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.

Storytelling, comprehension of the story, conversation and simple questions and answers and group activities are planned for this week to make learning enjoyable.

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 ‘Transport’ 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.

Procedure:

• 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 ‘On the move’ 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.
• As the story proceeds, the teacher can encourage the children to give the names of vehicles in English.
• 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.

After the story telling session:

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

Content: On the Move

Ding dong! 

The doorbell rang. Who is that early in the morning?

Tina peeps from the window. 

Oh! It is the milkman. She could see his autorickshaw outside her house. Tina went back to bed again. 

Tring, tring! It is the alarm clock. It is time to get up and get ready to go to school. But Tina felt sleepy and went back to sleep. 

Tina! Tina! 

She heard her mother calling. She got up. Oh, no! She was late to school! 

By the time she got ready, the school bus had left. She always enjoyed going by the school bus. She felt sad to miss the bus ride. Her mother had to drop her at school on her scooter. 

Tina wished that she could ride a bicycle to school just like her brother. Maybe when she is a little older!!

As she entered her school, she heard a noise in the sky. She looked up. She saw an aeroplane flying gracefully! She always enjoyed watching aeroplanes flying.

She, then, remembered during her holidays she would be travelling by the train to her grandparent’s house. With a heart full of joy and a smile on her face, she went into her classroom.

Key knowledge the child will acquire: Children learn the different modes of transport.

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.

Storybook: On the move

Audio: On the move

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: On the move

ISL Video: On the move

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 ‘Transport’ if there are any neuro-diverse children in the class.

Day 2

Procedure:

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 travel.
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. Tina goes to school by________.
   Ans: bus
2. The milkman comes in an ________________.
   Ans: autorickshaw
3. Tina’s brother went to school on a ___________.
   Ans: bicycle
4. An autorickshaw has ________ wheels.
   Ans: three
5. ________________ fly in the sky..
   Ans: Aeroplane
6. Tina travels by ____________ to her grandparent’s house.
   Ans: train

Simple Questions: 

1. Who rang the bell early in the morning?
   Ans: The milkman.
2. How does he come every morning?
   Ans: In an autorikshaw.
3. How does Tina go to school?
   Ans: By bus.
4. What was Tina’s wish?
   Ans: She wished to ride a bicycle to school like her brother.
5. How did they travel to their grandparent’s house?
   Ans: They travelled by train.

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

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 can have the picture cards and ask the children to arrange the picture cards in sequence according to the story.

Story card: On the move

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

Reading and Writing

Story Passage: On the Move

Tina goes to school by bus, and her brother goes to school on his bicycle. Her mother goes to work riding her scooter and her father goes to the office driving a car. Tina’s father and his friends do a ‘car-pool’. He picks up four of his friends on the way and five of them travel to the office together in one car. This way they can save petrol and enjoy talking to each other.

Every morning the milkman brings milk in an autorickshaw. During the summer vacation, the whole family travels by train to visit their grandparents. Once they saw different kinds of boats sailing on the water and once father went to Singapore flying in an aeroplane.

Day 1 and 2: Vocabulary Building

(goes, school, brother, mother, father, bicycle, scooter, work, office, car-pool, four, friends, every, morning, milkman, brings, autorickshaw, summer, vacation, whole, train, grandparents, once, aeroplane)

Procedure:

• The teacher writes the short story passage (given above) on the blackboard or reads it from the poster pointing word by word.
• The teacher shows the first word flashcard and reads the word. (example: brother)
• Students will repeat the word ‘brother’.
• The teacher underlines this word (brother) written on the blackboard and explains the meaning of the word.
• Following the same process, all the words are read using flashcards.
• These flashcards can be pinned on the class bulletin board.
• Then, the teacher calls one student in front to pick a 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 students read and point to the correct word.
• The teacher may also write this word on a side of the blackboard.
• This process can be repeated until all the students get a chance to pick a chit from the basket.

Note to the teacher:

• The teacher must keep the required materials ready. 
  • The story passage keyword flashcards.
  • A basket with several small chits with one of these words written in each chit.
  • Poster of the story passage. If the poster is not available, the teacher can write the story passage on a big chart paper prior  to the session.

Key skill/knowledge the child will acquire: Students learn new vocabulary related to the story through a story excerpt.

Alphabet card: Story passage – Key words

Poster: Story passage – On the move

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

Day 3: Story Passage – Find the Words

Procedure:

• The teacher writes the short story passage (given above) on the blackboard or reads it from the poster.
• The teacher will encourage the students to review the story to ensure they have comprehended the story and the passage.
• Using the flashcards, the teacher revises all the ‘vocabulary building’ words from the previous two days.
• The teacher then tells the students that she/he will show a flashcard and students have to find/spot that word on the blackboard/poster.
• The teacher can ask the students to raise their hands when they find these words.
• Then, the teacher can call a few students to come forward and point to the words.
• Then, the teacher underlines these words on the board.
• The teacher distributes the worksheet ‘Find the Words and Underline Them’.
• Students have to underline these words on their worksheet by looking at the blackboard. 

Note to the teacher:

• If it is not possible to write the story passage on the board during the class, the teacher can write it on a big chart paper prior to the session.
• The teacher must move around the classroom to help the students complete the worksheet.

Key skill/knowledge the child will acquire: Students will be able to identify the new vocabulary words when copying them from the black board.

Worksheet: Story Passage – Find the words and underline them

Worksheet: Story Passage – Find the words and underline them (Enlarged)

Refer to the ‘Story passage- On the Move’ poster given in the Day 1 Week 4 of ‘Transport’ Reading and Writing section.

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

Day 4: Crossword Puzzle – Find the Hidden Words

Procedure:

• The teacher revises the action words from the passage and discusses which transport is associated with each of these action words. 
• The teacher writes these words on the blackboard.
• The teacher then distributes the worksheet.
• Using one of the worksheets, the teacher can demonstrate how to complete the worksheet.
• The students must refer to the words written on the blackboard and complete the crossword puzzle worksheet.

Note to the teacher:

• The teacher has to keep all the required materials ready.
• The teacher has to ensure she/he solves the crossword puzzle prior to the session.
• While the students are engaged in completing the worksheet, the teacher must move around the classroom helping students who need help.

Key skill/knowledge the child will acquire: Students learn to read and identify a few more action words.

Worksheet: Story Passage – Crossword puzzle ‘Find the Hidden Words’

Worksheet: Story Passage – Crossword puzzle ‘Find the Hidden Words’ (Enlarged)

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

Day 5: Answer the Questions

1. How does Tina go to school?
2. What does her brother ride to school?
3. Who drives the car to the office?
4. What is sailing on the water?
5. How did her father travel to Singapore? 

Procedure:

• The teacher must explain that for this work we have to find the answers from the story passage given and write the full sentence.
• The teacher distributes the worksheets.
• The teacher writes the first question on the blackboard.
• The teacher reads the question and asks the students to answer the question orally.
• The teacher writes the answer right below the question.
• The students will copy the answer from the blackboard.
• Then, the teacher writes the second question.
• The procedure is followed until all the questions are answered on the blackboard.
• The students complete the worksheet as shown.

Note to the teacher:

• The teacher may ask the students to answer the questions individually or as a group.
• While the students are engaged in completing the worksheet, the teacher must move around the classroom helping students who need help.

Key skill/knowledge the child will acquire: Students learn the skills of copying from the blackboard and answering the questions.

Worksheet: Story Passage – Answer the questions

Worksheet: Story Passage – Answer the questions (Enlarged)

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Transport’ 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.