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, comprehension of a passage and filling in blanks with appropriate words from the passage 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 ‘Food we Eat’ 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.

Story: Poha for breakfast

Rhea was making breakfast. Jiya asked her elder sister, “Didi, what are you doing?” Rhea said, “I am chopping vegetables to make Poha.”
Jiya sat by her sister and just then her brother Ricky came and started chopping onions, potatoes, beans and carrots. Jiya watched him. Mother entered the kitchen and smiled at this group and gave Jiya some grapes. Jiya loved fruits.
She asked, “Mama, from where do we get vegetables and poha?” Mother replied, “Jiya, vegetables grow on plants.” Father joined and said “Poha is made from rice. We eat many cereals like rice, wheat and ragi too. For lunch, I shall make some chana and poori for you.
Children looked at their father and shouted together, “Yes, Papa!”
Father calmly said ,“Yes, why not?” I know how to cook and love to help your mother in the kitchen.”
Jiya’s mother continued, “You know Jiya, poori is made of wheat flour. Chana is a pulse.”
“Sounds interesting, mother. Are there any other pulses?”
“Yes, rajma and dal are also pulses.”
Jiya enjoyed eating the poha with her family and said happily, “Poha is delicious!”

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 ‘Poha for Breakfast’ 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. 
• As the story proceeds, the teacher can encourage the children to give the names of different food items.
• 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 a question.

Post story telling activity:

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 his/her hand and I will ask you turn by turn.”

Key knowledge the child will acquire: Children will learn about different food items prepared at home and also about how they can work together to be happy.

Storybook: Poha for breakfast – Coming soon

Audio: Poha for breakfast – Coming soon

Click and watch the animated storybook. This animated storybook is to be shown to the 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: Poha for breakfast – Coming soon

ISL Video: Poha for breakfast – Coming soon

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

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

Day 2

Procedure:

The teacher narrates the story with the use of posters in his/her own voice in English.
Then, he/she translates it to a regional language, to catch the attention and interest of the children. The teacher can narrate the story with proper voice modulation.
The teacher may use the animated storybook and audio storybook as aids.

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 importance of eating healthy food. Children listen with comprehension when the story is told.

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

Day 4

Fill in the blanks with words from the story: (The children will answer orally)

1. _____________ was making breakfast.
   Answer: Rhea.
2. Ricky was chopping onions, ______________beans and ___________.
   Answer: potatoes, carrots.
3. _______________ grow on plants.
   Answer: Vegetables.
4. Poha is made from __________.
   Answer: rice.
5. ____________ is made from wheat.
   Answer: Poori.

Simple questions: 

1. Who was making breakfast?
   Answer: Rhea.
2. How did Ricky help Rhea?
   Answer: He chopped the vegetables.
3. What vegetables did Ricky chop/cut?
   Answer: Onions, potatoes, carrots and beans.
4. What are rice, wheat and ragi called?
   Answer: Cereals.
5. What was dad going to prepare for lunch?
   Answer: Poori and chana.
6. Name some pulses.
   Answer: Rajma, chana and daal.

Day 5

• The teacher can have story cards and build the story.
• The teacher keeps the picture cards of the story in a basket and asks the children to pick up any picture card and talk about each 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 or do a role play of the story and discuss the sequence and role played by the different characters.

Story cards: Poha for breakfast – Coming soon

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

Reading and Writing

Comprehension Passage – Poha for breakfast

Rhea and Ricky are working in the kitchen.
Rhea is cooking poha for breakfast.
Ricky is chopping vegetables. 
Jiya is eating grapes and watching.
Father is cooking poori and channa for lunch.
Mother is smiling. She is happy.

Day 1

Comprehension Passage – Introduce the keywords (breakfast, vegetables, kitchen, father, mother, lunch, family, busy)

Procedure:

• 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 introduces the keyword one by one using the flashcards.
• The teacher underlines the keywords on the black board and explains their meaning in the regional language. 
• To reinforce the learning, the teacher may do a follow up activity. The teacher may keep a basket of chits with these key words written on it.
• The teacher can 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.

Flashcards: Keywords – Coming soon

Poster: Poha for breakfast – Coming soon

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

Day 2

Comprehension Passage – Introduce the root action words (work, cook, chop, eating, help, smile)

Procedure:

• The teacher writes the comprehension passage on the board and reads it aloud. (or read from the poster)
• Then, the teacher explains the sentences in the regional language.
• Then, the teacher shows the ‘action words’ flashcards and explains their meaning.
• The teacher underlines the ‘action words’ on the blackboard.
• The teacher explains that the words that explain the action are called ‘Action words’.

Follow-up activity:

• The teacher may reinforce the concept of action words by asking students to do various actions. (walk, run, clap, jump, read, write, sleep) 
• For example, the teacher may ask one student to clap his hands, and ask the rest of the students, “What is Prem doing?”
• The students may reply, “Prem is clapping his hands.”

Key knowledge the child will acquire: Students will become familiar with the concept of action words and learn a new vocabulary, their meaning, and their use in the comprehension passage.

Flashcards: Action words – Coming soon

Day 3

Comprehension Passage – Revise the action words (working, cooking, chopping, looking, working, helping, smiling)

Procedure: 

• The teacher will write and read the comprehension passage from the black board or reads from the poster.
• The teacher will show the action words flashcards from the previous day and revise the words.
• The teacher will underline the action words.
• The teacher will keep a basket of chits with these action words written on it.
• 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.
• To make the session more interesting, the teacher may ask the students to enact these action words. (cooking, chopping, looking, working, helping, smiling)
• This process can be repeated until all the students get a chance to pick a word from the basket and do the actions.
• 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 action words, new vocabulary, their meaning, and their use in the comprehension passage.

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

Day 4

Comprehension passage – Fill in the blanks with ‘action words’

Poha for breakfast

Rhea and Ricky are working in the kitchen.
Rhea is cooking poha for breakfast.
Ricky is chopping vegetables. 
Jiya is eating grapes and watching.
Father is cooking poori and channa for lunch.
Mother is smiling. She is happy.

Procedure: 

• The teacher reads the comprehension passage on the black board or reads from the poster.
• The teacher explains the passage in the regional language once again.
• The teacher writes five simple sentences on the board. 

Fill in the blanks:

1. Rhea and Ricky are _____________ in the kitchen. 
2. Rhea is __________ poha for breakfast.
3. Ricky is _____________ vegetables.
4. Jiya is ______________ grapes.
5. Mother is ____________.

Answers: working, cooking, chopping, eating, smiling

• The teacher will demonstrate and explain how to fill in the blanks with the correct word. 
• The teacher will write the answers on one side of the board.
• The teacher will distribute the worksheet, and students will copy the right answer from the black board.
  (If scissors are available, when completing this worksheet, the students may also cut the words and paste)

Key knowledge the child will acquire: Students will become familiar with how to use ‘action words’ in a sentence.

Worksheet: Action words – Fill in the blanks – Coming soon

Worksheet: Action words – Fill in the blanks (Enlarged) – Coming soon

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

Day 5

Comprehension Passage: Action Words – Question and Answer 

Rhea and Ricky are working in the kitchen.
Rhea is cooking poha for breakfast.
Ricky is chopping vegetables. 
Jiya is looking at Rhea and Ricky.
Father is cooking poori and channa for lunch.
Mother is smiling. She is happy.

Procedure:

• The teacher writes and reads the comprehension passage from the black board.
• The teacher explains the passage in the regional language once again.
• The teacher writes four simple questions on the board, reads the question, and explains the meaning. 
• The teacher will ask the first question. Students may give the answers orally in one or two words. The teacher can accept answers in the regional language. 
• The teacher will distribute the worksheet and demonstrate how to write the correct answers.
• The students will copy the right answer from the black board.

Simple questions: 

1. What is Rhea doing?
   Rhea is ______________ breakfast.
2. What is Ricky doing?
   Ricky is ______________ vegetables.
3. What is Jiya doing?
   Jiya is ______________ grapes.
4. What is Mother doing?
   Mother is ______________. She is happy.

Answers: cooking, chopping, eating, smiling

Key knowledge the child will acquire: Students will become familiar with how to answer simple questions with action words.

Worksheet: Action words – Question and answer – Coming soon

Worksheet: Action words – Question and answer (Enlarged) – Coming soon

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Food we Eat’ 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.