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 will be introduced through rhyme, conversation, questions and answers, fun activities, colouring and reading blend words.

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. Touch your head.
2. Shake your fingers.
3. Stomp your foot two times.
4. Touch the floor.
5. Stand up straight.

Procedure:
The activity proceeds as follows: –

Step 1:

• The teacher first gives the commands (Touch your head, shake your fingers, stomp your foot two times, touch the floor, stand up straight) 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)
• This student gives the commands and other children listen and do the actions.
• This 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 and all the children listen and do the actions.

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, followed by this warm up activity. 
2. The teacher gives clear instructions at the beginning of the class.
3. Ensure adequate space in the classroom for the children to move to do the activity comfortably. 
4. 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 video. This video is to be viewed by the teachers before the activity to understand how to conduct the same during the class.

Video: Warm up exercise

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

Day 1

The teacher can introduce the topic ‘Time and Days’ by emphasising the importance of the different parts of the day. Then the teacher begins the topic with the following poem.

Poem

Introduction:
The teacher can make the children familiarise with the poem by showing the poster and reading the poem line by line and explaining it. The teacher also plays the audio of the poem and recites the poem. The teacher begins the class by saying, “Let us learn to recite a poem ‘Rise and Shine’.”

Content of the poem: Rise and Shine

Good morning children, the day is bright,
See the sun rise, spreading its light.
It is good to wake up early,
To say your prayers and get ready.

Go to school calm and fresh,
And study well with your friends.
Play all evening, till you sweat,
But stop for some rest, when the sun sets.

Read a book before you sleep,
Then, close your eyes for dreams to keep.
Early to bed and early to rise,
Are ways that make you healthy, wealthy and wise.

Follow up activity for the poem:

Look at the poster of the given poem and answer the questions:

1. When do children wake up?
   Answer: Children wake up at sunrise.
2. What spreads light?
   Answer: The sun spreads light.
3. Is it good to wake up early?
   Answer: Yes, it is.
4. How should the children be when they go to school?
   Answer: Calm and fresh.
5. What do children do in the evening?
   Answer: Children play till they sweat.
6. What do children do when the sun sets?
   Answer: Children stop playing to take rest.
7. The poem asks the children to go to bed early. True or false?
   Answer: True.
8. What do we do before we go to sleep?
   Answer: Read a book.
9. How can we stay healthy?
   Answer: Going early to bed and getting up early makes us healthy.
10. Find the words which have the same sound in the last two lines.
    Answer: Rise-wise.

Note to the teacher:

1. The teacher shows the poster and recites the poem. The children may repeat the poem.
2. The teacher keeps flashcards of ‘Time and Days’ ready.
3. The teacher will show the poster and then show the flashcards of ‘Activities in a Day’.
4. The teacher shows a picture of the morning and says, “Morning.”
5. Then, the teacher shows the pictures of afternoon, evening and night and says the names.
6. Children listen keenly and repeat after the teacher.
7. The teacher plays the audio of the poem. 
8. Then, the teacher recites the poem 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 poem.

Poster: Rise and Shine

Audio: Rise and Shine

Vocabulary with Picture Card: Activities in a day

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

Day 2

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

Note to the teacher:

Refer to the Poster and Audio of the poem from the given Digital Assets of ‘Time and Days’ Week 1 Day 1.

Day 3

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

Note to the teacher:

Refer to the Poster and Audio of the poem from the given Digital Assets of ‘Time and Days’ Week 1 Day 1.

Day 4

Conversation Circle

Content: The teacher sits along with the students in a circle to conduct the session. 

1. When do we go to school?
   Answer: We go to school in the morning.
2. When do we return home from school?
   Answer: We return in the afternoon/evening.
3. What do we do in the evening?
   Answer: We play with friends till sunset and then do homework.
4. When do we eat dinner?
   Answer: We eat dinner at night.
5. What do we do after dinner?
   Answer: We read a book/go to sleep.

Note to the teacher:
Students can answer in their local language. But encourage students to answer in English.

Step 1:  The teacher introduces the first question: When do we go to school?

We go to school in the morning.

Then, the teacher asks the child sitting next to him/her, “When do you go to school?”

The child says, “I go to school in the morning.” and the conversation continues until all the children ask and respond.

Step 2.  The teacher introduces the next question: When do we return home from school?

We return in the afternoon/evening.

Then, the teacher asks the child sitting next to him/her, “When do you return home from school?

The child says, “I return in the afternoon/evening.” Now, this child asks the child sitting next to him/her, “When do you return home from school? He/she says, “I return in the afternoon/evening.” The conversation continues until all the children ask and respond.

Step 3: The teacher introduces the next question: What do we do in the evening?

We play with friends till sunset and then do homework

The teacher asks the child sitting next to him/her, “What do you do in the evening?” The child says, “I play with friends till sunset/I also do my homework.” Now, this child asks the child sitting next to him or her, “What do you do in the evening?” and the conversation continues until all the children ask and respond.

Step 4: The teacher introduces the next question: When do we eat dinner?

We eat dinner at night.

Then, the teacher asks the child sitting next to him/her, “When do you eat dinner?”

The child says, “I eat dinner at night.” Now, this child asks the child sitting next to him or her and the conversation continues until all the children ask and respond.

Step 5: Teacher introduces the next question: What do we do after dinner?

We read a book/ go to sleep.

Then, the teacher asks the child sitting next to him/her, “What do you do after dinner?” The child

says, “I read a book and then go to sleep.” Now, this child asks the child sitting next to him or her and the conversation continues until all the children ask and 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 teacher prompts or the question passes to the next student.
• There should be no chorus answers.

Key skill/knowledge the child will acquire: Children learn about time and days.

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

Day 5

Main Concept

Content:
The teacher begins the topic ‘Time and Days’. Once the children are seated comfortably, the teacher tells them that they are going to learn how to identify the days and timings correctly.

During: 
The teacher will discuss the different parts of the day one by one using flashcards.

Note to the teacher:
The teacher will keep the flashcards ready for the lesson.

Refer to the ‘Activities in a Day’ flashcards given in the Day 1 Week 1 of ‘Time and Days’ Listening and Speaking section.

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

Reading and Writing

Day 1

Poem – Rise and Shine

Introduce the Keywords (morning, day, bright, rise, light, early, prayers, ready)

Good morning children, the day is bright,
See the sun rise, spreading its light.
It is good to wake up early,
To say your prayers and get ready.

Procedure:

• The teacher writes the first part of the poem and reads it pointing word by word. 
• The teacher shows the first keyword flashcard and reads the word (example: morning).
• Students will repeat the word ‘morning’.
• The teacher underlines this word (morning) on the poem written on the blackboard and explains the meaning of the word in regional language.
• Following the same process, all the keywords (day, bright, rise, light, early, prayers, ready) are introduced using flashcards.
• These flashcards can be pinned on the class bulletin.
• Then, the teacher calls one student in front to pick a keyword chit from the basket of chits.
• The student must read the word from the chit and then point at that word on the blackboard.
• The teacher may have to help the student read and point at the correct word. 
• This process can be repeated until all the students get a chance to pick a keyword chit from the basket.

Note to the teacher:

• The teacher must keep the required materials ready:
  • The keywords flashcards 
  • A basket with several small chits with one keyword written in each chit.

Key knowledge the child will acquire: Students learn new vocabulary to enhance reading and comprehension skills.

Flashcards: Keywords

Refer to the ‘Rise and Shine’ poem poster given in the Day 1 Week 1 of ‘Time and Days’ Listening and Speaking section.

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

Day 2

Poem – Rise and Shine 

Introduce the Keywords (school, calm, fresh, study, friends, play, evening, sweat, stop, rest, sun, set)

Go to school calm and fresh,
And study well with your friends.
Play all evening, till you sweat,
But stop for some rest, when the sun sets.

Procedure:

• The teacher writes the second part of the poem and reads it pointing word by word.
• Following the same procedure as the previous day, the teacher introduces a few more keywords from the poem.

Note to the teacher:

• The teacher must keep the required materials ready:
  • The keywords flashcards 
  • A basket with several small chits with one keyword written in each chit.

Key knowledge the child will acquire: Students learn new vocabulary to enhance reading and comprehension skills.

Refer to the ‘Rise and Shine’ poem poster given in the Day 1 Week 1 of ‘Time and Days’ Listening and Speaking section.

Refer to the ‘Keywords’ flashcards given in the Day 1 Week 1 of ‘Time and Days’ Reading and Writing section.

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

Day 3

Poem – Rise and Shine 

Introduce the Keywords (read, book, before, sleep, close, dreams, early, rise, wise)

Read a book before you sleep,
Then, close your eyes for dreams to keep.
Early to bed and early to rise,
Are ways that make you healthy, wealthy and wise.

Procedure:

• The teacher writes the final part of the poem and reads it pointing word by word.
• Following the same procedure as the previous day, the teacher introduces a few more keywords from the poem.

Note to the teacher:

• The teacher must keep the required materials ready:
  • The keywords flashcards 
  • A basket with several small chits with one keyword written in each chit.

Key knowledge the child will acquire: Students learn new vocabulary to enhance reading and comprehension skills.

Refer to the ‘Rise and Shine’ poem poster given in the Day 1 Week 1 of ‘Time and Days’ Listening and Speaking section.

Refer to the ‘Keywords’ flashcards given in the Day 1 Week 1 of ‘Time and Days’ Reading and Writing section.

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

Day 4: Reading a Simple Passage

Content:

Look at the sky.
The sky is blue.
Look at the kite.
The kite is green.
The green kite is flying in the blue sky.
Going high, high, high!

Procedure:

• The teacher must keep ready the picture flashcard of the above given passage.
• The teacher stands in front of the classroom, shows the first flashcard and reads, “Look at the sky,” and explains its meaning in native language.
• Then, the teacher reads the remaining sentences using the same procedure.
• Finally, the teacher will read the whole passage pointing to each word.
• The teacher will encourage some discussions about the passage to help the students better comprehend the meaning of each picture flashcard.

Note to the teacher:

• It is important for students to learn to read with comprehension.
• After introducing each sentence, the teacher must ask the students what they see on the flashcard and encourage discussions. (in native language)
• This will help improve their comprehension skills.

Key knowledge the child will acquire: Students will become familiar with reading a simple passage with comprehension.

Concept Card: Reading simple passage

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

Day 5: Making a Booklet

Procedure:

Following the same procedure as the previous day, the teacher will revise reading a simple passage and explain the meaning in native language.

Look at the sky.
The sky is blue.
Look at the kite.
The kite is green.
The green kite is flying in the blue sky.
Going high, high, high!

1. The teacher will pin/stick these flashcards on the board.
2. Then, the teacher distributes a whole set of colouring worksheets to each student.
3. Students will colour the set of pictures and make a small booklet by stapling or tying all the sheets together.

Note to the teacher:

• The teacher must go through the LTM flashcard ‘How to make the booklet’ prior to the session and learn the process.
• The teacher has to help the students to make the booklet.
• This activity will help reinforce reading with comprehension therefore the teacher must give enough time for the process of colouring and making booklets.

Key knowledge the child will acquire: Students will learn to create a small booklet with a simple reading passage.

Worksheet: Reading simple passage colouring worksheet

Worksheet: Reading simple passage colouring worksheet (Enlarged)

Refer to the ‘Making a Booklet’ flashcard given in Day 2 Week 4 of My School and Alphabet Revision 3 Reading and Writing section.

Refer to the ‘LSRW’ and ‘Activity’ Adaptations and Strategies given in the Main page of ‘Time and Days’ 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.