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 ‘Colours and Alphabet Revision 2’ will be reinforced with some additional information.

Language games, nature walk, finger painting, human value song, alphabet revision, introduction to rhyming words are planned for the week to make the 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 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 ‘Colours’ if there are any neuro-diverse children in the class.

Day 1

Main Concept: Revision and closing session

• The teacher can explain how colours bring joy and happiness in our life.
• The teacher can close the session by reciting the rhyme on colours learnt in the earlier class. 
• The teacher shows the flashcards of colours as a revision of the topic.

Key knowledge the child will acquire: Children recognise and name the colours.

Refer to ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Colours and Alphabet Revision 2’ if there are any neuro-diverse children in the class.

Day 2

Language Game – Call it out

Aim: Children familiarise themselves with different colours.

Resources required: Six or seven sets of colour cards in different shapes- red, green, blue, orange, indigo, violet, black, white, yellow. The teacher shows the pictures and tells the different colours.

Preparation of activity: 

• The teacher makes sure the children know all the colours.
• Using colour cards of different colours, the teacher starts the activity.
• Flashcards of different shapes, images of animals or birds can also be used, but the teacher makes sure that the picture has only one particular colour.
• The teacher calls the students one at a time. 
• Have the children spaced as far away as possible in the classroom. 
• The first child comes and identifies the colour card and goes back to his/her place. 
• Encourage the children to say the colour loudly. 
• Make sure that only one child comes and the next one comes only after this child goes back to his/her seat.

Procedure:

The teacher prepares flashcards of different colours depending upon the number of students in the class. 

• Children are made to sit apart, so that they come one by one in front and identify the colour on the flashcard.
• The teacher repeats flashcards of all colours till all the children are able to identify them independently.

Note to the teacher: 

1. The teacher makes sure that all children get a chance to participate in this game.
2. Ask the children to listen to the instructions carefully.
3. They must come only when their name is called.

Key knowledge the child will acquire: The children in the class are able to identify and name different colours.

Refer to the ‘Colours’ Flashcards given in Day 5 Week 1 of the topic ‘Colours and Alphabet Revision 2’ Listening and Speaking segment.

Refer to ‘Activity’ Adaptations and Strategies given in the Main page of ‘Colours and Alphabet revision 2’ if there are any neuro-diverse children in the class.

Day 3

Activity – Nature Walk using a Colour Wheel

Materials required: Colour wheel

During: 

Children are encouraged to take a walk in the surroundings like the school ground or a park/garden in the neighbourhood (with their family) with a colour wheel.

Note to the teacher: 

1. The teacher demonstrates making a colour wheel and sends the instructions as homework, for the children to prepare the colour wheel, with the help of their parents.
2. After a week, the teacher can have a discussion in the class about what the children had observed. He/she can ask them to come forward one by one and speak on their experience about the colours in nature.

Click and watch the video. This video is to be viewed by the teachers before the activity to understand how to conduct the activity during the class. 

LTM: Colour wheel

Refer to ‘Activity’ Adaptations and Strategies given in the Main page of ‘Colours and Alphabet revision 2’ if there are any neuro-diverse children in the class.

Day 4

Activity – Finger/hand paint

Materials required: 

• Small bowls of paint with primary colours. This helps children to freely choose and experiment.
• Thick chart paper that won’t tear. 

During: 

• Children select any two colours.
• They dip their fingers and put the paint directly on each side of the paper.
• They can apply paint in each hand if they enjoy the sensory experience.
• Next, ask children to mix the two colours by rubbing the two palms together and observe the new colour it creates.

Note to the teacher: 
The teacher makes arrangements for the activity. Make sure children follow discipline as the activity can make the class messy. The teacher can have two or three co-teachers help during this activity. Explain the new colours they get while mixing.

• Red and yellow: orange
• Red and blue: purple
• Blue and yellow: green
• Blue and black: navy blue
• Yellow and white: cream
• Red and green: brown

Refer to ‘Activity’ Adaptations and Strategies given in the Main page of ‘Colours and Alphabet revision 2’ if there are any neuro-diverse children in the class.

Day 5

Value song – Wonderful World!

Green, green trees and red, red flowers,
What a wonderful world is this!
Blue, blue skies and white, white clouds,
What a wonderful world is this!
Bright, bright sun, stars, and moon,
What a wonderful world is this!
Dazzling rainbow with seven colour arcs,
What a wonderful world is this!
Pretty, pretty colourful butterflies,
What a wonderful world is this!

Poster: Wonderful world

Audio: Wonderful world

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: Wonderful world

ISL Video: Wonderful world – Coming soon

Refer to ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Colours and Alphabet revision 2’ if there are any neuro-diverse children in the class. 

Reading and Writing

Day 1

Writing skill – Learning to write letter ‘D’ and ‘d’

Procedure:

• The teacher writes the letters ‘D’ and ‘d’ 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, ‘D, d’ in the air.
• The students can also imitate tracing letters ‘D, d’ with their fingers on their desk or on the floor.
• Then, the teacher can distribute the worksheet ‘Letter writing practice – Letter Dd’.
• The teacher must encourage the students to write the letters with accurate directionality.

Note to the teacher: 

• The teacher must watch the LTM video to learn how to write the letter ‘D, d’ with proper directionality. 
• 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. This video is to be viewed by the teachers before the activity to understand how to conduct the activity during the class. 

Video: Learn to write letter D, d

Worksheet: Letter writing practice D, d

Worksheet: Letter writing practice D, d (Enlarged)

Refer to ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Colours and Alphabet revision 2’ if there are any neuro-diverse children in the class. 

Day 2

Writing skill – Learning to write letter ‘E’ and ‘e’

Procedure:

• The teacher writes the letters ‘E’ and ‘e’ 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, ‘E, e’ in the air.
• The students can also imitate tracing letters ‘E, e’ with their fingers on their desk or on the floor.
• Then, the teacher can distribute the worksheet ‘Letter writing practice- Letter Ee’.
• The teacher must encourage the students to write the letters with accurate directionality.

Note to the teacher: 

• The teacher must watch the LTM video to learn how to write the letter ‘E, e’ with proper directionality. 
• 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. This video is to be viewed by the teachers before the activity to understand how to conduct the activity during the class. 

Video: Learn to write letter E, e

Worksheet: Letter writing practice E, e

Worksheet: Letter writing practice E, e (Enlarged)

Refer to ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Colours and Alphabet revision 2’ if there are any neuro-diverse children in the class. 

Day 3

Writing skill – Learning to write letter ‘F’ and ‘f’

Procedure:

• The teacher writes the letters ‘F’ and ‘f’ 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, ‘F, f’ in the air.
• The students can also imitate tracing letters F, f’ with their fingers on their desk or on the floor.
• Then, the teacher can distribute the worksheet ‘Letter writing practice- Letter Ff’.
• The teacher must encourage the students to write the letters with accurate directionality.

Note to the teacher: 

• The teacher must watch the LTM video to learn how to write the letter ‘F, f’ with proper directionality. 
• 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. This video is to be viewed by the teachers before the activity to understand how to conduct the activity during the class. 

Video: Learn to write letter F, f

Worksheet: Letter writing practice F, f

Worksheet: Letter writing practice F, f (Enlarged)

Refer to ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Colours and Alphabet revision 2’ if there are any neuro-diverse children in the class. 

Day 4

Introduce – Rhyming words: Word families – ‘en’, ‘in’, ‘ox’ and ‘ug’

Procedure:

• The teacher shows the word flashcard of ‘pen’ and reads the word. Students will repeat.
• Now, the teacher shows the word flashcard of ‘ten’ and reads the word.
• The teacher writes these words on the blackboard, highlighting the ending ‘ap’ sound.
• The teacher then explains to the students that words that belong to the same ‘word family’ are also known as ‘rhyming words’ ; they have a rhyming sound at the end.
• Following the same process, the teacher can write ‘den’, ‘men’ and ‘ben’on the blackboard
• Then, just for fun, the teacher may encourage the students to make more words with the same rhyme and write them all on the board.

Note to the teacher: 

• The activity is to learn the rhyming words so even if the teacher does not tell the meaning of all the words now, it is fine.
• If the students ask for the meaning of these words, the teacher could explain in the regional language or may just tell that they will learn the meaning of this word later. 
• If time permits, the teacher can introduce a few more sets of rhyming words, for example {(pin, tin, bin), (ox, box, fox) and (bug, rug, jug, mug)} by writing them on the board.

Key skill/knowledge the child will acquire: Students will become familiar with the concept of rhyming words and practice saying many rhyming words.

Worksheet: Match the word families (‘en’, ‘in’, ‘ox’ and ‘ug’)

Worksheet: Match the word families (‘en’, ‘in’, ‘ox’ and ‘ug’) (Enlarged)

Refer to the ‘Alphabet flashcards’ (A to Z) from Week 1 Day 1 of ‘Colours and Alphabet Revision 2’. 

Refer to the ‘Word Family Flashcards’ from Week 2  Day 5 of ‘Colours and Alphabet Revision 2’  Reading and Writing segment.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Colours and Alphabet revision 2’ if there are any neuro-diverse children in the class.

Day 5

This and That – Learning the difference of using ‘This’ and ‘That’

Procedure:

• The teacher can explain to the students that we use the word ‘this’ to show the person or objects that are near us, and we use the word ‘that’ to show the person/object far away from us.
• The teacher can then show a few things in the classroom to explain the correct use of this and that.
• For example,
  • This is a book.
  • This is a pen.
  • That is a door.
  • That is a window.
  • That is a fan.
  • This is a chair.
  • This is a table.
• Then the teacher may also show the video to clarify the concept further.
• For further practice, the teacher may encourage each child to make one sentence each by showing an object which is near or far away from them.
• The teacher can distribute the worksheet ‘This and That’.

Key skill/knowledge the child will acquire: Students will become familiar with the concept of using This and That in a simple sentence.

Click and watch the video. This video is to be viewed by the teachers before the activity to understand how to conduct the activity during the class. 

Video: This and That

Worksheet: This and That

Worksheet: This and That (Enlarged)

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Colours and Alphabet revision 2’ 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.