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/concept will be introduced through rhyme, conversation, questions and answers, fun activities, colouring and reading keywords.

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. Flap your hands.
2. Nod your head left to right.
3. Say hello to your partner.
4. Stretch your hands above your head.
5. Wave your hands.
6. Flap your hands.
7. Stand straight.

Procedure:
The activity proceeds as follows: –

Step 1:

• The teacher first gives the commands (flap your hands, nod your head left to right, say hello to your partner, stretch your hands above your head, wave your hands, flap your hands, stand 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.
2. The teacher begins each class with this activity. 
3. The teacher gives clear instructions at the beginning of the class.
4. Ensure 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 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: Warm up exercise (Coming Soon)

ISL Video: Warm up exercise (Coming Soon)

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

Day 1

Rhyme

The teacher revises the topic on ‘Animals’ and tells children that they are going to learn about some more animals who are a little different. They have feathers, wings and beaks. They also fly. The teacher can make the children learn the rhyme ‘Beautiful birds’ by showing the poster and reading the rhyme line by line and explaining it. The teacher also plays the audio of the rhyme and recites the rhyme. The teacher begins the class by saying, ‘Let us learn to recite a rhyme’.

Content of the rhyme: Beautiful birds

The parrots are green in colour,
But the peacock has so many colours.
The duck has a white coat,
And it swims along a boat.

The crow caws sitting in a tree,
But the pigeon is on my knee.
When the birds go flap, flap, flap,
Little Nini goes – clap, clap, clap.

Follow up activity for the rhyme:

1. When does Nini clap her hands?
   Answer: Nini claps when she sees the birds go ‘flap, flap, flap’.
2. Who swims along a boat?
   Answer: A duck swims along a boat.
3. What is the colour of a duck’s coat?
   Answer: White.
4. Find the rhyming words:
   Coat – boat
   Tree – knee
   Flap – clap

Note to the teacher:

1. The teacher will show the poster and children replicate the same in the class.
2. The teacher will keep flashcards of birds ready.
3. The teacher can make the children sit in three semi-circles.
4. The teacher will show the poster and then show the flashcards of birds. 
5. Now, the teacher shows the flashcards of parrot, peacock, crow, duck, pigeon, sparrow and says the names.
6. Children listen keenly and observe the teacher.
7. The teacher recites the rhyme a couple of times and plays the audio and encourages the children to recite it along with her/him.
8. The teacher can encourage children to come up with any other rhyming words they know.
9. The teacher can make the children come forward and recite the rhyme in front of the class.

Key skill/knowledge the child will acquire: Children learn to recite the rhyme.

Poster: Rhyme – Beautiful birds (Coming soon)

Audio: Rhyme – Beautiful birds (Coming soon)

Flashcards: Type of birds (Coming soon)

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

Day 2

Note to the teacher:

Refer to the Poster & Audio of the rhyme from the given Digital Assets in ‘Birds’ 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 & Audio of the rhyme from the given Digital Assets in ‘Birds’ Week 1 Day 1. 

Day 4

Conversation Circle – The birds I know

The teacher will sit with the students in a circle to conduct the session. Possible answers are provided. Children may give varied responses.

1. Do you like birds?
   Answer: Yes, I do.
2. Name any two common birds you see around every morning.
   Answer: Crow, sparrow.
3. What is something special that the birds have?
   Answer: Birds have feathers.
4. What is the mouth of a bird called?
   Answer: Beak.
5. Why do you love birds?
   Answer: They can sing, are colourful, and can fly in the sky.

Procedure:

Step 1: The teacher shows a flashcard with colourful birds and introduces the first question: Do you like birds?   

Possible answer: Yes, I do. (The teacher to accept answers if children say, ‘I don’t like birds’)

The teacher asks the child sitting next to him/her, “Do you like birds?” The child says, “Yes, I do…….’  Now, this child will ask the child sitting next to him or her, “Do you like birds?” and the conversation continues until all the children ask and respond.

Step 2: The teacher introduces the next question: Name any two common birds you see around every morning.

Possible answer: Crow and sparrow

Then, the teacher asks the child sitting next to him/her, “Name any two common birds you see around every morning.”

The child may say ‘crow, sparrow’. (students can give the name of the bird they like) Now, this child will ask the child sitting next to him or her, “Name any two birds you see around every morning.” and the conversation continues until all the children ask and respond.

Step 3: The teacher introduces the next question: What is something special that the birds have?

Possible answer: Birds have feathers.

Then, the teacher asks the child sitting next to him/her, “What do birds have?” The child says, “Birds have feathers.”  Now, this child asks the child sitting next to him or her, “What do birds have?” and the conversation continues until all the children ask and respond.

Step 4: The teacher introduces the next question: What is the mouth of a bird called?

Possible answer: Beak.

Then, the teacher asks the child sitting next to him/her, “What is the mouth of a bird called?” The child may say ‘beak’. Now, this child will ask the child sitting next to him or her, “What is the mouth of a bird called?” and the conversation continues until all the children ask and respond.

Step 5: The teacher introduces the next question:  Why do you love birds?

Possible answer: They can sing, are colourful, and can fly in the sky.

Then, the teacher asks the child sitting next to him/her, “Why do you love birds?” The child says, “They can sing.” Another child may respond that the birds are colourful, and the next child might respond that birds can fly in the sky. 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 to the question, the teacher can give a clue or pass the question to the next student.
• There should be no chorus answers.
• Students can answer the names of birds in their local language, but the teacher encourages them to learn the names in English. Example – Pigeon is also known as kabutar in Hindi.

Key skill/knowledge the child will acquire: Children learn to use simple sentences about birds.

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: The birds I know – Coming soon

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

Day 5

Main Concept – Types of birds

Content:

The teacher will keep the necessary flashcards of 

• Colourful birds – parrot, peacock 
• Water birds – duck, heron
• Common birds – pigeon, myna, crow, sparrow
• Sight words connected to birds – beak, feathers, grains, trees, houses, flying birds.

The teacher begins the class asking a few questions, showing flashcards of animals taught in the previous class to check the student’s previous knowledge. Then, she/he can ask the below questions to introduce the new topic of birds:

1. Name some birds that you saw while coming to school?
2. Have you seen any colourful or black birds? Name them.

Opening: The teacher will explain briefly that they are going to learn the names of birds they see. 

During: The teacher shows the flashcards of birds one card at a time, and asks children to notice how each of these birds look – their size, colour, their feathers and their special features.

The teacher explains that birds can be classified as:

• Colourful birds – parrot and peacock
• Birds found in water – duck and heron
• Common birds – pigeon, myna, crow, sparrow.

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: Main concept – Types of birds – Coming soon

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

Reading and Writing

Day 1: Bird song – Introduce the keywords (crow, caw, tree, pigeon)

Content: Keywords: crow, caw, tree, pigeon, next, flap, little, clap

The crow caws sitting on a tree,
But the pigeon sat next to my knee.
When the birds go flap, flap, flap,
Little Nini goes clap, clap, clap.

Procedure:

• The teacher writes the song on the blackboard (or shows poster) and reads it aloud.
• The teacher introduces the keywords one by one, using keyword flashcards. 
• Students will repeat the keyword along with the teacher.
• The teacher will underline the keywords and explain the meaning of the keywords in regional language.
• Following the same process, the teacher will introduce the remaining keywords. 
• The teacher will keep a basket of chits with these words written in it. (crow, caw, tree, pigeon)
• The teacher will call any one student to come forward, pick up a chit, read the word, and then point at that word on the blackboard.
• This process can be repeated until all the students get a chance to pick a word from the basket.
• The teacher may assist the student to read the word as and when required. 

Key knowledge the child will acquire: New vocabulary. Enhanced reading skill.

Flashcards: Keywords – Coming soon

Audio: Bird song – Coming soon

Refer to the ‘Beautiful birds’ poster given in Week 1 Day 1 of the Listening and Speaking section of this topic.

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

Day 2: Introduce the keywords (next, flap, little, clap)

Procedure:

• The teacher writes the rhyme on the blackboard and reads it aloud.
• The teacher introduces the key words one by one, using keyword flashcards. 
• Students will repeat.
• The teacher explains the meaning of the word in regional language.
• Then, the teacher will show the next flashcard and follow the same procedure as above. 
• The teacher will keep a basket of chits with these words written in it. (next, flap, little, clap)
• The teacher will call any one student to come forward, pick up a chit, read the word, and then point at that word on the blackboard.
• This process can be repeated until all the students get a chance to pick a word from the basket.
• The teacher may assist the student to read the word as and when required. 

Key knowledge the child will acquire: New vocabulary. Enhanced reading skill.

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

Day 3: Introduce the blend words (clap, flap, slap, black, glass)

Procedure:

• The teacher will ask, “Children, can you show me how the birds fly?” 
• Students may get up from their seats and move around the class with flying actions. 
• The teacher will write ‘fly’ on the blackboard in bold letters. 
• The teacher must use a different colour of chalk to write ‘fl’. 
• Then, the teacher will ask, “Children now can show me how the birds flap their wings?”
• Students may flap their hands and move around the class like a bird. 
• The teacher writes ‘flap’ on the blackboard in bold letters. The teacher must use a different colour chalk to write ‘fl’. 
• The teacher will show the flashcard of ‘flap’ and the students will read ‘flap’.
• The teacher will underline ‘fl’ on the blackboard and read both the words ‘fly’ and ‘flap’ emphasising on the sound ‘fl’.
• The teacher will encourage the students to repeat the word, emphasising on ‘fl’ sound. 
• Pointing to ‘f’, the teacher will ask, “Children what letter is this? What sound does it make?”
• The students may respond. If not, the teacher can help.
• Now pointing to ‘l’, the teacher will ask, “Children what letter is this? What sound does it make?”
• The students may respond. If not, the teacher can help.
• Then the teacher says, “Children when we join these sounds, they make the sound ‘fl’. flap, fly.”
• Then, the teacher will show the flashcard of ‘clap’ and read the word clap emphasizing on the sound ‘cl’.
• Then, the teacher will write ‘cl’ in big, bold handwriting on the blackboard. The teacher must use a different colour chalk to write ‘cl’. The teacher will explain that ‘c’ and ‘l’ sound join to make ‘cl’ sound, clap.
• Similarly, the teacher will explain:
  1. ‘s’ and ‘l’ sound join to make ‘sl’ sound, slap.
  2. ‘b’ and ‘l’ sound join to make ‘bl’ sound, black.
  3. ‘g’ and ‘l’ sound join to make ‘gl’ sound, glass.
• Then, the teacher can distribute the worksheet – ‘Birds fly – flap flap flap’.

Worksheet: Birds fly – flap flap flap – Coming soon

Worksheet: Birds fly – flap flap flap (Enlarged) – Coming soon

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

Day 4: Introducing position words (in, on, under)

Content: Anywhere the mouse can go 

Materials required: A small carton box, model of a small mouse (a toy mouse)

Procedure:

• The teacher must watch the video ‘Introducing position words’ (in, on, under) before conducting the activity.
• The teacher must keep all the required materials ready.
• The teacher must place the mouse and the box on the table in a way that all the students can see the box and the mouse clearly.
• The box must be raised 4-6 inches above the ground. (by placing two bricks below the box) 
• The teacher can then show the mouse to the students saying, “Children I have a small mouse here and this mouse can go anywhere.”
• The teacher moves the mouse around the table saying, “Children, let’s see now where the mouse is going.” 
• Then, the teacher puts the mouse in the box and says, “The mouse is ‘in’ the box.” The teacher can repeat the sentence twice.
• The teacher can ask the students the question, “Where is the mouse?” And students can answer, ‘in the box’. 
• Then, the teacher says, “Let’s see now where the mouse is going.”
• Then, the teacher puts the mouse on the box and says, “The mouse is on the box.” The teacher can repeat the sentence twice.
• The teacher can ask the students the question, “Where is the mouse?” And students can answer, ‘on the box’. 
• Then, the teacher says, “Let’s see now where the mouse is going.”
• Then, the teacher puts the mouse under the box and says, “The mouse is under the box.” The teacher can repeat the sentence twice.
• The teacher can ask the students the question, “Where is the mouse?” And students can answer, ‘under the box’. 
• The teacher can repeat the process one more time.
• Then, the teacher can call one student at a time to try to move the mouse in, on, under the box.
• The teacher can distribute the colouring worksheet ‘Anywhere the mouse can go’.  

Key knowledge the child will acquire: Students become familiar with prepositions. (in, on, under)

Worksheet: Anywhere the mouse can go – Coming soon

Worksheet: Anywhere the mouse can go (Enlarged) – Coming soon

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: Introducing position words (in, on, under) – Coming soon

Refer to the ‘LSRW’ and ‘See and Colour’ Adaptations and Strategies given in the Main page of ‘Birds’ If there are any neuro-diverse children in the class.

Day 5: Identify the position words (in, on, under)

Materials required: Poster – ‘In the Park’

• The teacher must keep all the required materials ready.
• The teacher shows the poster to the students and asks various questions:
  • Can you see Nini in this picture? (Yes/no)
  • Where is Nini? (Nini is in the park)
  • Where is Nini sitting? (Nini is sitting on the bench)
  • Where is the crow? (The crow is in the tree)
  • Where are the eggs? (The eggs are in the nest)
  • Where is the pigeon? (The pigeon is on the bench)
  • Where is the cat? (The can is under the bench)
  • Where is the mouse? (The mouse is under the bench) 
• Then, the teacher can call one student at a time to show where is- Nini, crow, pigeon, eggs, cat, mouse are. 
• Each time the whole class can repeat the answer using the position words in, on, under.
• The teacher can distribute the colouring worksheet (black and white outline of the poster). 
• Students can complete the worksheet by underlining the position words (in, on, under) and colouring the picture beautifully. 

Poster: In the park – Position words with sentences – Coming soon

Worksheet: Underline the position words (in, on, under) – Coming soon

Worksheet: Underline the position words (in, on, under) (Enlarged) – Coming soon

Key knowledge the child will acquire: Students learn/revise prepositions. (in, on, under)

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