My Pets (Part 2) & Alphabet Group ‘KQWXZ’ – Week 3

My Pets (Part 2) and Alphabet Group ‘KQWXZ’

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 given directions.

The topic/concept ‘My Pets’ will be done with a few more pets.

Language games, Experiential learning, ‘If I were a pet’, human value song, games, activities and identifying new sight words are planned for the week to make the learning enjoyable.

Listening and Speaking: My Pets (Part 2)

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.

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

Refer to the ‘TPR/Warm up exercise’ Adaptation and Strategies given in the Main page of ‘My Pets (part 2) and Alphabet group ‘KQWXZ’ if there are any neuro-diverse children in the class.

Day 1

Main Concept: Revision and Closing Session

The teacher can explain to students about ‘Pets’ one by one.
The teacher can close the session by reciting the rhyme learnt in the earlier class.
The teacher shows the flashcards of ‘My Pets’ as a revision of the topic.

Key knowledge the child will acquire: Children will identify and name the pet animals.

Refer to the ‘Pets’ flashcards given in Week 1 Day 5 of My Pets (part 2).

Day 2

Language Game – Pet picture bingo

Aim: The children will be able to recognize pictures of the animals and shall practice pet-related vocabulary.

Preparation:

The teacher should keep the materials ready to carry out the language game before the class starts.
Before starting the language game, the teacher revises the pet vocabulary done in previous classes.

Resources required:

Bingo cards:

The bingo cards need to be prepared by the teacher to conduct the game.
Each bingo card should have a 3X3 grid.
In each grid square pictures of different pets and the related items can be put.
Different pictures of the following can be out in each square.

Small index cards/Calling cards:

Small index cards/slips/ calling cards each consisting of a particular picture of a pet or related item need to be prepared.
The teacher calls out the pictures and for the children to match on their bingo cards.
(e.g.) index cards consist of pictures of rabbit/ carrot/ rabbit’s hopping feet/ grass/ big long ears, corresponding to the rabbit.
Similarly, pictures of fish/ water tank/ water/ bubbles/ pond, corresponding to the fish.
Similarly, pictures of parrot/ bird cage/ carrots/ green leaves/ wings/ feathers, corresponding to the parrot.:

Small paper circles/ patches to cover the pictures:

Small paper patches need to be provided to the children to cover the picture on the bingo card provided to them.

Procedure:

Each child is given a Bingo card with a different arrangement of the pictures.
The teacher has various index cards consisting of the pictures.
The teacher picks up one index card and calls out the name of the pet/ related item drawn on it.
Along with calling out the name, the teacher shows the picture in class to all the children for visual recognition.
If any of the children happens to have the same picture on their bingo cards, they shall cover that picture with paper patch.
Along with uttering the name, the teacher will give the description of the pet. (e.g.)For the parrot the teacher says, “This pet flaps its wings, this pet talks loudly, this pet lives in a cage.” In the same manner the teacher keeps on picking index cards one by one and calling out the names of the pets and related items on the card and also describes the acts associated with that particular pet.
The children keep on marking the corresponding matching picture on their Bingo cards, if they happen to find any.
When the child covers the picture, the teacher must encourage him/her to speak out the name of the pet and the related items.
The child who competes the row first either horizontally (in sleeping line), vertically (in standing line) or diagonally (in slanting line) shall be the winner.
After completing one row, the child starts marking for the other two lines and finally completes the bingo card.
The child who finishes all the squares in the bingo card will be declared as the first winner. The rest of the children will continue to play the game.

Note to the teacher:

Bingo cards should be given to each child.
The teacher can add as many clues after picking up the index card. That shall enhance the pet vocabulary of children.
The teacher should encourage the children to repeat the word/ name spoken by the teacher to reinforce the vocabulary.
Clear, colourful and bright pictures can be used for easy recognition by the children.

Key knowledge the child will acquire: Children learn to recognize pictures of the animals and practice pet-related vocabulary.

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: Bingo game – Coming soon

ISL Video: Bingo game – Coming soon

Refer to the ‘Activity’ Adaptation and Strategies given in the Main page of ‘My Pets (part 2) and Alphabet group ‘KQWXZ’ if there are any neuro-diverse children in the class.

Day 3 and 4

Experiential Learning

Game: ‘If I were a Pet’

Objective: The children will learn about each pet’s unique traits /habits and needs. They take turns to imitate each pet in their eating, living and behaviour habits.

Material needed:
As such no material is required. However, the stuffed toys of the pets under study can be kept.

Game Setup: The students can form teams in pairs, i.e.2 students in one team.

During:

The teacher calls each team one by one to the front. (e.g.) The first team (2 children) comes to the front and the teacher asks, “How would you move if you were a fish?”
One of the children in the team chosen starts imitating the movement of a fish and says, “I would swim if I were a fish.”
The participant should try to speak out in a full sentence “I would swim………”
Now, the second participant from the same team also answers in the same manner.
The teacher asks the same team, “Where would you like to swim, if you were a fish?”
The child answers, “I would like to swim in water/ water tank/ pond/ river, if I were a fish.”
The answers can vary and should be accepted by the teacher.
In case of a wrong answer, the teacher can correct the child and make him/her repeat the right answer.
As done previously the question passes to the second participant of the same team.
The teacher asks the next question, “What would you like to eat if you were a fish?”
The child answers, “I would like to eat green leaves/ plants/smaller fish/worms, if I were a fish.”
After making the child repeat the same answer once or twice, the teacher passes on the question to the second child.
The third and last question the teacher asks this team is, “What sound would you make if you were a fish?”
The child answers, “I would make a bubbling sound in water, if I were a fish.”
The teacher can explain that either the fish makes bubbles in water and hence the sound or it remains quiet.
After repetition, the question passes on to the next child.
After this, the teacher calls upon another team and proceeds forward with the same questions for rabbit and parrot.
The questions for rabbit would be:
- “How would you move if you were a rabbit?”
- “What would you like to eat if you were a rabbit?”
- “What sound would you make if you were a rabbit?”

The possible answers are:

“I would like to hop, if I were a rabbit.”
“I would like to eat grass/ carrots/ leaves, if I were a rabbit.”
“I would thump/ squeak, if I were a rabbit.”

The questions for parrot would be:

“How would you move if you were a parrot?”
“What would you like to eat if you were a parrot?”
“What sound would you make if you were a parrot?”

The possible answers would be:

“I would flap my wings to fly, if I were a parrot.”
“I would like to eat green leaves/ carrots/ chillies, if I were a parrot.”
“I would chirp/ talk, if I were a parrot.

Note to the teacher:

Before starting the game, the teacher can revise the concepts of pets done in the previous days.
The children till now should be acquainted with the sounds/ habits of the pets under study.
Each and every child must be included and involved.
The teacher can use toys and imitate the pets, to revise the movements/ habits of the pets.

Materials required: soft toys

This poster is to be viewed by the teachers before the activity to understand how to conduct the same during the class.

Poster: If I were a pet – Coming soon

Refer to the ‘Activity’ Adaptation and Strategies given in the Main page of ‘My Pets (part 2) and Alphabet group ‘KQWXZ’ if there are any neuro-diverse children in the class.

Day 5

Human value song:

Introduction:
The teacher begins the class by showing the poster of the song ‘Pets are my wonderful friends’.
The teacher begins the class by saying, “Today we will sing a song.” ‘Pets are my wonderful friends’.

Content:

Pets are my wonderful friends

I have pets, my wonderful friends,
Our love for each other never ends.

I care for them, the whole day,
I feed and love them, together we play.

My parrot is talkative, lovely and lively.
He calls out my name, loudly and rightly.

My rabbit is so gentle, soft and shy,
With strong back legs it jumps up high.

My fish is fast, colourful and quiet,
To watch her swim is a peaceful sight.

My pets teach me to Love all the creatures,
I love my pets, they’re the best teachers.

Key knowledge the child will acquire: Children learn how to feel and express compassion and empathy towards animals.

Poster: Pets are my wonderful friends – Coming soon

Audio: Pets are my wonderful friends – Coming soon

ISL Video: Pets are my wonderful friends – Coming soon

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Pets (part 2) and Alphabet group ‘KQWXZ’ if there are any neuro-diverse children in the class.

Reading and Writing

Day 1: Introducing sight words

Content – up, fly, sky, high

Procedure:

The teacher must keep the required materials ready.
- Sight Word flashcards – up, fly, sky, high
- 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 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, ‘up’.
The teacher will say ‘up’ pointing to the word, and the students will repeat ‘up’. The teacher can repeat this process two more times.
Following the same process, the three remaining words ‘fly’, ‘sky’, ‘high’’, can be introduced.

Note to the teacher:

Watch the LTM video prior to the session to learn how to introduce sight words.
Keep the required materials ready.
Covering the basket will add an element of ‘surprise’ and the students will participate with more interest.
As a follow up activity, the teacher can play ‘find the house game’, using these four sight-words.

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

Flashcards: Sight words – Coming soon

Flashcards: Sight words (Enlarged) – Coming soon

Refer to the below video link as shown in Week 4 Day 5 in the Alphabet group ‘CATPIN’ for the procedure of ‘Introducing Sight words’.

Video: Introducing sight words – Coming soon

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Pets (part 2) and Alphabet group ‘KQWXZ’ if there are any neuro-diverse children in the class.

Day 2: Find the house game

Procedure:

The teacher must keep all the required materials ready. (Coloured chalks, letter flashcards, worksheets)
The teacher will draw six squares or circles on the floor.
Then, the teacher will write (with chalk) one letter pair (K,k, Q,q, W,w, X,x, Z,z) in each of the squares/circles, which will be introduced as houses.
The teacher will call 5-6 students to play the game first. These students will have to stand in an assigned place until the game begins. Other students will wait for their turn while watching their friends play.
When the teacher calls out a letter, showing the corresponding flashcard, these children have to move about the room trying to locate that letter.
Then, the teacher will call out another letter, and all the children have to move to that letter.
Then, the teacher will invite the next group of 5-6 students to play the game. This process can continue until all the students get the opportunity to play the game. The letters can be repeated multiple times to reinforce.
Then, the teacher will distribute the worksheet (Match the letter pair level 1) and help the students to complete the work as shown.

Note to the teacher:

Watch the LTM video prior to the session and learn how to conduct the game.
Keep the required materials ready .1 Sand Tray, Alphabet flashcard, Worksheets and crayons.
Once the students become familiar with the letter, the teacher may try playing the game only by calling out the letters (without showing the flashcard for visual cue).
Playing this game with 5-6 children at a time will help the teacher observe which children are struggling to identify the letters.

Key skill/knowledge the child will acquire: Students will revise the letters (Kk, Qq, Ww, Xx, Zz).

Worksheet: Match the letter pair level 1 – Coming soon

Worksheet: Match the letter pair level 1 (Enlarged) – Coming soon

Refer to the below video link as shown in Week 3 Day 3 in the Alphabet group ‘CATPIN’ for the procedure of ‘Find the house’ game.

Video: Find the house game – Coming soon

ISL Video: Find the house game – Coming soon

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Pets (part 2) and Alphabet group ‘KQWXZ’ if there are any neuro-diverse children in the class.

Day 3: Guess the letter game

Procedure:

The teacher must keep all the required materials ready (flashcards, worksheets and crayons).
Then, the teacher will write the letters (K,k, Q,q, W,w, X,x, Z,z) neatly on the blackboard.
The teacher can do a quick revision of the letters (K,k, Q,q, W,w, X,x, Z,z)
When the game starts, one student will be invited to come forward and stand next to the teacher.
This student will have to stand facing the blackboard and turning his back to the rest of the class.
The teacher will write one letter (any one of ‘KQWXZ ‘or ‘kqwxz’) on this student’s back, making a big arm movement.
The student will be asked to guess the letter. (the alphabets written on the blackboard may provide visual cue to the student)
If the student guesses the letter correctly, then another student will be called to the front.
If the student is not able to guess the letter.The teacher will write the same letter on the student’s back once again, but this time the teacher will tell the letter name/sound. The student will repeat.
The teacher will ensure that all the students get a chance to come forward to guess the letter.
The teacher will distribute the worksheet (Match the letter pair – level 2) to the students. The students can complete the worksheet as shown.
Match the letter pair – Level 3 worksheet can be given as homework.

Note to the teacher:

Watch the LTM video prior to the session and learn how to conduct the game.
Keep the required materials ready.
When writing the letter on students’ backs, the teacher must make firm and clear finger movements with adequate pressure to help the students guess the letter form.
When any student is not able to guess the letter, give one more chance and help the student guess the letter correctly.

Key skill/knowledge the child will acquire: Students will revise the letters (Kk, Qq, Ww, Xx, Zz).

Worksheet: Match the letter pair level 2 – Coming soon

Worksheet: Match the letter pair level 2 (Enlarged) – Coming soon

Refer to the below video link as shown in Week 3 Day 4 in the My Body (part 1) and Alphabet group ‘CATPIN’ for the procedure of the ‘Guess the letter’ game.

Video: Guess the letter game – Coming soon

ISL Video: Guess the letter game – Coming soon

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Pets (part 2) and Alphabet group ‘KQWXZ’ if there are any neuro-diverse children in the class.

Day 4: Introducing Sight Words

Content – see, down, help, near

Procedure:

The teacher must keep the required materials ready.
- Sight Word flashcards – see, down, help, near
- 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 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, ‘see’.
The teacher will say ‘see’ pointing to the word, and the students will repeat ‘see’. The teacher can repeat this process two more times.
Following the same process, the three remaining words ‘down, help, and near ’, can be introduced.

Note to the teacher:

Watch the LTM video prior to the session to learn how to introduce sight words.
Keep the required materials ready.
Covering the basket will add an element of ‘surprise’ and the students will participate with more interest.
As a follow up activity, the teacher can play ‘find the house game’, using these four sight-words.

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

Flashcards: Sight words – Coming soon

Flashcards: Sight words (Enlarged) – Coming soon

Refer to the below video link as shown in Week 4 Day 5 in the Alphabet group ‘CATPIN’ for the procedure of ‘Introducing Sight words’.

Video: Introducing sight words – Coming soon

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Pets (part 2) and Alphabet group ‘KQWXZ’ if there are any neuro-diverse children in the class.

Day 5: Sight Words – Passing the Parcel Game

Content – up, fly, sky, high, see, down, help, near

Preparation of activity: The teacher must take 8 medium-sized boxes and stick one sight-word on each of the boxes.

Materials required:

8 medium-sized boxes
Paper cards with sight-words written clearly, in bold letters.
Glue or cello-tape to fix the sight words on the boxes.

Procedure: (Please watch the TLM video)

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 (up, fly, sky, high, see, down, help, near) are passed around, and the sight-words are read aloud by all the students.

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.

Suggested variations:

The teacher may also pass 2, 3 or 4 boxes gradually in succession to challenge the students.
Once the students are familiar with the sight words, the teacher may choose not to read the word aloud but encourage the children to read aloud.
Visually challenged may be given corrugated/textured sight words to read.
The teacher may inform the peer buddies about their role in helping.
The teacher will have the demonstration video with ISL ready.

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

Refer to the below video link as shown in Week 3 Day 5 in the My Body (part 2) and Alphabet group ‘SODER’ for the procedure of ‘Introducing sight words’.

Video: Passing the parcel – Coming soon

ISL Video: Passing the parcel – Coming soon

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Pets (part 2) and Alphabet group ‘KQWXZ’ if there are any neuro-diverse children in the class.

Teacher Resource Document

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