My Family and Alphabet Revision 1

Week 4

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 to help them in identification of their family members, self-awareness and social skills through activities like questions and answers, storytelling and games.

‘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 ask the children the picture-name card after the second command.

Example: As the teacher gives the command ‘Stand up’ he/she can say, “Pick up a picture of mother.” and continue with the rest of the commands.

Action Time (Commands):
1. Stand up
2. Turn left
3. Turn right
4. Look straight
5. Look up
6. Look down

Refer to the given LTM Video Warm-Up Exercise given in Week 1 Day 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: Storytelling

Content:

  • Story session can be done over a period of one week: 
    1. The teacher shows the animated book of the story.
    2. The teacher tells the story in his/her own voice with the use of posters.
    3. The teacher can tell the story with pauses which can be filled with proper words by the children.
    4. The teacher can ask simple questions to check if the children have understood the story.
    5. The teacher can make the children do role play in this story.

Note to the teacher: 

  • While telling the story, the teacher can ask the children to form a three row semi-circle seating arrangement. This would help the teacher make eye contact with all the students.
  • Once all the children are settled, the teacher will tell the story: ‘Rathi and her beautiful family’
  • The teacher can tell this story in the regional language. While narrating the story in the regional language, the teacher can add English words.

Story: Rathi and her beautiful family

One day, Rathi asked her grandfather who was reading a newspaper, “Grandpa, what is a family?”

Grandpa closed his newspaper and asked Rathi, “Darling, you have a lovely toy and your brother Raju wants to play with that toy. Will you refuse to give him?”

“No grandpa. How can I refuse? He is my brother. I love him. I’ll share whatever I have with him, ”said Rathi.

Grandpa said, “Remember, last week your mother fell sick. What did we all do?”

Rathi said, “Papa cooked for us. Grandma fed us lovingly and got us ready for school. You dropped us at the school. We all took care of ma so she would get well soon.”

“That’s what a family is, Rathi dear,” said grandpa. “When we stay together, love each other, care for each other and help each other, it’s called a family.”

Rathi hugged her grandpa and said, “Oh Grandpa, I love you and my family.”

Session 1 – The teacher can read the story, line by line in English, explain the meaning and discuss why we should be thankful to our parents. Children listen with comprehension when the story is told and understand the sequence of events. (The teacher can narrate the story in their regional language in his/her own words if the children are more comfortable with the local language).

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

Storybook: Rathi and her beautiful family – Coming soon

Click and watch the animated storybook. This animated storybook is to be shown to children in the class. For the children with low vision, the Audio Book can be played. When there are children with hearing impairment in the inclusive class, use the video with Indian Sign Language (ISL).

Video: Animated Storybook ‘Rathi and her beautiful family’ – Coming soon

ISL Video: Animated Storybook ‘Rathi and her beautiful family’ – Coming soon

Audio: Animated Storybook ‘Rathi and her beautiful family’ – Coming soon

Poster: Rathi and her beautiful 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 narrates the story in his/her own voice first in English and then translates it to a regional language (if needed) to catch the children’s attention and interest. The teacher can tell the story with proper intonation and voice modulation. The teacher may use the printed, animated or audio storybook as aid.

Refer to the given Animated Storybook and Audio Book (Week 4 Day 1).

Day 3

The teacher can tell the story line by line in English and explain the meaning and emphasises on the importance of being thankful to parents. Children listen, comprehend and understand the story.

Refer to the given Animated Storybook and Audio Book (Week 4 Day 1).

Day 4

Note to the teacher: 

  • The teacher can ask simple questions in English. 
  • Students can give the answers in one or two words (accept answers in the regional language). 
  • The teacher uses echo questions to check understanding. 
  • The teacher uses a rising tone at the end of the question when asking the question.

Procedure:

  1. The teacher asks some simple questions orally to check whether the children have understood the story. 
  2. Children may respond as a group giving different points from the story.
  3. This will help all the children recall the sequence of the story. 
  4. After some time, the teacher will say, “Whoever wants to answer will raise the hand and I will ask you turn by turn”

Echo Questions:

  1. Little Rita asked, “What is a family?”  Rita asked, What is a _______________?  
    Ans: family
  2. Grandpa said, “A family is where all of us  live together, love and help each other.” Grandpa said, “A family is where all of us  live ______________________________.”
    Ans: together, love and help each other.
  3. Grandfather asked, “ Who cooked for us all when Mama fell sick?” Papa cooked for all of us. Grandfather asked, “Who cooked for us all when Mama fell sick?”   
    Ans: Papa cooked for all of us.

Simple Questions:

  1. Does Rathi fight with Raju for a toy?
    Ans: No, she doesn’t.
  2. Why does she not fight with her brother?
    Ans: She loves her brother.
  3. Who cooked when mama was sick?
    Ans: Papa cooked when mama was sick.
  4. What did grandpa say about the family?
    Ans: He said, ”A family is where all of us  stay together, love each other, care for each other and help each other.”

Key skill/knowledge the child will acquire: Children learn the story and are able to answer simple questions related to the story.

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

Activity time – Sequencing the story using picture cards:

Materials required – Five sets of picture cards of the story (from the storybook)

Procedure:

  1. The poster of the story is displayed in the classroom.
  2. The students are divided into five groups.
  3. Each group sits around a table.
  4. The teacher gives one set of picture cards of the story to each group.
  5. The students are encouraged to arrange the picture card in the proper sequence.
  6. After arranging the picture cards in the proper sequence, the students of each group take turns to narrate the story in the proper sequence.
  7. The teacher ensures that all the students participate. 
  8. Each student in every group will pick up one picture card and tell the relevant sentence of the story. (in proper sequence)

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.

Reading and Writing

Day 1: Reading Simple Sentences

Content – That is a rat. The rat is in the pot.

Materials required:
The teacher must keep all the required materials ready for the session.

  • Word flashcards (handwritten) of the selected sight-words (That, is, a, the, in)
  • Picture flashcards of a rat and pot.
  • A basket to keep the flashcards.
  • A napkin to cover the basket.
  • A mat to place the words while forming sentences.
  • Colouring worksheets.

Procedure:

  1. The teacher can make the children sit in three semi-circles.
  2. The teacher will sit in front of them.
  3. The teacher will place all the baskets on the mat.
  4. The teacher will then tell the students, “Children, I am going to show you a word, and you have to read it”.
  5. 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. 
  6. Students will read the word and then the teacher will place the word ‘That’ on the mat in front.
  7. Then, the teacher will repeat this process by taking out the remaining sight-words, ‘is’ and ‘a’ from the baskets and placing them on the mat.
  8. Then, the teacher will pull out a picture flashcard of ‘rat’, and show it to the students. 
  9. The students will read the word ‘rat’.
  10. The teacher will place the picture flashcard of the ‘rat’ at the end of the sentence.
  11. Then, the teacher will read the sentence ‘That is a rat.’ by pointing to the corresponding word.
  12. Following the same process, the following sentence ‘The rat is in the pot.’ can be introduced.
  13. The teacher can explain the meaning of these two sentences in the regional language.
  14. The teacher can then place the sentence flashcards (printed or handwritten) right below the sentences just formed.
  15. Then the teacher can distribute the colouring worksheet. 

Instructions to the Teacher Note to the teacher:

  • Watch the 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: Sentence Flashcards – That is a rat, The rat is in the pot. – Coming soon

Flashcards: Sentence Flashcards – That is a rat, The rat is in the pot. (Enlarged) – Coming soon

Worksheet: Sentences colouring worksheet (Enlarged) – Coming soon

Worksheet: Sentences colouring worksheet – Coming soon

Video: Reading Simple Sentences – Coming soon

ISL Video: Reading Simple Sentences – 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: Forming Simple Sentences

Content – That is a rat. The rat is in the pot.

Procedure:

  • The teacher must watch the  video before doing this activity in the class. 
  • The teacher will make small groups with 4-5 students in each group.
  • The teacher will write these two sentences on the blackboard.
  • The teacher will give one set of the words (handwritten chits) required to form these two sentences to each group of students.
  • The teacher will explain to the students that they have to make these sentences by arranging the words given to them. 

Key skill/knowledge the child will acquire: Students will become familiar with forming and reading simple sentences.

Video: Forming Simple Sentences – 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 3: Reading Simple Sentences

Content – That is a rod. The rod is red.

Procedure:

  • Following the same procedure as the day 1, the teacher will introduce the next two sentences, That is a rod. The rod is red.
  • The teacher can explain the meaning of these two sentences in the regional language.
  • The teacher can then show the sentence flashcards (printed or handwritten) right below the sentences just formed by arranging the words.
  • Then the teacher can distribute the colouring worksheet. 

Key skill/knowledge the child will acquire: Students will become familiar with reading simple sentences.

Flashcard: Sentences Flashcards. That is a rod. The rod is red. – Coming soon

Flashcard: Sentences Flashcards. That is a rod. The rod is red. (Enlarged) – Coming soon

Worksheet: Sentences colouring worksheet – Coming soon

Worksheet: Sentences colouring worksheet (Enlarged) – 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 4: Forming Simple Sentences

Content – That is a rod. The rod is red.

Procedure:

  • The teacher must watch the LTM video before doing this activity in the class. 
  • The teacher will make small groups with 4-5 students in each group.
  • The teacher will write these two sentences on the blackboard.
  • The teacher will give one set of the words (handwritten chits) required to form these two sentences to each group of students.
  • The teacher will explain to the students that they have to make these sentences by arranging the words given to them. 

Key skill/knowledge the child will acquire: Students will become familiar with forming and reading simple sentences.

Video: Forming Simple Sentences – 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 5: Introduction of Sight Words

Content – play, come, go, at

Procedure:

  • The teacher must watch the LTM video and learn the process of introducing sight words.
  • The teacher must keep the required flash cards (play, come, go, at) ready.
    • One basket 
    • Napkin or handkerchief to cover the basket.
  • 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 learn some new 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, ‘play’.
  • The teacher will say “play” pointing to the word, and the students will repeat “play”. 
  • Following the same process, the three remaining words can be introduced.
  • The teacher must flash these sight words 3-4 times to make the students familiar with the words.
  • As a follow up activity, the teacher can play ‘Passing the parcel game’, to reinforce these four sight-words.
  • These sight words flashcards can be pinned on the bulletin board for a week.

Key skill/knowledge the child will acquire: Students will become familiar with a few sight words.

Flashcards: Sight Words Flashcards – play, come, go, at – Coming soon

Flashcards: Sight Words Flashcards – play, come, go, at (Enlarged) – Coming soon

Video: Introducing Sight words – 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.