Note: Listening and Speaking section will be in Black colour and Reading and Writing section will be in Maroon colour.

The class begins with physical exercises and responding to directions given.

Storytelling, comprehension of the story, conversation and simple questions and answers, reading and comprehension of a passage and filling in blanks with appropriate words from the passage and colouring activities are planned for this week.

Listening and Speaking

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’ Adaptations and Strategies given in the Main page of ‘Birds’ if there are any neuro-diverse children in the class.

Day 1

Story

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: 

• Before starting the story, the teacher may arrange the children in such a way that she/he may be able to maintain eye contact with all of them. 
• Once the children are settled, they listen to the story ‘Birds have jackets’ being narrated by the teacher.
• The teacher can tell this story in the regional language. While narrating the story in the regional language, the teacher can add English words- particularly names of the birds. 
• As the story proceeds, the teacher can encourage the children to give the names of the animals in English. 

Story: Birds have jackets

It was a cold and windy day. Nini looked out of the window. She saw the pigeons drinking water from the small pond near the garden.
Nini asked her mother, “May I go out to play, mother?” Mother said, “No, Nini. It’s too cold today. You will fall sick if you go out.”
“Please mother, let me go,” pleaded Nini. Mother said, “Ok, but you have to wear a jacket.”
Mother made Nini wear a jacket.
Nini cried, “Mother, I don’t want to wear the jacket.” But her mother said strictly, “If you wish to play outside, you will have to wear the jacket.” She made Nini wear the jacket.
Nini wore the jacket and went outside with her mother.
Nini saw the pigeons drinking water near the little pond. “Where are their jackets, mother? Don’t they feel cold?” And the mother said, “Their feathers are their jackets!”
Nini touched her jacket and said “What fun it would be if I were a bird! Then, I do not have to wear a jacket.”
Mother smiled and took Nini back inside and closed the door as it was cold and windy.

Storybook: Birds have jackets – Coming soon

Audio: Birds have jackets – Coming soon

Click and watch the animated storybook. This animated storybook is to be shown to children during the class. For the children with low vision the Audio Book can be played. ISL video has been included for the children with hearing impairment.

Video: Birds have jackets – Coming soon

ISL Video: Birds have jackets – Coming soon

The teacher shows the animated book of the story and makes the children familiar with the characters and sequences in the story.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Birds’ 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. Children listen, comprehend and understand the sequence of events in the story.

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

Day 4

Echo questions: 

1. Birds feed on grains. Birds feed on _____________.
   Answer: grains.
2. Mother asked Nini to wear a jacket. Who asked Nini to wear a jacket?
   Answer: Mother.
3. Birds’ feathers are their jackets. Birds ______________ are their jackets.
   Answer: feathers.
4. Birds go to their nest at dusk. Where do birds go at dusk?
   Answer: Nest.

Simple questions: (accept one-word answers)

1. What is this? – Pointing to the picture of Peacock.
2. Which bird is this? – Shows the picture of a pigeon.
3. Can you identify this bird? – Pointing to the picture of a crow.
4. Name any three birds seen near your house.
   Answer: Crow, sparrow, pigeon.

The teacher can continue to ask simple questions in a similar manner.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Birds’ if there are any neuro-diverse children in the class.

Day 5

Follow up Activity:

• The teachers can have story cards printed and build the story.
• The teacher keeps the pictures of the story in a basket. He/ she asks the children to pick up any one picture card and talk about characteristics of the bird in the picture card.
• The teacher can divide the class into groups and ask them to do a role play of this same story.
• The teacher can make the children prepare a story map, by listing out the different characters, problems faced by them and solutions reached and finally getting to understand the moral of the story.

Key knowledge the child will acquire: Children are able to narrate and learn the importance of birds through a story.

Story cards: Birds have jackets – Coming soon

Refer to the ‘LSRW’ and ‘Activity’ Adaptations and Strategies given in the Main page of ‘Birds’ if there are any neuro-diverse children in the class.

Reading and Writing

Day 1

Comprehension Passage – Introduce the keywords (cold, windy, mother, day, play)

• The teacher writes the comprehension passage on the blackboard or shows from the poster.
• The teacher reads the comprehension passage pointing to each word. Students will repeat.
• The teacher will show the keyword flashcards one by one and introduce the words.
• The teacher writes/underlines the keywords (cold, windy, mother, day, play) on the black board and explains their meaning in the regional language. 
• Then, the teacher can ask the students to draw something they like from the story. 
• Give students enough time to engage deeply with their imaginative artistic work. The teacher can walk around the classroom and if some students require help, the teacher can assist. 
• Those students who can copy-write the story title ‘Birds have jackets’ can write it on their drawing paper. Those students who cannot write the title yet, teachers can assist/write the title for these students.

Key knowledge the child will acquire: Students will become familiar with new vocabulary, their meaning, and their use in the comprehension passage.

Poster: Comprehension Passage – Birds have jackets – Coming soon

Flashcards: Keywords – Coming soon

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Birds’ if there are any neuro-diverse children in the class.

Day 2

Comprehension Passage – Find the keywords (cold, windy, mother, day, play)

Procedure:

• The teacher will write the comprehension passage on the board and read it aloud. (or read from the poster)
• The teacher will show the keyword flashcards from the previous day and revise the words.
• The teacher will underline the keywords.
• The teacher will keep a basket of chits with these words written on it. (cold, windy, mother, day, play)
• The teacher will call any one student to come forward, pick up a chit, read the word, and then point at that word on the blackboard.
• This process can be repeated until all the students get a chance to pick a word from the basket.
• The teacher may assist the students to read the word as and when required.

Key knowledge the child will acquire: Students will become familiar with new vocabulary, their meaning, and their use in the comprehension passage.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Birds’ if there are any neuro-diverse children in the class.

Day 3

Comprehension Passage – Introduce the keywords (must, wear, jacket, feathers, warm)

• The teacher will write the comprehension passage on the board and read it aloud. (or read from the poster)
• The teacher will introduce the new set of keywords using the keyword flashcards.
• The teacher will underline the new keywords on the blackboard, by explaining their meaning in the regional language.
• The teacher will keep a basket of chits with these words written on it. (must, wear, jacket, feathers, warm)
• Then, following the same process as the previous day, the teacher will call any one student to come forward, pick up a chit, read the word, and then point at that word on the blackboard.
• This process can be repeated until all the students get a chance to pick a word from the basket.
• The teacher may assist the students to read the word as and when required.

Key knowledge the child will acquire: Students will become familiar with new vocabulary, their meaning, and their use in the comprehension passage.

Refer to the ‘Keywords’ flashcards given in Week 4 Day 1.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Birds’ if there are any neuro-diverse children in the class.

Day 4 and 5

Dictation – Underline the keywords – (cold, windy, mother, day, play, must, wear, jacket, feathers, warm) 

• The teacher will write the comprehension passage on the board and read it aloud or read from the poster.
• The teacher will revise the keywords once again using the flashcards.
• The teacher will explain the process that when he/she calls out a word, the students must identify the word on their worksheet and underline it. 
• The teacher demonstrates the process once and distributes this worksheet.
• The teacher calls out the key words (cold, windy, mother, day, play, wear, jacket, feathers, warm) one by one, and the students will underline the word on their own worksheet.
• The teacher may choose how many words she wants to give for dictation.
• The teacher can move around the class to see if some students need help in finding/underlining the right word.
• The students will then colour the worksheet. 

Key knowledge the child will acquire: Students will be able to identify new vocabulary in the comprehension passage.

Worksheet: Dictation – underline the keywords – Coming soon

Worksheet: Dictation – underline the keywords (Enlarged) – Coming soon

Refer to the videos ‘Comprehension passage – Dictation – underline the keywords’ given in the topic ‘Vegetables’ Week 1 Day 5.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Birds’ if there are any neuro-diverse children in the class.

Teacher Resource Document – Coming soon

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.