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 and alphabet revision are activities 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 the Week 1, Day 1 of My School 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 ‘My School and Alphabet Revision 3’ 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.

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 ‘I love my School’, 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. 
• 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.

Procedure: 

• The teacher asks some simple questions orally to check whether the children have understood the story. 
• Children may respond as a group giving different points from the story.
• This will help all the children recall the sequence of the story. 
• After some time, the teacher will say, “Whoever wants to answer will raise his/her hand and I will ask you turn by turn.” 

Story: I love my school

My school is a happy place. I go there with a smiling face. I have many friends. My school has a big playground. We have fun on the swings and slides. 

One day, I came down the slide and landed in a puddle of mud! Oh! It had rained the previous day. How careless of me to forget! My teacher helped me to clean myself and said, “Don’t be careless in future!”

There are many big trees in my schoolground. There is an open space in the centre. We have our school assembly here every Tuesday. Our Principal tells us that we should be good children and obey our teachers. We should work hard and learn well.

The walls of our classrooms are light pink and blue in colour. Our chairs are bright red, blue, green and yellow. We study in the classrooms. We do drawing and colouring in the art class.

The corridors have pictures of great people. There is also a board where our teachers put up our art work.

Our uniform is very smart. We wear white shirts with blue pants. My teacher is very kind.

I love my school as much as I love my home.

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

Storybook: I love my school – Coming soon

Poster: I love my school – Coming soon

Audio: I love my school – 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.

Video: I love my school – Coming soon

ISL Video: I love my school – 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 ‘My School and Alphabet Revision 3’ if there are any neuro-diverse children in the class.

Day 2

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 going to school and enjoying the school life

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. Our school is a ____________ place.
   Answer: happy.
2. There are swings and slides in the playground. Where do we find slides and swings in the  school?
   Answer: Playground.
3. We have morning assembly on Tuesday. When do we have morning assembly?
   Answer: Tuesday.
4. Our Principal tells us to be good. Who tells us to be good?
   Answer: Principal.

Simple questions: (Sample questions with possible answers are given below. The teacher can continue to ask simple questions similarly)

1. What do we see in our schoolground?
   Answer: We see big trees in our schoolground.
2. What should we do at school?
   Answer: We should work hard and learn well at school.
3. The colour of the walls is light pink and blue in colour. Is it true?
   Answer: Yes, the walls are light pink and blue in colour.
4. What is the colour of chairs?
   Answer: The chairs are red, blue, green and yellow.
5. Why is your uniform smart?
   Answer: It’s because we wear white shirts with blue pants.

Day 5

Activity Time: Build a Story

• The teacher can have story cards of the given story and make the children build the story.
• The teacher keeps the pictures in a basket. He/ She asks the children to pick up any picture card and talk about the items in the classroom.

Story card: I love my school – Coming soon

Refer to the ‘Activity’ Adaptations and Strategies given in the Main page of ‘My School and Alphabet Revision 3’ if there are any neuro-diverse children in the class.

Reading and Writing

Day 1: Reading a Simple Passage

Content:

That is a bug.
The bug is red.
This is a dog.
The dog is black.
The red bug jumps on the black dog.
Hop, dog, hop.

Procedure:

• The teacher must keep ready the picture flashcards of the above given passage.
• The teacher stands in front of the classroom, shows the first flashcard and reads, “That is a bug,” 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 skill/knowledge the child will acquire: Students will become familiar with reading a simple passage with comprehension.

Flashcards: Reading simple passage – Coming soon

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘My School and Alphabet Revision 3’ if there are any neuro-diverse children in the class.

Day 2: 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.

That is a bug.
The bug is red.
This is a dog.
The dog is black.
The red bug jumps on the black dog.
Hop, dog, hop!

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

Note to the teacher: 

• The teacher must refer to 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 skill/knowledge the child will acquire: Students will learn to create a small booklet with a simple reading passage.

Flashcards: Making a booklet – Coming soon

Worksheet: Reading simple passage colouring worksheet – Coming soon

Worksheet: Reading simple passage colouring worksheet (Enlarged) – Coming soon

Refer to the ‘LSRW’ and ‘Activity’ Adaptations and Strategies given in the Main page of ‘My School and Alphabet Revision 3’ if there are any neuro-diverse children in the class.

Day 3: Writing Skill – Learning to Write Letters ‘V’ and ‘v’ and ‘W’ and ‘w’

Procedure:

• The teacher shows the video demonstrating how to write capital ‘V’ and small ‘v’ with accurate directionality.
• Then the teacher writes the letters ‘V’ and ‘v’ 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, ‘V, v’ in the air.
• The students can also imitate tracing letters ‘V, v’ with their fingers on their desk or on the floor.
• Following the same procedure, the teacher will demonstrate how to write capital ‘W’ and small ‘w’.
• Then the teacher can distribute the worksheet ‘Letter writing practice – “Letter V, v” and “Letter W, w”.
• The teacher must encourage the students to write the letters with accurate directionality.

Note to the teacher: 

• The teacher must watch the video prior to the session.
• It is very important that the teacher knows the accurate directionality of writing the letters.

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

Click and watch the video. These videos are to be viewed by the teachers before the activity to understand how to conduct the same during the class.

Video: Learn to write letter V, v – Coming soon

Video: Learn to write letter W, w – Coming soon

Worksheet: Letter writing practice – Letter V, v – Coming soon

Worksheet: Letter writing practice – Letter V, v (Enlarged) – Coming soon

Worksheet: Letter writing practice – Letter W, w – Coming soon

Worksheet: Letter writing practice – Letter W, w (Enlarged) – Coming soon

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘My School and Alphabet Revision 3’ if there are any neuro-diverse children in the class.

Day 4: Writing Skill – Learning to Write Letters ‘X’ and ‘x’ and ‘Y’ and ‘y’

Procedure

• Following the same procedure as the previous day, the teacher shows the video demonstrating how to write capital ‘X’ and small ‘x’ with accurate directionality.
• Following the same procedure, the teacher will demonstrate how to write capital ‘Y’ and small ‘y’.
• Then, the teacher can distribute the worksheet ‘Letter writing practice – ‘Letter X, x and Letter Y, y’.
• The teacher must encourage the students to write the letters with accurate directionality.

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

Click and watch the video. These videos are to be viewed by the teachers before the activity to understand how to conduct the same during the class.

Video: Learn to write letter X, x – Coming soon

Video: Learn to write letter Y, y – Coming soon

Worksheet: Letter writing practice – Letter X, x – Coming soon

Worksheet: Letter writing practice – Letter X, x (Enlarged) – Coming soon

Worksheet: Letter writing practice – Letter Y, y – Coming soon

Worksheet: Letter writing practice – Letter Y, y (Enlarged) – Coming soon

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘My School and Alphabet Revision 3’ if there are any neuro-diverse children in the class.

Day 5: Writing Skill – Learning to Write Letter ‘Z’ and ‘z’

Procedure:

• The teacher shows the video demonstrating how to write capital ‘Z’ and small ‘z’ with accurate directionality.
• Then, the teacher writes the letters ‘Z’ and ‘z’ 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, ‘Z, z’ in the air.
• The students can also imitate tracing letters ‘Z, z’ with their fingers on their desk or on the floor.
• Then, the teacher can distribute the worksheet ‘Letter writing practice- Letter Z,z’.
• The teacher must encourage the students to write the letters with accurate directionality.

Note to the teacher: 

• The teacher must watch the video prior to the session.
• 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. These videos are to be viewed by the teachers before the activity to understand how to conduct the same during the class.

Video: Learn to write letter Z, z – Coming soon

Worksheet: Letter writing practice – Letter Z, z – Coming soon

Worksheet: Letter writing practice – Letter Z, z (Enlarged) – Coming soon

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘My School and Alphabet Revision 3’ 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.