My Family and Alphabet Revision – 1

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 ‘My Family’ will be reinforced with some additional information about different members in a family.

Language games,family meet,role play,revision of alphabets and new sight words are planned for the week to make the learning enjoyable.

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

Listening and Speaking: My Family

Daily:

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

Note 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 show the flashcard of the alphabets learnt as they do the warm up exercises and the children will say the name of the letter aloud.

Example: As the teacher gives the command ‘Walk two steps forward’ he/she can show the flashcard of the word ‘cap/pan’. The children will walk two steps forward and say ‘cap/pan’ aloud. The teacher can use another flashcard for the next command.

Action Time (Commands):

  1. Stand up
  2. Sit on the chair
  3. Stand up
  4. Walk two steps forward
  5. Stop
  6. Walk two steps backward
  7. Sit on the chair

Refer to the given LTM Video Warm-up exercise given in Week 1 of ‘My Family and Alphabet Revision 1’ to conduct the above activity.

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.

Day 1

Main concept: Revision and Closing Session

The teacher can close the session by reciting the rhyme ‘I love my family’ learnt in the earlier class. The teacher shows the flashcards of different members in a family as a revision of the topic.

Key knowledge the child will acquire: Children recognise and name the members in a family and their relations.

Refer to the flashcards of ‘Family members’ given in Week 1 Day 5 and the rhyme ‘I love my family’ poster and audio as given in Week 1 Day 2 of ‘My Family and Alphabet Revision 1’. 

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

Language Game – Bingo (to be done in one session)

Aim: Children learn to name  different family members.

Resources required:

  • Blank bingo cards
  • Markers or crayons
  • Small size pictures of family members
  • Bingo markers like small buttons or coins

Preparation:

  • The teacher has to create bingo cards by making or printing them.
  • Instead of numbers, fill in each square with different family members, for example- mother, father, grandmother, grandfather, brother, sister. (pictures of family members can be pasted inside each square of the cards)
  • The teacher explains the rules of the game by showing each child the bingo card and explaining that each square contains a picture of a family member.
  • Children are told that the goal is to find the family members on their bingo card as the teacher calls them out.

Procedure:

  • Children identify each family member when the name or description of the family member is called out one by one.
  • Children can place a marker (button/coin) on the right picture on their bingo card.
  • The game finishes when any child completes a row or column on their bingo card.

Follow-up activity:

  • Children can be quizzed on different family members and the role they play at home.
  • Children can come forward and pick up the correct picture flashcard of the family member when given their description.
  • Children can be asked to identify their own family members from the family tree that they would have prepared during the previous class.

Note to the teacher: 

  • All children get a chance to participate in this game.
  • Children listen to the instructions carefully.
  • Children must only do the actions asked by the teacher.
  • Instructions from the teacher are to be followed by all groups.

Key knowledge the child will acquire: Children get reinforced with names and relationships within the family.

Suggested Variation: Children with mild vision or hearing issues can be helped by pairing them with a peer.

LTM: Bingo cards – Coming soon

Refer to the ‘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 3

Experiential Learning – Family meet/Family day

Procedure:

  • The teacher will send invitations to parents and their families (of each child) to visit the school on a specific day and at a specific time. Grandparents, uncles, aunts are encouraged to attend the family meet.
  • The teacher can organise a musical chair game for the family members.
  • After the game, children can sit with their family members.
  • Each child can introduce his/her family members to the rest of the class.
  • They will be able to address them as their father, mother, grandmother, grandfather, uncle or aunt.
  • This meet is exclusively for the close family members. 

Note to the teacher: 

  • The teacher prepares an invitation.
  • Decide on a day and time.
  • If the strength of the class is more, the meeting can be held on two different days.
  • Make seating arrangements.
  • Arrange for a musical chair game.
  • Request 2-3 co-teachers to help conduct the family meet.

Refer to the ‘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 4

Experiential Learning – Family Walk

Material required:

  1. Placards with family member names written and pictures pasted on it.
  2. Costumes for different roles.

Procedure:

  • The teacher divides the class into 6 children per group.  Each child is a placard and if possible, dressed accordingly.
  • Family member placards like- grandfather/ grandmother/ father/mother /brother/ sister/ uncle/ aunt/ cousins are prepared beforehand.
  • Each child carries a placard and comes in front holding it.  
  • The teacher calls out a group and asks each child to identify the placard.  Then, the teacher asks the children to name any one of their family members, as given in the placard. 
  • The groups come one after the other and the ‘Family walk’ continues till all get their chance to take part.

During:

Children of different groups are made to sit one after the other in different rows. The teacher organises the classroom accordingly. Silence is maintained for the ‘Family walk’ to be conducted effectively.

Note to the teacher: 

  1. Make sure that all children get a chance to participate in this activity.
  2. Ask the children to listen to the instructions carefully.
  3. The group that is called out only should come forward.
  4. Children should follow the instructions.

Refer to the ‘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 5

Human value song – Families big and small

The teacher can make the children learn this human value song by showing the poster and playing the audio file. Teachers may drive home the importance of family members in our lives.

Families families can be big
Families families can be small.
Families can have parents, sons,
Daughters, brothers, sisters, and all.

Families families can be big
Families families can be small.
Families can have grandparents 
Uncles, aunts, cousins and all.

Poster: Families big or small – Coming soon

Audio: Families big or small – Coming soon

Video: Families big or small – Coming soon

ISL Video: Families big or small – 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

Day 1: Revision of Sight Words

Content – that, is, a, in, on, the

Procedure:

  • The teacher must keep the required flash cards (that, is, a, in, on, the) ready.
    • One basket
    • Napkin or handkerchief to cover the basket.
  • The teacher must watch the LTM video and learn the process of introducing sight words.
  • The teacher will place the ‘sight word cards’ in a basket which will be covered with a handkerchief and students will not see what is inside the basket.
  • The teacher will start the class by saying, “Children, we are going to read some words today.”
  • The teacher will slide her hand into the basket (basket is covered by a handkerchief) and pull out a flashcard of any one sight-word, for example, ‘that’.
  • The teacher will say ‘that’ pointing to the word, and the students will repeat ‘that’. The teacher can repeat this process two more times.
  • Following the same process, all the remaining words can be introduced.
  • These sight words flashcards can be pinned on the bulletin board for a week.

Key skill/knowledge the child will acquire: Students will revise a few sight words required for reading simple sentences.

 Refer to the video, Week 4 Day 5 of ‘My Body’ (part 1) and Alphabet group ‘CATPIN’ for the procedure of ‘Introducing sight words’.

Refer to the ‘Sight words’ flashcards available in ‘My Body’ (Part 1 & 2) and Alphabet groups ‘CATPIN’ and ‘SODER’.

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:  ‘Passing the Parcel’ Game (Revision of Sight Words)

Content – Sight words (that, is, a, in, on, the)

Procedure:

  • The teacher must watch the LTM video to learn how to play the game.
  • The teacher must keep all the required materials ready. Six 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 (that, is, a, in, on, the) 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 ball.
  • 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 become familiar with a few sight words.

Refer to the video from Week 3 Day 5 of the ‘My Body’ (part 2) and Alphabet group ‘SODER’ for the procedure of ‘Passing the parcel’ game.

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 3: Revision – ‘Fish the Word’ Game

Content – cat/rat, cot/pot, red/rod

Materials required:

  • Multiple sets of word cards: cat/rat, cot/pot, red/rod (hand written).
  • Multiple sets of letter cards: c, t, r, p, ot, ed, at, od (hand written) with metal pins attached to each one).
  • Fishing rods with a magnet attached to the string for catching these cards (one for each group)
  • One mat and one writing pad for each group.

Procedure:

  • The teacher must watch the LTM video of the ‘Fish the word’ game prior to the session.
  • The teacher must revise the words cat/rat, cot/pot, red/rod showing the picture flashcards.
  • The teacher must divide the students in a small group of 3-5 children in each group.
  • It is important to keep all the required materials ready for a smooth running of the session.
  • The teacher must demonstrate the process of playing the ‘Fish the word’ game.
  • Then, the teacher will give one mat, one set of letters (c, t, r, p, ot, ed, at, od), a fishing rod and a writing pad to each of the 3 groups of students.
  • The teacher will give the word cards of (cat/rat), (pot/cot), (red/rod) to each of the groups, and ask the children to play the game as demonstrated.
  • All students will take turns to form the words, following the procedure demonstrated by the teacher.

Instructions to the Teacher Note to the teacher:

  • Allow children to work in the group, make mistakes and learn through trial and error.
  • If any child has difficulties using the fishing rod to catch the letter, then a magnet can be used directly by hand.

Key skill/knowledge the child will acquire: Students will revise with word families and reading of simple three letter words.

Refer to the ‘Word family picture flashcards’ (cat/rat, cot/pot, red/rod)’ from Week 4 Day 1 of ‘My Body’ (part 2) and Alphabet group ‘SODER’.

Refer to the video given in Week 4 Day 4 of ‘My Body’ (part 1) and Alphabet group ‘CATPIN’ for the procedure of ‘Fish the word’ game.

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 4: Reading Simple Sentences

Content – That is a cat. The cat is on the cot.

Materials required:

  • Word flashcards (handwritten) of the selected sight words (That, is, a, the, on)
  • Picture flashcards of cat and cot
  • A basket to keep the flashcards
  • A napkin to cover the basket
  • A mat to place the words while forming sentences
  • Colouring worksheets

Procedure:

  • The teacher must keep all the required materials ready for the session.
  • When 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 the baskets on a mat in front.
  • The teacher will then 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 ‘That’ and show it to the students.
  • Students will read the word and then the teacher will place the word ‘That’ on the mat in front.
  • Then the teacher will repeat this process by taking out the remaining sight-words, ‘is’ and ‘a’ from the baskets and place them in the order of ‘This is a…’ on the mat.
  • Then, the teacher will pull out a picture flashcard of ‘cat’, and show it to the students.
  • The students will read the word ‘cat’.
  • The teacher will place the picture flashcard of the ‘cat’ at the end of the sentence.
  • Then the teacher will read the sentence ‘That is a cat’ by pointing to the corresponding word.
  • Following the same process, the following sentence ‘The cat is on the cot’ can be introduced.
  • The teacher can explain the meaning of these two sentences in the regional language.
  • The teacher can then place the sentence flashcards (printed or handwritten) right below the sentences just formed.
  • Then the teacher can distribute the colouring worksheet.

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.

Flashcards: Sentences Flashcards (cat/cot, rat/pot, rod/red) – Coming soon

Worksheet: Sentences colouring worksheet – That is a cat. The cat is on the cot – Coming soon

Worksheet: Sentences colouring worksheet – That is a cat. The cat is on the cot (Enlarged)- Coming soon

Refer to the ‘Word family picture flashcards’ – Week 4, Day 1 of ‘My Body’ (Part 2) and Alphabet group ‘SODER’.

Refer to the video ‘Reading simple sentences’ given in Week 1, Day 3 of ‘My Family and Alphabet Revision 1’ to conduct this activity.

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 5: Forming Simple Sentences

Content – That is a cat/The cat is on the cot.

Procedure:

  • The teacher will revise these two sentences by showing the flashcards from the previous day.
  • The teacher will make small groups with four to five students in each group.
  • The teacher will write these two sentences on the blackboard neatly with big letters.
  • The teacher will give one set of the handwritten chits of the required words. (That, is, a, cat, The, cat, is on, the, cot).
  • The teacher will explain to the students that they have to look at the blackboard and make these sentences by arranging the words given to them exactly like how it is written on the blackboard.
  • The teacher must give enough time for all the groups to form the sentences.
  • While the students are busy with their work, the teacher must visit each group to offer help if needed.
  • Once all the groups complete forming these sentences, the teacher must ask each group to read the sentence they have formed.

Refer to the ‘Sentences flashcards’ from Week 3 Day 4 of ‘My Family’ and Alphabet Revision 1 to conduct this activity.

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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