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 reinforced with some information about different colours. This will be done through conversation, questions and answers, and interesting games.

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

Listening and Speaking

Daily:

Total physical response/warm-up exercise (to be done before every session)

Refer to the given detailed asset and LTM video of Warm-up exercise, given in Week 1 Day 1 of ‘Colours and Alphabet Revision 2’ topic, to conduct the above activity.

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

Main Concept 

Once all the children are quiet and settled, the teacher starts showing the flashcards of different colours one at a time. 

• The teacher shows a flashcard of an apple and red colour and says, “Red apple.” Children will repeat.
• Then, the teacher will say that red is the colour of some of our favourite things- like roses. 
• She also says it is a favourite colour of many people.
• The teacher shows a flash card of a parrot and green colour and says, “Parrot is green.” Children will repeat. 
• The teacher tells the children that the grass is also green. It is the most relaxing colour.
• The teacher will show the flashcard of brinjal and purple colour and says, “Brinjal is purple in colour.” Children will repeat.
• The teacher tells the children that many fruits and vegetables are purple, for example: grapes.

Post teaching activity: Matching of similar colours
The teacher may have similar coloured objects/flashcards and the colour flashcards ready and ask children to match.

Refer to the ‘Colours’ Flashcards given in Day 5 Week 1 of the topic ‘Colours and Alphabet Revision 2’ Listening and Speaking segment.

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

The teacher revises the topic done on Day 1 and then introduces other colours.

• The teacher shows a flashcard of hair and black colour to the children and says, “Hair is black in colour.” Children will repeat.
• The teacher tells the children that the pencil tip is also black.
• The teacher shows the flashcards of an orange fruit and the orange colour and says, “Orange fruit is orange in colour.” Children will repeat.
• The teacher tells the children that flowers like marigolds, vegetables like pumpkins are also orange. 
• The teacher shows the flashcard of the sky and the blue colour and says, “The sky is blue.” Children will repeat.
• The teacher tells the children that water is also blue.

Post teaching activity: Find the odd one out
The teacher spreads different coloured blocks or chits randomly and places one odd colour in each group. Children point to the colour that is different in the group and name it.

Refer to the ‘Colours’ Flashcards given in Day 5 Week 1 of the topic ‘Colours and Alphabet Revision 2’ Listening and Speaking segment.

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

The teacher revises the colours done on Day 1 and 2 and introduces other colours.

• The teacher shows the flashcard of teeth and the colour white and says, “Teeth is white in colour.” Children will repeat .
• The teacher tells the children that we should brush twice a day to keep the teeth white and bright. She/he also tells the children that clouds are also white because of the sunlight.
• The teacher shows a flashcard of the banana and yellow card and says, “This banana is yellow in colour.” Children will repeat.
• The teacher tells the children the colour of sunshine, sunflowers are also yellow.
• The teacher shows a flash card of chocolate and brown colour and says, “Chocolate is brown.” Children will repeat.
• The teacher tells the children the colour brown makes us think of things like nuts (almonds/badam) and wooden toys.

Post teaching activity: Matching activity

Procedure:

• The teacher can have flashcards of different colours.
• Gather objects from the surroundings in all the colours. Place one item of each color in a circular pattern on the floor. Ask children to then group the rest of the items by colours, creating a beautiful pattern.

Refer to the ‘Colours’ Flashcards given in Day 5 Week 1 of the topic ‘Colours and Alphabet Revision 2’ Listening and Speaking segment.

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 4

The teacher revises the colours done on the earlier 3 days and introduces other colours.

• The teacher shows a flash card of strawberry ice cream and the colour pink and says, “this ice cream is pink in colour.” Children will repeat.
• The teacher tells the children pink is one of the most loved colours.
• The teacher shows a picture of a rainbow and says, “This is a rainbow.” Children will repeat.
• The teacher tells the children that, “There are seven colours in a rainbow.”
• The teacher explains that we see the rainbow in the sky sometimes after the rain.
• The seven rainbow colours are red, blue, violet, green, orange, yellow, indigo.

Post teaching activity: Rainbow collage craft
Type of Activity – Group work (children will be made into groups depending on the strength of the class)

Materials needed:

• Old magazines or coloured paper
• Child-safe scissors
• Glue
• Chart paper

Procedure:

• Cut out small squares or circles of various colours from magazines or coloured paper.
• Arrange and glue these pieces on a chart paper in the shape of a rainbow.
• Each group can come up with their own unique story on the rainbow and its colours.

Refer to the ‘Colours’ Flashcards given in Day 5 Week 1 of the topic ‘Colours and Alphabet Revision 2’ Listening and Speaking segment.

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

Game Time – Colour Jump

Materials required – Different colour paper strips 

Procedure:

1. Give children papers of different colours and have them sit in a line. 
2. Call out the name of colours in different order.
3. Instruct the children to stand up and jump when the colour they are holding is called out, before sitting down again.

Tip: The teacher can start out slow, and gradually build up the tempo.

Refer to the ‘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.

Reading and Writing

Day 1

Writing skill – Learning to write letter ‘A’ and ‘a’

Procedure:

• The teacher writes the letters ‘A’ and ‘a’ on the black board with accurate directionality.
• The teacher must demonstrate tracing of the letters with fingers on the blackboard following accurate directionality.
• Students must imitate the teacher by tracing the letter, ‘A, a’ in the air.
• The students can also imitate tracing letters ‘A, a’ with their fingers on their desk or on the floor.
• Then, the teacher can distribute the worksheet ‘Letter writing practice- Letter Aa’.
• The teacher must encourage the students to write the letters with accurate directionality.

Note to the teacher:

• The teacher must watch the LTM video to learn how to write the letter ‘A a’ with proper directionality. 
• It is very important that the teacher knows and teaches the accurate directionality of writing the letters.

Key skill/knowledge the child will acquire: Students will learn to write the given letter accurately.

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

Video: Learn to write letter A, a

Worksheet: Letter writing practice – Letter A, a

Worksheet: Letter writing practice – Letter A, a (Enlarged)

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

Writing skill – Learning to write letter ‘B’ and ‘b’

Procedure:

• The teacher writes the letters ‘B’ and ‘b’ on the black board with accurate directionality.
• The teacher must demonstrate tracing of the letters with fingers on the blackboard following accurate directionality.
• Students must imitate the teacher by tracing the letter, ‘B, b’ in the air.
• The students can also imitate tracing letters ‘B, b’ with their fingers on their desk or on the floor.
• Then, the teacher can distribute the worksheet ‘Letter writing practice- Letter Bb’.
• The teacher must encourage the students to write the letters with accurate directionality.

Note to the teacher:

• The teacher must watch the LTM video to learn how to write the letter ‘B b’ with proper directionality. 
• It is very important that the teacher knows and teaches the accurate directionality of writing the letters.

Key skill/knowledge the child will acquire: Students will learn to write the given letter accurately.

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

Video: Learn to write letter B, b

Worksheet: Letter writing practice – Letter B, b

Worksheet: Letter writing practice – Letter B, b (Enlarged)

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 3

Writing skill – Learning to write letter ‘C’ and ‘c’

Procedure:

• The teacher writes the letters ‘C’ and ‘c’ on the black board with accurate directionality.
• The teacher must demonstrate tracing of the letters with fingers on the blackboard following accurate directionality.
• Students must imitate the teacher by tracing the letter, ‘C, c’ in the air.
•  The students can also imitate tracing letters ‘C, c’ with their fingers on their desk or on the floor.
• Then, the teacher can distribute the worksheet ‘Letter writing practice- Letter Cc’.
• The teacher must encourage the students to write the letters with accurate directionality.

Note to the teacher:

• The teacher must watch the LTM video to learn how to write the letter ‘C c’ with proper directionality. 
• It is very important that the teacher knows and teaches the accurate directionality of writing the letters.

Key skill/knowledge the child will acquire: Students will learn to write the given letter accurately.

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

Video: Learn to write letter C, c

Worksheet: Letter writing practice – Letter C, c

Worksheet: Letter writing practice – Letter C, c (Enlarged)

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

Reading sight words – has, have, black, up, fly, sky, high, and, four, small

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 revise and read the sight words.

Refer to the ‘Handmade sight word cards’ given in Day 5 Week 1 of the topic ‘Colours and Alphabet Revision 2’ Reading and Writing segment.

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

Introduce – Rhyming Words – (Word families) ‘at’, ‘an’, ‘ap’ and ‘ag’

Procedure:

• The teacher writes the letters ‘C’ and ‘c’ on the black board with accurate directionality.
• The teacher must demonstrate tracing of the letters with fingers on the blackboard following accurate directionality.
• Students must imitate the teacher by tracing the letter, ‘C, c’ in the air.
• The students can also imitate tracing letters ‘C, c’ with their fingers on their desk or on the floor.
• Then, the teacher can distribute the worksheet ‘Letter writing practice- Letter Cc’.
• The teacher must encourage the students to write the letters with accurate directionality.

Note to the teacher:

• The activity is to learn the rhyming words so even if the teacher does not tell the meaning of all the words now, it is fine.
• If the students ask for the meaning of these words, the teacher could explain in the regional language or may just tell that they will learn the meaning of this word later. 
• If time permits, the teacher can introduce a few more sets of rhyming words, for example {(cat, bat, fat, hat, mat, rat), (pan, man, ran, can,fan) and (bag, tag, rag)} using the flashcards or the video.

Key skill/knowledge the child will acquire: Students will become familiar with the concept of rhyming words and practice saying many rhyming words.

Worksheet: Match the word families (‘at’, ‘an’, ‘ap’ and ‘ag’)

Worksheet: Match the word families (‘at’, ‘an’, ‘ap’ and ‘ag’) (Enlarged)

Flashcards: Word Family

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

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.