My Family and Alphabet Revision 1

Week 1

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 ‘My Family’ will be done through rhyme, conversation, questions and answers and  fun activities.

‘Alphabet Revision 1’ will be done through fun activities and worksheets.

Listening and Speaking

Daily:

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

Aim: To enable the children to understand the given commands and respond correctly. 

Action Time (Commands):

  1. Stand up.
  2. Turn left.
  3. Turn right.
  4. Look straight.
  5. Look up.
  6. Look down.

Step 1:

  • The teacher first gives the commands (stand up, turn left, turn right, look straight, look up, look down) as he/she demonstrates and the children listen.
  • Next, the teacher gives the commands and the children perform the actions.

Step 2:

  • Divide the class into small groups.
  • Choose one child from these volunteers and ask him/her to conduct the activity (select children who are willing to give the commands).
  • This student gives the commands and other children listen and do the actions.
  • This student volunteer returns to his/her position.
  • Conduct the activity with another student volunteer in the same manner.

Step 3:

  • The teacher gives the commands and all the children listen and do the actions.

Suggested Variation: 
The teacher helps and supports those children who have difficulty to turn around. An adaptation video is attached herewith for this purpose.

Refer to the ‘TPR/Warm up exercise’ Adaptation and Strategies given in the Main page of ‘My Family and Alphabet Revision 1′ if there are any neuro-diverse children in the class.

Note to the teacher: 

  1. The teacher starts the class by wishing the children ‘good morning’ and ‘good afternoon’ and ensures that they repeat the greetings.
  2. The teacher begins each class with this activity. 
  3. The teacher gives clear instructions at the beginning of the class.
  4. The teacher ensures adequate space in the classroom for the children to move to do the activity comfortably. 
  5. The teacher can slow down the commands for children who find it difficult to keep pace.

Key skill/knowledge the child will acquire: Students can understand and follow the given commands. 

Click and watch the videos. These videos are to be shown to children during the activity. When there are children with hearing impairment in the inclusive class, use the video with Indian Sign Language (ISL).

Video: Warm up exercise – Coming soon

ISL Video: Warm up exercise – Coming soon

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Family and Alphabet Revision 1’ if there are any neuro-diverse children in the class.

Day 1

Rhyme

Note to the teacher:

The teacher can make the children learn the rhyme by showing the poster and reading the rhyme line by line and explaining it.

Content of the rhyme: I love my family

Grandpa and Grandma,
Mummy and daddy,
Brother and sister,
Are my family dear?
We share and care
And don’t fight ever.
Together we enjoy
And live in joy.
I love my family.
We live happily.
And that’s the way
We all should stay.

Follow up activity for the rhyme:

  1. What do you call your mother?
    Possible answers: I call her ‘mummy’ or ‘ma’ or ‘amma’.
  2. What do you call your father?
    Possible answers: I call him ‘daddy’, ‘papa’, or ‘appa’.
  3. How do you address your grandpa?
    Possible answers: Thatha, ajja, dada, nana or achappa 
  4. What would you call your grandma?
    Possible answers: Patti, ammamma, dadi, nani or achamma

Note to the teacher:

  • The teacher encourages the students to speak clearly and loudly for everyone to hear.
  • The teacher tells the importance of listening attentively when someone is speaking. 
  • Students learn to respond appropriately and cheerfully. 
  • The teacher praises and encourages throughout the activity to boost the children’s confidence.
  • The teacher can converse in regional languages if needed to make the children more comfortable.

Key knowledge the child will acquire: Children learn to recite the rhyme.

Poster: Rhyme ‘I love my family’ – Coming soon

Audio: Rhyme ‘I love my family’ – Coming soon

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Family and Alphabet Revision 1’ if there are any neuro-diverse children in the class.

Day 2

The teacher makes the children learn the rhyme line by line.

Note to the teacher:
Refer to the Poster & Audio of the Rhyme from the given Digital Assets in ‘My Family’ Week 1 Day 1.

Day 3

The teacher can continue this process until all the children are able to recite the rhyme confidently.

Note to the teacher:
Refer to the Poster & Audio of the Rhyme from the given Digital Assets in ‘My Family’ Week 1 Day 1.

Day 4

Conversation Circle – My Family

The teacher will sit along with the students in a semi-circle to conduct the session.

Content: 

  • This is my family.
  • My mother’s name is……….
  • My father’s name is ……….
  • My brother’s name is……….
  • My sister’s name is………………
  1. What is your mother’s name?
    My mother’s name is ……………….
  2. What is your father’s name?
    My father’s name is………………
  3. Do you have a brother?
    Yes/No (The answer may vary)
  4. What is your brother’s name?
    My brother’s name is …………..
  5. Do you have a sister?
    Yes/No (The answer may vary)
  6. What is your sister’s name
    My sister’s name is…………….

Note to the teacher:

The teacher will use a family tree picture to introduce the statement: ‘This is my family.’
The teacher points at each member and says,

  • My father’s name is Bhola.
  • My mother’s name is Bhanu.
  • My brother’s name is Golu.
  • My sister’s name is Rinu.

Step 1:
The teacher introduces the first question: “What is your father’s name?” She/he says, “My father’s name is Bhola.”
The teacher then asks the child sitting next to him/her, “What is your father’s name?” The child says, “My father’s name is………………..”(The child will tell his/her father’s name.)
Now this child asks the child sitting next to him/her, “What is your father’s name?” and the conversation continues until all the children ask and respond.

Step 2:
The teacher introduces the next question: “What is your mother’s name?” She/he says, “My mother’s name is Bhanu.”
The teacher asks the child sitting next to her/him, “What is your mother’s name?” The child says,”My mother’s name is …………………..” (The child will tell his/her mother’s name.)
The circle time continues until all the children ask and respond.

Step 3:
The teacher introduces the next question: “What is your brother’s name?” She/he says,”My brother’s name is Golu.
The teacher asks the child sitting next to her/him, “What is your brother’s name?” The child says, “My brother’s name is…………….” (The child will tell his/her brother’s name.)
The circle time continues until all the children ask and respond.

Step 4:
The teacher introduces the next question: “What is your sister’s name?” She/he says,”My sister’s name is Rinu.
The teacher asks the child sitting next to her/him, “What is your sister’s name?” The child says, “My sister’s name is…………….” (The child will tell his/her sister’s name.)
The circle time continues until all the children ask and respond.

Note to the teacher:

  • The circle time continues till all get a chance to ask and respond.     
  • The video is only for demonstration. The teacher may allow the natural flow of conversation going.
  • If a student doesn’t know the answer, the question passes to the next student.
  • There should be no chorus answers.

Key knowledge the child will acquire: Children learn the names of their family members.

Click and watch the videos. These videos are to be shown to children during the activity. When there are children with hearing impairment in the inclusive class, use the video with Indian Sign Language (ISL).

Video: Conversation circle – ‘My Family’ – Coming soon

ISL Video: Conversation circle – ‘My Family’ – Coming soon

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Family and Alphabet Revision 1’ if there are any neuro-diverse children in the class.

Day 5

Activity – Fun Game with Flashcards

Classroom activity 

Materials required:
Flash cards of family members with the words father, mother, brother, sister, grandmother and  grandfather written under each picture card.

Procedure:

  • Pin/paste the picture flashcards on the board. Then, read each word aloud and ask students to repeat.
  • Then, tell students they have 10/20 seconds to try to memorize the words.
  • After 10 seconds, tell the students to close their eyes and remove one of the flashcards from the board. 
  • Next, tell students to open their eyes and ask any one student to come forward. Ask the child to identify the missing card.
  • If a student guesses correctly, that student in the class gets a chance to choose the next card and the teacher calls the next student to come forward and tell what is  the missing card. 
  • The game continues till all the students get a chance to guess the card.

Key knowledge the child will acquire: Children will identify and name their family members.

Flashcard: Family members – Coming soon

Flashcard: Family members (Enlarged) – Coming soon

Click and watch the videos. These videos are to be shown to children during the activity. When there are children with hearing impairment in the inclusive class, use the video with Indian Sign Language (ISL).

Video: Fun game with flashcards – Coming soon

ISL Video: Fun game with flashcards – Coming soon

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Family and Alphabet Revision 1’ if there are any neuro-diverse children in the class.

Reading and Writing

Revision of Sight words (this, my, is, a)

Day 1: Passing the Parcel Game

Procedure:

  • The teacher must watch the LTM video to learn how to play the game.
  • The teacher must keep all the required materials ready. Four Boxes (parcels) with one sight word written on each of them.
  • The teacher arranges the students to sit in a circle. The teacher also sits in the circle.
  • The teacher picks up the first box and reads aloud the word written on it. The teacher will then pass on the box to the student sitting beside her/him.
  • The student also reads the word aloud, then passes on the box to the peer sitting beside him.
  • Thus, the game continues till the box reaches back to the teacher.
  • The teacher now takes the next box and continues the same process.
  • Thus, the game continues until all the boxes with sight-words (my, This, is, a) are passed around, and the sight-words are read aloud by all the students.

Instructions to the Teacher Note to the teacher:

  • The teacher must read the sight-word loudly and clearly at the beginning of each round.
  • The teacher must ensure that each student looks at the sight-word and reads it aloud before passing on the box.
  • The teacher may encourage the students to call out the word only in their own turn.

Key skill/knowledge the child will acquire: Students will revise the sight words already introduced.

Click and watch the videos. These videos are to be shown to children during the activity. When there are children with hearing impairment in the inclusive class, use the video with Indian Sign Language (ISL).

Video: Passing the parcel game – Coming soon

ISL Video: Passing the parcel game – Coming soon

Refer to the ‘LSRW’ and ‘Activity’ Adaptation and Strategies given in the Main page of ‘My Family and Alphabet Revision 1’ if there are any neuro-diverse children in the class.

Day 2: Reading Simple Sentences

Content – This is a cap. This is a tap.

Procedure:

  • The teacher must watch the LTM video to learn how to play the game.
    • Word flashcards (multiple copies, handwritten) of the selected sight-words (This, is, a)
    • Picture flashcards of cap, tap
    • Four baskets
    • Four napkins
    • A mat to place the words while forming sentences.
    • colouring worksheet
  • When the students are all seated on the floor in three semicircles, the teacher will sit in front of them on the floor. The teacher will place all four baskets on a mat in front of her/him in order;
    • The first basket will have multiple copies of the word “This”.
    • The second basket will similarly have multiple copies of the word ‘is’.
    • The third basket will have multiple copies of ‘a’.
    • The fourth basket will have the picture flashcards of ‘cap’, ‘tap’.
    • All the baskets will be covered with a napkin.
  •  The teacher will tell the students, “Children, I am going to show you a word and you have to read it”.
  • The teacher will slide her hand into the first basket (the basket is covered by a napkin) and pull out the sight-word ‘This’ and show it to the students. 
  • The teacher will place the word ‘This’ on the mat in front of her/him.
  • Then, the teacher will repeat this process by taking out the remaining sight-words, ‘is’ and ‘a’ from the baskets and placing them in the order of ‘This is a…’ on the mat.
  • Then, from the fourth basket, the teacher will pull out a picture flashcard of ‘cap’, and show it to the students. The students will most likely say the word ‘cap’.
  • The teacher will place the picture flashcard of the ‘cap’ at the end of the sentence.
  • Then, the teacher will read the sentence, “This is a cap.” by pointing to the corresponding word.
  • The teacher will place the sentence flashcard (can also be handwritten) right below the sentence thus formed and again read the sentence, “This is a cap.”
  • The teacher can repeat the process to introduce the next sentence, “This is a tap.”
  • Then, the teacher can distribute the colouring worksheet for colouring.

Instructions to the Teacher Note to the teacher:

  • Watch the LTM video prior to the session to learn how to introduce sentences.
  • Keep the required materials ready.
  • Handwritten flashcards are easy to make and use.

Key skill/knowledge the child will acquire: Students will become familiar with reading simple sentences using the sight words and simple three letter words.

Flashcard: Sentences – This is a cap. This is a tap. – Coming soon

Flashcard: Sentences – This is a cap. This is a tap. (Enlarged)- Coming soon

Worksheet: Sentences colouring worksheet (cap/tap) – Coming soon

Worksheet: Sentences colouring worksheet (cap/tap) (Enlarged) – Coming soon

Video: Reading Simple Sentences – Coming soon

Day 3: Find Your Friends Game

Procedure:

  • The teacher will divide all the children in 4 groups.
  • Children in the first group will receive chits with the word ‘This’ written on it.
  • Children in the second group will receive chits with the word ‘is’ written on it.
  • Children in the third group will receive chits with the word ‘a’ written on it.
  • Each child in the fourth group will receive one chit each with any one of these words (cap, tap) written on it. 
  • Once all the children receive their chits, the teacher can start the game.
  • When the teacher says ‘start’, the children have to go to each group in the  room to find their friends with four words to complete one sentence each.
  • Whichever group finishes the sentence will go  to the teacher and show the sentence.
  • The process will go on until all the students find their group of four friends to form a sentence each. 

Video: Find your friends – Game – Coming soon

Day 4: Reading Simple Sentences

Content – This is a tin. This is a pin.

  • The teacher must watch the reference video for ‘Reading Simple Sentences’. and following the same procedure as shown, the teacher must introduce the next two sentences.
  •  This is a tin. This is a pin.

Video: Reading simple sentences – Coming soon

Flashcard: Sentence – This is a tin. This is a pin. – Coming soon

Flashcard: Sentence – This is a tin. This is a pin. (Enlarged) – Coming soon

Worksheet: Sentences colouring worksheet (tin/pin)– Coming soon

Worksheet: Sentences colouring worksheet (tin/pin) (Enlarged) – Coming soon

Day 5: Find Your Friends Game

Procedure:

  • The teacher will divide all the children in 4 groups.
  •  Children in the first group will receive chits with the word ‘This’ written on it.
  • Children in the second group will receive chits with the word ‘is’ written on it.
  • Children in the third group will receive chits with the word ‘a’ written on it.
  • Each child in the fourth group will receive one chit each with any one of these words (cap, tap, tin, pin) written on it. 
  • Once all the children  receive their chits, the teacher can start the game.
  • When the teacher says ‘start’, the children have to go  to each group to find their friends with four words to complete one sentence each.
  • Whichever group finishes the sentence will go to the teacher and show the sentence.
  • The process will go on until all the children find their group of four friends to form a sentence each. 

Video: Find your friends game – Coming soon

Refer to the ‘LSRW’ and ‘Activity’ Adaptation and Strategies given in the Main page of ‘My Family and Alphabet Revision 1’ 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.