) used should be granular.

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

Make a Fist/ Make a curve (left curve) with Banana – Activity:

  1. The teacher demonstrates the activity by doing it.
  2. The teacher makes a fist with his/her left hand.
  3. Then, the teacher places the fist on the blackboard.
  4. Holding a chalk with the right hand, the teacher draws along the edge of the fist to make the left curve. ‘(’
  5. Now, the teacher names the stroke thus made- ‘curved line’.
  6. The teacher replaces the fist with a banana on the blackboard.(The teacher holds the banana with the left hand)
  7. The teacher takes a chalk in the right hand and draws a half circle/curve along the shape of the banana.
  8. The teacher can replace the banana with an apple to draw and demonstrate the curve line on the blackboard.
  9. The teacher makes all the children practice the curved line on the blackboard.  

Video: Make a left curve with a banana – Coming soon

Instructions to the Teacher Note to the teacher:

  • While the children do the activity, peer help can be taken if needed by any child.
  • The materials required should be kept ready on the table.
  • Tracing with the apple can be kept optional, depending upon the time.

Trace the left curve line on the worksheet:

  1. The teacher keeps the worksheets ready to be given to the children. 
  2. The teacher places/punches one worksheet on the blackboard/bulletin board and demonstrates how to draw the curved line.
  3. All the children trace along the dotted lines on the worksheet provided to him/her.
  4. After tracing every dotted curve, the child has to name the line made. (curved line)

Worksheets: Trace with Banana-Worksheet for Classwork – 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.

Day 3

Introducing Curved Line (Right Curve):

  1. The teacher can make the children sit in three semi-circles.
  2. The teacher draws a half circle ‘)’ with two fingers and the children imitate.
  3. The teacher uses a pointer finger and traces a curved line (half circle) or right curve in the sand tray. 
  4. Children observe and then take turns to do the same.
  5. Children are made to trace the shape they observed in the sand tray and name the line. (curved line)

Instructions to the Teacher Note to the teacher:

  • The teacher can arrange a sand tray ready before the class starts.
  • For tracing, the teacher can also use wheat flour/salt/besan also instead of sand.
  • The salt (Namak) used should be granular.

Video: Make a right curve on a sand tray – 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

Make a Fist/ Make a curve (right) with banana- Activity:

  1. The teacher demonstrates the activity by doing it.
  2. The teacher makes a fist with his/her right hand.
  3. Then, the teacher places the fist on the blackboard.
  4. Holding a chalk with the right hand, the teacher draws along the edge of the fist to make the right curve. ‘)’
  5. Now, the teacher names the stroke thus made- ‘right curved line’.
  6. The teacher replaces the fist with a banana on the blackboard.(The teacher holds the banana with the left hand)
  7. The teacher takes a chalk in the right hand and draws a half circle/curve along the shape of the banana.
  8. The teacher can replace the banana with an apple to draw and demonstrate the right curve line on the blackboard.
  9. The teacher makes all the children practice the right curve line on the blackboard. 

Instructions to the Teacher Note to the teacher:

  • While the children do the activity, peer help can be taken if needed by any child.
  • The materials required should be kept ready on the table.
  • Tracing with the apple can be kept optional, depending upon the time.        

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

Revision of curved lines – both left and right:

Procedure:
The teacher may revise the curved lines – both right and left – on the sand tray, blackboard and on the worksheets.

Fish scales worksheets:

  1. The worksheets consisting of a fish and its scales in the form of left and right curves (dotted lines) are to be given to the children. 
  2. The children trace along the dotted lines.
  3. These worksheets can also be given as homework to the children.

Worksheets: Fish Scales Worksheet (left and right curve) – 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.

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.