My Pets (Part 1) & Alphabet Group ‘JFLYV’ – Week 4

My Pets (Part 1) and Alphabet Group ‘JFLYV’

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 Pets’ will be done to help them in identification of different pet animals, develop love and care towards these animals through activities like questions and answers, storytelling, activities and games.

Listening and Speaking: My Pets (Part 1)

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 cat.” and continue with the rest of the commands.

Action Time (Commands):
1. Stand up
2. Lift your right leg
3. Bring it down
4. Lift your left leg
5. Bring it down
6. Sit on the chair

Refer to the given LTM Video Warm-Up Exercise given in Week 1 Day 1 of ‘My Pets (part 1) and Alphabet group ‘JFLYV’, to conduct the above activity.

Refer to the ‘TPR/Warm up exercise’ Adaptation and Strategies given in the Main page of ‘My Pets (part 1) and Alphabet group ‘JFLYV’ 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:

The teacher shows the animated book of the story.
The teacher tells the story in his/her own voice with the use of posters.
The teacher can tell the story with pauses which can be filled with proper words by the children.
The teacher can ask simple questions to check if the children have understood the story.
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: ‘Macy the pet cat’
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: Macy the Pet Cat

Tina had a pet cat. Macy, the cat, was lazy. She slept in the box all day.
The lazy cat loved to eat cheese and drink milk. “What is there to eat?” thought Macy.
She looked here and there. No one was there. She took a piece of cheese and ate it all. She saw a vessel full of milk. She drank it all. Ya …. wn…. Then, lazy Macy wanted to sleep.
She jumped but she could not get into the box. Her tummy was full of the yummy cheese and milk.
Alas! The box was too small for Macy with her big, fat tummy.

Session 1: The teacher can read the story, line by line in English. 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: Macy the pet cat – 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 ‘Macy the pet cat’- Coming soon

ISL Video: Animated Storybook ‘Macy the pet cat’- Coming soon

Audio: Storybook ‘Macy the pet cat’- Coming soon

Poster: Story ‘Macy the pet cat’ – Coming soon

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Pets (part 1) and Alphabet group ‘JFLYV’ 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. Children listen, comprehend and understand the story.

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

Day 4

Procedure:

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

Fill in the blanks:

Who has the pet cat?
Ans: Tina
What is the name of the cat?
Ans: Macy
What does she do all day?
Ans: She sleeps all day.
Where does she sleep?
Ans: She sleeps in the box.
What does she like to do?
Ans: She loves to eat.
Why could the cat not get into the box?
Ans: The box was too small for her big fat tummy.

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’ Adaptation and Strategies given in the Main page of ‘My Pets (part 1) and Alphabet group ‘JFLYV’ 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:

The poster of the story is displayed in the classroom.
The students are divided into five groups.
Each group sits around a table.
The teacher gives one set of picture cards of the story to each group.
The students are encouraged to arrange the picture card in the proper sequence.
After arranging the picture cards in the proper sequence, the students of each group take turns to narrate the story in the proper sequence.
The teacher ensures that all the students participate.
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’ Adaptation and Strategies given in the Main page of ‘My Pets (part 1) and Alphabet group ‘JFLYV’ if there are any neuro-diverse children in the class.

Reading and Writing

Day 1: Introducing word family ‘am’ ( jam / ram / dam / mam )

Content: Introducing word family ‘am’ – (jam/ram/dam/mam)

The teacher must keep all the required materials ready
- Word family – Word flashcards
- Letter flashcards
- Two baskets
The teacher may inform the students that they are going to read some words.
The teacher will show the word flashcard of ‘jam’.
Then, one student will hold the ‘jam’ word flashcard in front of the class.
The teacher will show the word-family flashcard ‘am’, saying ‘am’. The students will repeat.
One more student will hold the ‘am’ flashcard in front of the class.
Next, the teacher will show the letter flashcard ‘j’, then call one more student in front to hold the flashcard.
Then, the teacher will bring the students holding the ‘j’ flashcards and ‘am’ flashcards close together, forming the word ‘jam’.
The teacher will read j _ am, ‘jam’, emphasising the sound clearly.
Now, the same procedure can be repeated to form and read the rest of the word’s ‘ram’, ‘dam’, ‘mam’.
The student holding the ‘am’ flashcard will continue standing in front of the classroom.
The student holding the ‘j’ flashcard will return to his/her place, and the teacher will call another student to hold the letter flashcard (r, d, m) to form other words (ram, dam, mam).
The teacher may explain the meaning of these words in native language.
The teacher can repeat this procedure many times because all the children will be eagerly waiting for their turn to come forward to hold the flashcards. Also, repetition will help reinforce reading.

Note to the teacher:

Watch the LTM video prior to the session to learn how to conduct the session.
Keep the required materials ready.
Picture flashcards are not available for all the words; therefore, we use word flashcards only to introduce the word families.
Introduce the word family first, then the initial letter.
Keep the child holding the ‘word family flashcard’ constant and change only the ones holding the initial letters, this will help children visually see the word family as constant.

Key skill/knowledge the child will acquire: Students will be introduced to a few word families, and reading of simple three letter words.

Flashcards: Word family – Coming soon

Flashcards: Word family (Enlarged) – Coming soon

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.

Video: I can read word family – Coming soon

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Pets (part 1) and Alphabet group ‘JFLYV’ if there are any neuro-diverse children in the class.

Day 2: Introducing word family (bun, sun, fun, run)

The teacher must keep all the required materials ready
- Word family – Word flashcards
- Letter flashcards
- Two baskets
The teacher may inform the students that they are going to read some words.
The teacher will show the picture flashcard of ‘bun’.
Then, one student will hold the ‘bun’ word flashcard in front of the class.
The teacher will show the word-family flashcard ‘un’, saying ‘un’. The students will repeat.
One more student will hold the ‘un’ flashcard in front of the class.
Next, the teacher will show the letter flashcard ‘b’, then call one more student in front to hold the flashcard.
Then, the teacher will bring the students holding the ‘b’ flashcards and ‘un’ flashcards close together, forming the word ‘bun’.
The teacher will read b _ un, ‘bun’, emphasising the sound clearly.
Now, the same procedure can be repeated to form and read the rest of the words- ‘sun’, ‘fun’, ‘run’.
The student holding the ‘un’ flashcard will continue standing in front of the classroom.
The student holding the ‘b’ flashcard will return to his/her place, and the teacher will call another student to hold the letter flashcard (s, f, r) to form other words (sun, fun, run).
The teacher may explain the meaning of the words sun, fun, run in native language.
The teacher can repeat this procedure many times because all the children will be eagerly waiting for their turn to come forward to hold the flashcards. Also, repetition will help reinforce reading.

Note to the teacher:

Watch the LTM video prior to the session to learn how to conduct the session.
Keep the required materials ready.
Picture flashcards are not available for all the words; therefore, we use word flashcards only to introduce the word families.
Introduce the word family first, then the initial letter.
Keep the child holding the ‘word family flashcard’ constant and change only the ones holding the initial letters, this will help children visually see the word family as constant.

Key skill/knowledge the child will acquire: Students will be introduced to a few word families, and reading of simple three letter words.

Flashcards: Word family – Coming soon

Flashcards: Word family (Enlarged) – Coming soon

Refer to the above video ‘I can read word family’ as given in Week 4, Day 1 of Alphabet group ‘JFLYV’

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Pets (part 1) and Alphabet group ‘JFLYV’ if there are any neuro-diverse children in the class.

Day 3: Introducing word family (boy, toy, joy)

The teacher must keep all the required materials ready
- Word family – Word flashcards
- Letter flashcards
- Two baskets
The teacher may inform the students that they are going to read some words.
The teacher will show the word flashcard of ‘boy’.
Then, one student will hold the ‘boy’ picture flashcard in front of the class.
The teacher will show the word-family flashcard ‘oy’, saying ‘oy’. The students will repeat.
One more student will hold the ‘oy’ flashcard in front of the class.
Next, the teacher will show the letter flashcard ‘b’, then call one more student in front to hold the flashcard.
Then, the teacher will bring the students holding the ‘b’ flashcards and ‘oy’ flashcards close together, forming the word ‘boy’.
The teacher will read b _ oy, ‘boy’, emphasising the sound clearly.
Now, the same procedure can be repeated to form and read the words ‘toy’ and ‘joy’.
The student holding the ‘oy’ flashcard will continue standing in front of the classroom.
The student holding the ‘b’ flashcard will return to his/her place, and the teacher will call another student to hold the letter flashcard (t and j) to form other words (toy and joy)’.
The teacher may explain the meaning of the words toy and joy in native language.
The teacher can repeat this procedure many times because all the children will be eagerly waiting for their turn to come forward to hold the flashcards. Also, repetition will help reinforce reading.

Note to the teacher:

Watch the LTM video prior to the session to learn how to conduct the session.
Keep the required materials ready.
Picture flashcards are not available for all the words; therefore, we use word flashcards only to introduce the word families.
Introduce the word family first, then the initial letter.
Keep the child holding the ‘word family flashcard’ constant and change only the ones holding the initial letters, this will help children visually see the word family as constant.

Key skill/knowledge the child will acquire: Students will be introduced to a few word families, and reading of simple three letter words.

Flashcards: Word family – Coming soon

Flashcards: Word family (Enlarged) – Coming soon

Refer to the above video ‘I can read word family’ as given in Week 4, Day 1 of Alphabet group ‘JFLYV’

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Pets (part 1) and Alphabet group ‘JFLYV’ if there are any neuro-diverse children in the class.

Day 4: Introducing word family (bit, sit, hit, pit, fit, lit)

The teacher must keep all the required materials ready
- Word family – word flashcards
- Letter flashcards
- Two baskets
The teacher may inform the students that they are going to read some words.
The teacher will show the word flashcard of ‘bit’.
Then, one student will hold the ‘bit’ word flashcard in front of the class.
The teacher will show the word-family flashcard ‘it’, saying ‘it’. The students will repeat.
One more student will hold the ‘it’ flashcard in front of the class.
Next, the teacher will show the letter flashcard ‘b’, then call one more student in front to hold the flashcard.
Then, the teacher will bring the students holding the ‘b’ flashcards and ‘it’ flashcards close together, forming the word ‘bit’.
The teacher will read b _ it, ‘bit’, emphasising the sound clearly.
Now, the same procedure can be repeated to form and read the remaining words (sit, hit, pit, fit, lit).
The student holding the ‘it’ flashcard will continue standing in front of the classroom.
The student holding the ‘b’ flashcard will return to his/her place, and the teacher will call another student to hold the letter flashcard (s, h, p, f, l) to form the words (sit, hit, pit, fit and lit).
The teacher may explain the meaning of these words in native language.
The teacher can repeat this procedure many times because all the children will be eagerly waiting for their turn to come forward to hold the flashcards. Also, repetition will help reinforce reading.

Note to the teacher:

Watch the LTM video prior to the session to learn how to conduct the session.
Keep the required materials ready.
Picture flashcards are not available for all the words, therefore we use word flashcards only to introduce the word families.
Introduce the word family first, then the initial letter.
Keep the child holding the ‘word family flashcard’ constant and change only the ones holding the initial letters, this will help children visually see the word family as constant.

Key skill/knowledge the child will acquire: Students will be introduced to a few word families, and reading of simple three letter words.

Flashcards: Word family – Coming soon

Flashcards: Word family (Enlarged) – Coming soon

Refer to the above video ‘I can read word family’ as given in Week 4, Day 1 of Alphabet group ‘JFLYV’

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Pets (part 1) and Alphabet group ‘JFLYV’ if there are any neuro-diverse children in the class.

Day 5: Revision – Fish the Words Game

Content – (jam/ram/dam/mam), (bun/sun/fun/run), (boy/toy/joy) and (bit/sit/hit/pit/fit/lit)

Procedure:

It is important to keep all the required materials ready for a smooth running of the session.
- A set of word flashcards: (jam/ram/dam/mam), (bun/sun/fun/run), (boy/toy/joy) and (bit/sit/hit/pit/fit/lit)
  4 sets of letters (multiple copies of j, d, m, b, s, f, r, b, t, j, s, h, p, l, am, un, oy, it) with metal pins attached to each one). It can be handwritten.
- 4 fishing rod made of magnets for catching these cards (one for each group)
- 4 mats
- 4 writing pads (one for each group)
The teacher must watch the LTM video and learn how to conduct this activity
The teacher will neatly arrange the writing pad and the ‘letter cards’ j, d, m, b, s, f, r, b, t, j, s, h, p, l, am, un, oy, it in (with metal clips) in front of her on a mat. (She can call this mat ‘A Pond with Letter Fishes’.)
The teacher will revise all the word families by showing the word flashcards.
Then, the teacher will demonstrate the process of forming the words.
Using the magnetic fishing rod, the teacher will first pick the ‘word family’ card ‘am’ and place it on the writing pad.
Next, the teacher will pick the letter ‘j’ and place it on the writing pad forming the word ‘jam’. The teacher will read it as “j_am, “jam”.
Next, the teacher will show the picture flashcard of the word ‘dam’ and repeat the same process.
Then, the teacher will give one mat, one set of letters (j, d, m, b, s, f, r, b, t, j, s, h, p, l, am, un, oy, it) a fishing rod and a writing pad to each group of students.
The teacher will give either one set of word flashcards: (jam/ram, /dam/mam), (bun/sun/fun/run), (boy/toy/joy) and (bit/sit/hit/pit/fit/lit) each group of students, and ask the children to play the game as demonstrated.
All students will take turns to the words given to them by following the procedure demonstrated by the teacher.

Note to the teacher:

Watch the LTM video prior to the session to learn how to conduct the session.
Keep the required materials ready.
Introduce the word family first, then the initial letter.
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 become familiar with word families, and reading of simple three letter words.

Flashcards: Word family – Coming soon

Flashcards: Word family (Enlarged) – Coming soon

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

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Pets (part 1) and Alphabet group ‘JFLYV’ 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.