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 alphabets.

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):

• Gently shake your head from side to side.
• Lift your shoulders up and down.
• Move your hands to the sides.
• Make small circles with your arms two times forward.
• Make small circles with your arms two times backward.

Procedure:
The activity proceeds as follows: –

Step 1:

• The teacher first gives the commands (gently shake your head from side to side, lift your shoulders up and down, move your hands to the sides, make small circles with your arms two times forward, make small circles with your arms two times backward) 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).
• The student gives the commands and other children listen and do the actions.
• The 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 to the whole class and all the children listen and do the actions.

Suggested Variation: 
The teacher can do the following for ensuring that the children do the TPR easily:

1. Children can be made to stand in arms distance from each other
2. Visual cues can be placed on the floor, such as tape or markers, to indicate where the child should stand.

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.
2. The teacher begins each class with this warm up activity. 
3. The teacher gives clear instructions at the beginning of the class.
4. The teacher ensures adequate space in the classroom for the children to move to do the activity comfortably. 
5. 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 ‘Transport’ if there are any neuro-diverse children in the class.

Day 1

The teacher can introduce the topic on ‘Transport’ by emphasising the importance of the different types of transport. Then, the teacher begins the topic with the given poem.

Poem

Introduction:

• The teacher will sit along with the children.
• The teacher begins the class by saying, “Let us learn to recite a poem- ‘Let us move’.

Content: Let us Move

When we wish to move from here to there,
Transport takes us anywhere. 
A bicycle, a bus, a van or a car,
Can take us to places near or far.

Trucks are used for heavy goods,
They drive through the towns and woods.
The wheels on them go round and round,
As they travel on the ground.

A train goes ‘chuk-chuk’ down the track,
Carrying people and goods to places and back.
If you want to fly in the air,
An aeroplane or a helicopter can take you there.

If on water you want to sail,
A ship, a boat sets the trail.
On land, water or in air,
Transport takes us everywhere.

Follow up activity: Answer the questions (Answers may vary)

The teacher asks a few questions based on the poem that the students have learnt. He/she also shows flashcards of different types of transport.

1. Name a few types of transport that you can see on roads.
   Answer: A bicycle, a bus, a van or a car.
2. How do we travel by air?
   Answer: An aeroplane or a helicopter.
3. Why do we need transport?
   Answer: We need different means of transport to move people and things from one place to another.
4. What are trucks used for?
   Answer: Trucks are used to carry goods from one place to another.

Note to the teacher:

1. The teacher shows the poster and recites the poem. The children may recite the poem.
2. The teacher will show the poster and then show the flashcards of types of transport.
3. The teacher plays the audio of the poem. Then, the teacher recites the poem a couple of times and encourages the children to recite it along with her/him.

Key knowledge the child will acquire: Children learn to recite the poem and identify different kinds of transport.

Concept card: Types of transport

Poster: Let us move

Audio: Let us move

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

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 ‘Transport’ Week 1 Day 1.

Day 3

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

Note to the teacher:

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

Day 4

Conversation Circle

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

1. What do we use a car for?
   Answer: We use a car to travel with our family on the road.
2.  What can you see while travelling by bus?
   Answer: We can see many other vehicles like cars, scooters, bicycles etc.
3. What is a truck used for?
   Answer: A truck is used to carry big and heavy things.
4. Where does a train run?
   Answer: A train runs on railway tracks.
5. Where does a helicopter fly and what does it have on top?
   Answer: A helicopter flies in the sky and has a big fan on top.
6. Which transport do we use to go to faraway places quickly?
   Answer: We use aeroplanes to go to faraway places quickly.

Note to the teacher:

Step 1: The teacher introduces the first question: What do we use a car for?

He /she says, “We use a car to travel with our family on the road.”

The teacher then asks the child sitting next to him/her, “What do we use a car for?”

The child says, “We use a car to travel with our family on the road.”

Now, this child asks the child sitting next to him/her, “What do we use a car for?” and the conversation continues until all the children ask and respond.

Step 2: The teacher introduces the next question: What can you see while travelling by bus?

He/she says, “We can see many other vehicles like cars, scooters, cycles etc.”

The teacher asks the child sitting next to her/him, “What can you see while travelling by bus?” 

The child says, “We can see many other vehicles like cars, scooters, bicycles etc.”
The circle time continues until all the children ask and respond.

Step 3: The teacher introduces the next question: What is a truck used for?

He/she says, “A truck is used to carry big and heavy things.” 

The teacher asks the child sitting next to her/him, “What is a truck used for?” 

The child says, “A truck is used to carry big and heavy things.” 
The circle time continues until all the children ask and respond.

Step 4: The teacher introduces the next question: Where does a train run?

He/she says, “A train runs on railway tracks.” 

The teacher asks the child sitting next to him/her, “Where does a train run?” 

The child says, “A train runs on railway tracks.” The circle time continues until all the children ask and respond.

Step 5: The teacher introduces the next question: Where does a helicopter fly and what does it have on top?

He/she says, “A helicopter flies in the sky and has a big fan on top.” 

The teacher asks the child sitting next to him/her, “ Where does a helicopter fly and what does it have on top?” 

The child says, “A helicopter flies in the sky and has a big fan on top.” The circle continues until all the children ask and respond.

Step 6: The teacher introduces the next question: Which transport do we use to go to faraway places quickly?

He/she says, “We use an aeroplane to go to faraway places quickly.”

The teacher asks the child sitting next to him/her, “Which transport do we use to go to faraway places quickly?” 

The child says, “We use an aeroplane to go to faraway places quickly.” The circle continues until all the children ask and respond. (The teacher may accept varied answers from children for this question).

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 question passes to the next student.
• There should be no chorus answers.

Key knowledge the child will acquire: Children learn to identify and understand the use of different kinds of transport.

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

Main Concept: Modes of Transport – Land, Water and Air

The teacher begins with the topic ‘Modes of Transport – Land, Water and Air’.

• The teacher will keep the necessary flashcards of different vehicles ready in a basket.
• The teacher will ask the children to sit down comfortably.
• The teacher will introduce the different modes of Transport – Land, Water and Air, by making the students watch a demonstrative video. The teacher will then start showing flashcards of vehicles one by one and tell the names of the vehicles and explain each transport type.

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: Modes of transport – Land, Air and Water

ISL Video: Modes of transport – Land, Air and Water

Note to the teacher:
The teacher will keep all the materials required for the lesson.

Refer to the ‘Types of Transport’ flashcards given in the Day 1 Week 1 of ‘Transport’ Listening and Speaking section.

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

Reading and Writing

Day 1

Learn the Keywords (transport, bicycle, bus, van, car, here, there, take, anywhere, places, near, far)

When we wish to move from here to there,
Transports take us anywhere. 
A bicycle, a bus, a van or a car,
Can take us to places near or far.

Procedure:

• The teacher writes the first part of the poem on the blackboard and reads it pointing word by word.
• The teacher shows the first keyword flashcard and reads the word.
• Students will repeat the word.
• The teacher underlines this word on the poem written on the blackboard and explains the meaning of the word in regional language.
• Following the same process, all the remaining keywords are introduced.
• 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 students 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 skill/knowledge the child will acquire: Students learn new vocabulary to enhance reading and comprehension skills.

Alphabet card: Keywords

Refer to the ‘Let us Move’ poem poster given in the Day 1 Week 1 of ‘Transport’ Listening and Speaking section.

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

Learn the Keywords (trucks, heavy, goods, drive, long, through, wheels, round, travel, ground)

Trucks are used for heavy goods,
They drive through the towns and woods.
The wheels on them go round and round, 
As they travel on the ground.

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.

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

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

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 3

Learn the Keywords (train, chuk-chuk, track, moving, people, places, fly, air, aeroplane, helicopter)

A train goes ‘chuk-chuk’ down the track,
Carrying  people and goods to places and back.
If you want to fly in the air,
An aeroplane or a helicopter can take you there.

Procedure:

• The teacher writes the third 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.

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

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

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 4

Learn the Keywords (water, sail, ship, boat, yacht, land, whether, everywhere)

If on water you want to sail,
A ship, a boat sets the trail.
On land, water or in air,
Transport takes us everywhere.

Procedure:

• The teacher writes the last 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.

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

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

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

Find the Words (transports, bicycle, bus, van, car, trucks, train, aeroplane, helicopter, ship, boat, yacht, land, air, water)

Procedure:

• The students listen to the audio of the poem ‘Let us move’.
• The students recite the poem by looking at the poster.
• The teacher distributes the worksheet ‘Find the Words’
• The teacher calls out a few words from the poem and students must underline these words in the worksheets.
• The teacher can help the students find these words by pointing at those words on the poster.

Note to the teacher:

• The teacher must keep the required materials ready.
  • ‘Let us move’ poster
  • The worksheet ‘Find the Words and Underline Them’.

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

Worksheet: Find the words and underline them

Worksheet: Find the words and underline them (Enlarged)

Refer to the ‘Let us Move’ poem poster and audio given in the Week 1 Day 1 of Listening and Speaking section of the topic ‘Transport’. 

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.