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 ‘Time and Days’ will be reinforced through conversation, questions and answers, fun activities and interesting games for the introduction of blend words.

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 ‘Time and Days’ if there are any neuro-diverse children in the class.

Day 1, 2 and 3

Main Concept:

Day 1:  How to tell time?

Materials required:  Flashcards 

The teacher explains showing flash cards how to find out time and why it is necessary to know the time to do any work.

For example – 

• Waking up
• Have breakfast
• Go to school 
• Do homework
• Play with friends
• Watch your favourite TV show
• Have dinner
• Go to sleep

Procedure:

• The teacher says, “A day consists of morning, afternoon, evening and night.”
• The teacher shows a flashcard of the morning (when the sun is shining bright in the sky says, “When the sun rises in the sky and shines bright, we call it morning.” 
• The teacher may ask the students, “When does the sun shine in the sky?” Students answer ‘Morning’.
• The teacher asks the students when they go to school. Students may answer ‘Morning’.
• The teacher can show the different flashcards (like children getting ready to school, having breakfast, going to school) and ask the students to name the activities. Students respond appropriately.
• The teacher shows a flash card of the sun high in the sky and says, “When the sun is high in the sky it is noon. After 12 o’clock it is called afternoon.” He/she continues, “In the afternoon we eat lunch at school. We also learn our lessons at school.”
• The teacher shows a flashcard of the evening (time when the sun sets) and says, “When the sun sets and we are back home from school and play, it is called evening.”
• The teacher asks the students what all activities they do during the evening. The answers may vary. (like playtime, doing homework, or going to some classes) 
• The teacher then shows a flashcard of the night (when it is dark and the moon and stars are up in the sky) and says, “When there is no sunshine and the sky becomes dark and the moon and stars are seen, we call it night.”
• The teacher asks, “Can you name a few activities we do at night?”
• Students may respond, “We have dinner with our family, read or listen to bedtime stories and go to bed.”
• The teacher shows a flashcard of the clock and says, “There are 24 hours in a day.” He/she may ask, “How many hours are there in a day?” Students might respond, “There are 24 hours in a day.”
• The teacher says, “We do a lot of activities in a day. We use a clock to tell the time.” The teacher asks the students, “What do we use to tell time?” Students respond ‘Clock’.
• The teacher shows a calendar and explains there are seven days in a week and four or five weeks in a month.
• The teacher asks, “How many days are there in a week?” Students answer ‘Seven’.
• The teacher explains that there are twelve months in a year. Some months have 30 days and some 31 days, except for February, which has 28 days.
• The teacher asks, “How many months are there in a year?” Students answer ‘Twelve’.

Post-teaching activity:

1. When does the sun rise?
   Answer: Morning.
2. What do we call the time of the day when the stars and moon come out?
   Answer: Night.
3. When do we say when the sun sets?
   Answer: Evening.
4. What do children do in the evening?
   Answer: They play with their friends, do homework or attend different classes. (Answer may vary)
5. How many hours are there in a day?
   Answer: 24 hours.
6. How many days are there in a week?
   Answer: Seven
7. How many months are there in a year?
   Answer: 12

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: How to tell time?

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. 

Day 4

Rhyme time

The teacher introduces a rhyme – ‘Seven days in a week’

There are seven days,
There are seven days, 
There are seven days in a week.
There are seven days,
There are seven days, 
There are seven days in a week.
Saturday, Sunday, Monday, Tuesday,
Wednesday, Thursday and Friday. (repeat)

Note to the teacher:

1. The teacher shows the poster and recites the rhyme. The children may recite the rhyme.
2. The teacher shows the poster and then shows the sight words of days of the week.
3. Children listen keenly and repeat the names after the teacher.
4. 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 about time and days.

Poster: Seven days in a week

Audio: Seven days in a week

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

Activity time

1. Circle Game

• Students stand in a circle.
• One student starts by saying ‘Monday’.
• The next student says ‘Tuesday’, and so on, continuing around the circle.
• If a student misses a day, they are out of the game or need to start again. 

2. ‘Days of the Week’ March

• Students line up and march together.
• The teacher calls out the days of the week in order (Monday, Tuesday, etc.).
• Students repeat each day aloud.

Refer to the ‘Activity’ 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

Introducing the Letter Blends ‘Br’

Procedure:

• The teacher explains to the students that they are going to learn some new words.
• The teacher plays the video or shows the picture flashcards of ‘Br’ words. (Bread, Broom, Brick, Brain)
• The teacher must allow the students to discuss and tell these words in their regional language before introducing the English words.
• The teacher writes these words on the blackboard, emphasizing the starting letters ‘Br’ and its sound. 
• The teacher must encourage the students to repeat these words (Bread, Broom, Brick, Brain) emphasizing the sound ‘Br’. 
• The teacher then distributes the worksheet. 

Note to the teacher:

• The teacher must watch the video prior to the session and learn the correct sound of the blend ‘Br’ to introduce it accurately.
• If it is not possible to show the video, the teacher can introduce using flashcards only.

Key knowledge the child will acquire: Students will become familiar with a few words with the starting blend sound ‘Br’.

Vocabulary Card: Letter Blends ‘br’

Worksheet: Complete the word with ‘br’

Worksheet: Complete the word with ‘br’ (Enlarged)

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: Letter Blends ‘br’

ISL Video: Letter Blends ‘br’ – Coming soon

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

Introducing the Letter Blends Cr

Procedure:

• The teacher explains to the students that they are going to learn some new words.
• The teacher plays the video or shows the picture flashcards of ‘Cr’ words. (Cry, Crane etc)
• The teacher must allow the students to discuss and tell these words in their regional language before introducing the English words.
• The teacher writes these words on the blackboard, emphasizing the starting letters ‘Cr’ and its sound. 
• The teacher must encourage the students to repeat these words (Cry, Crane etc) emphasizing the sound ‘Cr’. 
• The teacher then distributes the worksheet.

Note to the teacher:

• The teacher must watch the video prior to the session and learn the correct sound of the blend ‘Cr’ to introduce it accurately.
• If it is not possible to show the video, the teacher can introduce using flashcards only.

Key knowledge the child will acquire: Students will become familiar with a few words with the starting blend sound ‘Cr’.

Vocabulary Card: Letter Blends ‘cr’

Worksheet: Complete the word with ‘cr’

Worksheet: Complete the word with ‘cr’ (Enlarged)

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: Letter Blends ‘cr’

ISL Video: Letter Blends ‘cr’ – Coming soon

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

Introducing the Letter Blends ‘Gr‘

Procedure:

• The teacher explains to the students that they are going to learn some new words.
• The teacher plays the video or shows the picture flashcards of ‘Gr’ words. (Green, Grain etc)
• The teacher must allow the students to discuss and tell these words in their regional language before introducing the English words.
• The teacher writes these words on the blackboard, emphasizing the starting letters ‘Gr’ and its sound. 
• The teacher must encourage the students to repeat these words (Grain, Green etc) emphasizing the sound ‘Gr’. 
• The teacher then distributes the worksheet.

Note to the teacher:

• The teacher must watch the video prior to the session and learn the correct sound of the blend ‘Gr’ to introduce it accurately.
• If it is not possible to show the video, the teacher can introduce using flashcards only.

Key knowledge the child will acquire: Students will become familiar with a few words with the starting blend sound ‘Gr’.

Vocabulary Card: Letter Blends ‘gr’

Worksheet: Complete the word with ‘gr’

Worksheet: Complete the word with ‘gr’ (Enlarged)

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: Letter Blends ‘gr’

ISL Video: Letter Blends ‘gr’ – Coming soon

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

Introducing the Letter Blends ‘Tr‘

Procedure:

• The teacher explains to the students that they are going to learn some new words.
• The teacher plays the video or shows the picture flashcards of ‘Tr’ words. (Train, Truck etc)
• The teacher must allow the students to discuss and tell these words in their regional language before introducing the English words.
• The teacher writes these words on the blackboard, emphasizing the starting letters ‘Tr’ and its sound. 
• The teacher must encourage the students to repeat these words (Truck, Train etc) emphasizing the sound ‘Tr’. 
• The teacher then distributes the worksheet.

Note to the teacher:

• The teacher must watch the video prior to the session and learn the correct sound of the blend ‘Tr’ to introduce it accurately.
• If it is not possible to show the video, the teacher can introduce using flashcards only.

Key knowledge the child will acquire: Students will become familiar with a few words with the starting blend sound ‘Tr’.

Vocabulary Card: Letter Blends ‘tr’

Worksheet: Complete the word with ‘tr’

Worksheet: Complete the word with ‘tr’ (Enlarged)

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: Letter Blends ‘tr’

ISL Video: Letter Blends ‘tr’ – Coming soon

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

Introducing ‘Days of the Week’ by sight word method

• The teacher shows the flashcard of Monday and says, “Monday.”
• Children will repeat ‘Monday’.
• The teacher says, “Monday is the 1st day of the week.”
• The teacher shows the flashcard of Tuesday and says, “Tuesday.”
• Children will repeat ‘Tuesday’.
• The teacher says, “Tuesday is the 2nd day of the week.”
• The teacher shows the flashcard of Wednesday and says, “Wednesday.”
• Children will repeat ‘Wednesday’.
• The teacher says, “Wednesday is the 3rd day of the week.”
• The teacher shows the flashcard of Thursday and says, “Thursday.”
• Children will repeat Thursday.
• The teacher says, “Thursday is the 4th day of the week.”
• The teacher shows the flashcard of Friday and says, “Friday.”
• Children will repeat ‘Friday’.
• The teacher says, “Friday is the 5th day of the week.”
• The teacher shows the flash card of Saturday and says, “Saturday.”
• Children will repeat ‘Saturday’.
• The teacher says, “Saturday is the 6th day of the week.”
• Then, finally the teacher shows the flashcard of Sunday and says, “Sunday.”
• Children will repeat ‘Sunday’.
• The teacher says, “Sunday is the 7th day of the week and it is a holiday for all schools.”
• Then, the teacher discusses what day is ‘Today’ and writes the name of the day on the blackboard and the date below. 

Note to the teacher:
Now that ‘Days of the week’ have been introduced to the students, the teacher must ensure that she/he writes a name of the day on the blackboard daily so that students can copy it on their worksheet daily.

Key knowledge the child will acquire: Students will become familiar with the name of the days in a written form.

Concept Card: Days of the week

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. 

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.