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 ‘Colours’ will be introduced through rhyme, conversation, questions and answers, fun activities, and colouring.

‘Alphabet Revision 2’ will be done through fun activities, reading alphabets and worksheets.

Listening and Speaking

Daily:
Total Physical Response/ Warm up Exercise (to be done before every session)

Aim: To enable the children to understand the given commands and respond correctly. 

Action Time (Commands):

1. Stand up
2. Clap your hands
3. Snap your fingers
4. Make a fist
5. Wave your hands
6. Sit on the chair

Procedure:
The activity proceeds as follows: –

Step 1:

• The teacher first gives the commands (stand up, clap your hands, snap your fingers, make a fist, wave your hands, sit on the chair) as he/she demonstrates and the children listen.
• Next, the teacher gives the commands and the children perform the actions.

Step 2:

• Divide the class into small groups.
• Choose one child from these volunteers and ask him/her to conduct the activity. (select children who are willing to give the commands)
• The student gives the commands and other children listen and do the actions.
• The student volunteer returns to his/her position.
• Conduct the activity with another student volunteer in the same manner.

Step 3:

• The teacher gives the commands to the whole class and all the children listen and do the actions.

Suggested Variation: 

The teacher can do the following for ensuring that the children do the TPR easily:

1. Children who are unable to get the snapping fingers action, can be guided with their fingers into position (middle finger and thumb) and gently assist with the motion.
2. Children can be helped to practice pressing the fingers together without snapping.
3. For the children to make a fist, gently guide each finger to curl into the palm and then guide the thumb across to complete the fist.

Note to the teacher: 

1. The teacher starts the class by wishing the children ‘good morning’ and ‘good afternoon’ and ensures that they repeat the greetings.
2. The teacher begins each class with this warm up activity.
3. The teacher gives clear instructions at the beginning of the class.
4. The teacher ensures adequate space in the classroom for the children to move to do the activity comfortably. 
5. The teacher can slow down the commands for children who find it difficult to keep pace.

Key skill/knowledge the child will acquire: Students are able to understand and follow the given commands.  

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: Warm up Exercise

ISL Video: Warm up Exercise

Refer to the ‘TPR/Warm up exercise’ Adaptations and Strategies given in the Main page of ‘Colours and Alphabet Revision 2’ if there are any neuro-diverse children in the class.

Day 1

Rhyme

Note to the teacher:

The teacher can make the children learn the rhyme by showing the poster and reading the rhyme line by line and explaining it. The teacher also plays the audio of the rhyme and recites the rhyme.

Introduction:

• The teacher will sit along with the children.
• The teacher begins the class by reciting the rhyme – ‘Colours colours everywhere’.

Content of the rhyme: Colours colours everywhere!

Red is for apples, apples,
Red is for apples,
I love to eat apples.

Yellow is for banana, banana,
Yellow is for banana,
I love yummy banana.

Green is for grass, grass,
Green is for grass,
I love to sit on shiny grass.

Orange is for bright sun,
Orange is for bright sun,
I love to play in the bright sun.

Red, yellow, green and orange,
Green and orange, green and orange.
Red, yellow, green and orange,
Are some of the colours around you.

Follow up activity for the rhyme: Identify the colour by looking at the real object/flashcard

1. Banana – Yellow
2. Apple – Red
3. Grass – Green
4. Sky – Blue
5. Sun – Orange

Note to the teacher:

1. The teacher shows the poster and recites the rhyme. The children may recite the rhyme.
2. The teacher keeps flashcards of colours ready.
3. The teacher can make the children sit in three semi-circles.
4. The teacher shows the poster and then shows the picture cards of colours.
5. Children listen keenly and repeat the names after the teacher.
6. The teacher plays the audio of the rhyme. Then, the teacher recites the rhyme a couple of times and encourages the children to recite it along with her/him.

Key skill/knowledge the child will acquire: Children learn to recite the rhyme and identify colours.

Poster: Colours colours everywhere

Audio: Colours colours everywhere

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Colours and Alphabet Revision 2’ if there are any neuro-diverse children in the class.

Day 2

The teacher makes the children learn the rhyme line by line.

Note to the teacher:

Refer to the given digital assets of ‘Colours and Alphabet Revision 2’ Week 1 Day 1.

Day 3

The teacher can continue this process until all the children are able to recite the rhyme confidently.

Note to the teacher:

Refer to the given digital assets of ‘Colours and Alphabet Revision 2’ Week 1 Day 1.

Day 4

Conversation Circle

(to be done in one/two sessions depending on number of children in the class)

Content:
The teacher sits along with the students in a circle to conduct the session. He/she can have a picture of a rainbow ready to show during the conversation and circulate the same for the children to see.

1. What do we see sometimes in the sky, just after it rains?
   Answer: We see a rainbow in the sky.
2. How many colours are there in a rainbow?
   Answer: There are seven colours in a rainbow.
3. What are they?
   Answer: Red, orange, yellow, green, blue, indigo and violet.
4. What is your favourite colour?
   Answer: The teacher can accept different answers from children.

Procedure:

Step 1: The teacher can use picture of rainbow and introduces the first question:  

What do we see sometimes in the sky, just after it rains?
The teacher tells the students, “We see a rainbow.” 
Then, the teacher asks the child sitting next to him/her, “What do we see sometimes in the sky, just after it rains?” The child says, “We see a rainbow.” Now, this child asks the child sitting next to him/her, “What do you sometimes see in the sky just after it rains?” and the conversation continues until all the children respond.

Step 2: The teacher introduces the next question:

How many colours are there in a rainbow?
The teacher says, “There are seven colours.” 
Then, the teacher asks the child sitting next to him/her, “How many colours are there in a rainbow?” The child says, “There are seven colours.” Now, this child asks the child sitting next to him/her, “How many colours are there in a rainbow?” and the conversation continues until all the children respond.

Step 3:

The teacher then asks the students to name the seven colours of the rainbow. The child sitting next to him/her says, “Red, orange, yellow, green, blue, indigo and violet.” Now, this child asks the child sitting next to him/her, “What are the seven colours of the rainbow?” and the conversation continues until all the children respond.

Step 4: The teacher introduces the next question:

What is your favourite colour?
The student responds by mentioning his/her favourite colour, (the teacher can accept any answer) and the conversation continues until all the children respond.

Note to the teacher:

• The circle time continues till all get a chance to ask and respond.     
• If a student doesn’t know the answer, the question passes to the next student.
• There should be no chorus answers.

Key skill/knowledge the child will acquire: Children learn to identify different colours.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Colours and Alphabet Revision 2’ if there are any neuro-diverse children in the class.

Day 5

Main Concept

Content:

• The teacher will keep the required objects and flashcards ready. 
• The teacher has different coloured objects and images and introduces the colours.

Opening:

• The teacher gently asks the children to form three semicircles and sit down comfortably.
• Once all the children are seated comfortably, the teacher revises the topic done in the earlier class.
• The teacher explains briefly that they are going to learn the names of colours in the next few weeks.
• The teacher keeps the necessary flashcards of colours in a basket. (red, blue, green, yellow, white, black, brown)
• Once all the children are quiet and settled, the teacher shows the flash cards of different colours.
• The teacher starts showing one flashcard at a time.

During:
After revising the colours learnt in the rhyme, the teacher shows the flashcards of a few more colours – brown, white, black one card at a time.

Flashcards: Colours

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Colours and Alphabet Revision 2’ if there are any neuro-diverse children in the class. 

Reading and Writing

Day 1

Introducing alphabets in sequential order:

Materials required:
26 letter placards – One placard for each letter (both capital and small letter written on it), Card size: 8* 11 inch.

Procedure:

• The teacher plays the video of the Alphabet Song to revise letters ‘Aa – Zz’ to introduce the letters in sequential order.
• Then, the teacher begins the activity by giving the students one letter placard each.
• The teacher will call out the letter ‘A – Z’ one at a time.
• As the teacher calls out a letter, the student holding that alphabet card must come forward and line up.
• The teacher starts with calling out the letter ‘A’, and then ‘B’, and so on in a sequential order.
• Students holding the corresponding alphabet card will come forward and line up in order of how they have been called by the teacher.
• The process will continue until the letter ‘Z’ is called out.
• The students can sing the alphabet song once again.
• This activity can be made more interesting by encouraging the students to raise their alphabet card as the letter they are holding is mentioned in the song.
• The teacher can distribute the worksheet for writing the missing letters.
• Worksheet ‘Write letters A to Z’ can be given as homework.

Note to the teacher:

• The teacher must prepare the materials before this session. (LTM video of making the Letter placard attached below)
• Playing the alphabet song video for the students will be helpful.
• If it is not possible to show the alphabet song video, the teacher can revise all the letters in sequential order using the alphabet flashcards.

Key skill the child will acquire: Students will get introduced to the alphabets in sequential order.

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: I Know my ABC – Alphabet song

ISL Video: I Know my ABC – Alphabet song – Coming soon

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

Video: Alphabet placards – 26 Letters

Worksheet: Missing letter

Worksheet: Missing letter (Enlarged)

Worksheet: Write letters A to Z

Worksheet: Write letters A to Z (Enlarged)

Flashcards: Alphabet flashcards (A to Z)

Refer to the ‘LSRW’ and ‘Activity’ Adaptations and Strategies given in the Main page of ‘Colours and Alphabet Revision 2’ if there are any neuro-diverse children in the class. 

Day 2

 Activity – Matching the capital and small letters in sequential order

 Materials required:

• Alphabet flashcards of all 26 alphabets written both in capital and small letters.
• Small plastic cups with capital letters written inside.
• Small cardboard/paper chits 1*1 inch with small letters written on them.

Procedure:

• To revise the alphabet ‘Aa-Zz’ in sequential order, the teacher can play the video of the alphabet song from the previous day.
• The teacher starts the activity by placing the cups (with ‘Capital’ letters written inside them) in a sequential order around the classroom.
• Then the teacher gives each student a few cardboard/paper chits with different small letters written on them.
• The teacher will explain to the  students to move around the class reading each letter written inside the cup and match the small letters with the corresponding capital letters by placing them in the right plastic cups.
• The teacher distributes the worksheets – ‘Identify and circle the Alphabets Aa to Zz’ as homework, to reinforce the small and capital letters.

Note to the teacher:

• The teacher must prepare the materials before this session.
• Playing the alphabet song video for the students will be helpful.
• If it’s not possible to show the alphabet song video, the teacher can revise all the letters in sequential order using the alphabet flashcards.

Key skill the child will acquire: Students will get introduced to matching the capital and small letters in sequential order.

Flashcards: Matching small letters to capital letters

Worksheet: Identify and circle the Alphabets ‘Aa to Zz’

Worksheet: Identify and circle the Alphabets ‘Aa to Zz’ (Enlarged)

Refer to the video ‘Alphabet song’ from Week 1 Day 1 of ‘Colours and Alphabet Revision 2’.

Refer to the ‘Alphabet flashcards’ (A to Z) from Week 1 Day 1 of ‘Colours and Alphabet Revision 2’. 

Refer to the ‘LSRW’ and ‘Activity’ Adaptations and Strategies given in the Main page of ‘Colours and Alphabet Revision 2’ if there are any neuro-diverse children in the class. 

Day 3

 Introducing Vowels and Consonants

• The teacher begins the class by revising all the letters in sequential order using the Alphabet flashcards from Day 1.
• The teacher then plays the video ‘Vowels and Consonants’.
• After the students watch the video, the teacher can once again explain that there are 5 vowels and 21 consonants in the English alphabet.
• Students can complete the worksheet – ‘Colour the consonants red and the vowels blue’.

Note to the teacher:

• The teacher must watch the ‘Vowels and Consonants’ video prior to the session and learn how to introduce the concept.
• If it is not possible to show the video to the students, then the teacher can write all 26 letters on the blackboard and explain the concept as shown in the video.

Key skill/knowledge the child will acquire: Students will become familiar with the concept of Vowels and Consonants.

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: Vowels and Consonants

ISL Video: Vowels and Consonants – Coming soon

Worksheet: Colour the consonants red and the vowels blue

Worksheet: Colour the consonants red and the vowels blue (Enlarged)

Refer to the ‘Alphabet flashcards’ (A to Z) from Week 1 Day 1 of ‘Colours and Alphabet Revision 2’.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Colours and Alphabet Revision 2’ if there are any neuro-diverse children in the class.

Day 4

Vowels and Consonants Activity

Materials required: Letter placards for all 26 letters

Procedure:

• The teacher begins the class with the alphabet song and revising letters ‘Aa-Zz’.
• Then, the teacher begins the activity by giving the students one letter placard each.
• The teacher will call out the letters one at a time, starting from ‘A’ and ending with ‘Z’.
• As the teacher calls out a letter, the student holding that alphabet card must come forward and line up in alphabetical order.
• Then, the teacher says, “When I call out a letter, the child holding that letter must take two steps forward.”
• Then, the teacher calls out the vowels (letters- a, e, i, o and u) one by one and the students holding the corresponding alphabet cards ‘a’, ‘e’, ‘i’, ‘o’ and ‘u’ will take two steps forward and stand.
• Then, the teacher says, “These five letters are called vowels.”
• The teacher writes these five letters a, e, i, o, and u on the board and writes the title as ‘vowels’.
• The teacher, then, tells the students, “All the remaining letters are called consonants.” He/she writes the word ‘consonants’ also on the board.
• To make this activity more enjoyable, the teacher may ask the vowels to dance and consonants to wave their hands.
• Also, some movements from TPR can be used here again, giving different movements to children holding the vowel cards and consonants cards.

Note to the teacher:

• The teacher must prepare and keep the alphabet placards ready for this activity.
• If it is not possible to show the alphabet song video, the teacher can revise all the letters by writing them sequentially on the blackboard.

Key skill/knowledge the child will acquire: Students will revise to the concept of Vowels and Consonants.

Refer to the ‘Alphabet flashcards’ (A to Z) from Week 1 Day 1 of ‘Colours and Alphabet Revision 2’.

Refer to the ‘LSRW’ and ‘Activity’ Adaptations and Strategies given in the Main page of ‘Colours and Alphabet Revision 2’ if there are any neuro-diverse children in the class. 

Day 5

Revision: Reading Sight Words – this, is, on, are, all, yes, see, down, help, near, this, my, that, a, in, on

 Materials required: Handmade ‘Sight word cards’

Procedure:

• Prior to the session, the teacher must prepare the ‘Sight word cards’ by cutting a plain hard paper into rectangular shapes. (4 inches by 6 inches)
• Then, the teacher can write (with bold letters) one sight word in each of these cards to prepare the flashcards.
• The teacher must keep all the flashcards in the basket.
• The teacher picks the first card, shows it to the students and says the word on the card. (example: ‘yes’) The students repeat the word.
• Following the same procedure, the teacher will introduce all the sight words at least two times.
• Then, the teacher shows the card without saying the word.
• Some students may be able to read the word without any cue from the teacher.
• A few students having difficulties in reading may be identified and be given more practice.

 Key skill/knowledge the child will acquire: Students will read and recognise the sight words.

Note to the teacher:

• If needed, the teacher can watch ‘Introducing sight words’ video prior to the session to learn the correct procedure.
• The teacher has to watch the video of how to make the ‘Sight word cards’ and prepare the materials prior to the session.

Flashcards: Handmade sight word cards

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Colours and Alphabet Revision 2’ if there are any neuro-diverse children in the class. 

Teacher Resource Document

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.