Note: Listening and Speaking section will be in Black colour 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, reading simple sentences and colouring activity are planned for this week.

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 ‘Colours and Alphabet Revision 2’ 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 storybooks/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.

Note to the teacher: 

• 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 ‘I See a Rainbow’ 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 name the colours.
• 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.

Procedure: 

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

Story: I see a Rainbow

The Sun smiled and said, “Good Morning! Rise and Shine!” The bright yellow rays of the Sun fell on the Earth and the green grass woke up and looked around. The red and purple roses smiled at each other. The orange marigolds looked beautiful as they watched the pink lilies slowly wake up and open their petals one by one in the garden.

Shalini looked at all the beautiful flowers in the garden and said, “Mamma, these flowers are so colourful and beautiful.” Mamma put her arms around Shalini and said, “Yes my dear, they are beautiful!”

The white clouds looked down from the blue sky and felt happy to see the flowers smiling at each other. Soon the clouds sent rain. The rain drops on the flowers made them look so beautiful!

And then Shalini saw a rainbow in the sky! She jumped happily to see a rainbow!

Key knowledge the child will acquire: Children are able to narrate and learn about colours through a story.

Storybook: I see a rainbow

Audio: I see a rainbow

Click and watch the animated storybook. This animated storybook is to be shown to the children in the class. For the children with low vision the Audio Book can be played. When there are children with hearing impairment in the inclusive class, use the video with Indian Sign Language (ISL).

Video: I see a rainbow

ISL Video: I see a rainbow

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 ‘Colours and Alphabet Revision 2’ if there are any neuro-diverse children in the class.

Day 2

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 colours.

Children listen with comprehension when the story is told.

Refer to the given Animated Storybook and Audio Book (Week 4 Day 1) 

Day 4

Echo questions: 

1. The Sun smiled and said, “Good Morning! Rise and Shine!” What smiled on the earth with its bright yellow rays?
   Answer: The sun.
2. The green grass woke up and looked around. What woke up and looked around?
   Answer: The green grass.
3. The red roses and the purple pansies smiled .What did the red roses and purple pansies do?
   Answer: Smile.

Simple questions: 

1. The teacher shows a picture of an apple and asks, “What colour is this?”
   Answer: Apple is red.
2. A picture of a Brinjal is shown. The teacher asks, “What is the colour?”
   Answer: Brinjal is purple.
3. The teacher shows a picture of a parrot and asks, “ What is the colour?”
   Answer: The parrot is green.

Can continue to ask similar simple questions. 

Day 5

Follow up Activity:

• The teacher can divide the class into groups and ask them to do a role play of this same story.
• The teacher can make the children prepare a story map, by listing out the different characters, and getting to understand the meaning of the story.

Refer to the ‘LSRW’ and ‘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.

Reading and Writing

Day 1

Revision – Reading simple sentences

Content – (This is a cap, This is a tap, This is a tin, This is a pin, This is a can, This is a pan, That is a cat, That is a rat)

Materials required: 

• Handwritten word flashcards (multiple copies) of the selected sight-words (This, That, is, a)
• Word family flashcards (cap, tap, tin, pin, can, pan, cat, rat)
• Sentence flashcards 
• Four baskets
• Four napkins
• A mat to place the words while forming sentences.
• Sentence colouring worksheet

Procedure:

• The teacher must keep all the required materials ready for the session.
• When the students are all seated on the floor in three semicircles, the teacher will sit in front of them on the floor. The teacher will place all four baskets on a mat in front of her/him in order.
• The first basket will have multiple copies of the words ‘This’ and ‘That’.
• The second basket will similarly have multiple copies of the word ‘is’.
• The third basket will have multiple copies of ‘a’.
• The fourth basket will have the ‘word family word flashcards’.
• All the baskets will be covered with a napkin.
• The teacher will tell the students, “Children, I am going to show you a word and you have to read it.”
• The teacher will slide her hand into the first basket (the basket is covered by a napkin) and pull out the sight-word ‘This’ and show it to the students. 
• The teacher will place the word ‘This’ on the mat in front of her/him.
• Then, the teacher will repeat this process by taking out the remaining sight-words, ‘is’ and ‘a’ from the baskets and placing them in the order of ‘This is a…’ on the mat.
• Then, from the fourth basket, the teacher will pull out a word flashcard of ‘cap’, and show it to the students. The students will most likely say the word ‘cap’.
• The teacher will place the word flashcard of the ‘cap’ at the end of the sentence.
• Then, the teacher will read the sentence, “This is a cap,” by pointing to the corresponding word.
• The teacher will place the sentence flashcard (can also be handwritten) right below the sentence thus formed and again read the sentence, “This is a cap.”
• Similarly, the teacher can repeat the process to introduce all the remaining sentences.
• Then, the teacher can distribute the colouring worksheets.

Note to the teacher: 

• Watch the LTM video prior to the session to learn how to introduce sentences.
• Keep the required materials ready.
• Handwritten flashcards are easy to make and use.

Key skill/knowledge the child will acquire: Students will gain more practice in reading simple sentences using the sight words and simple three letter words.

Flashcards: Sentence flashcards

Worksheet: Sentence colouring worksheet

Worksheet: Sentence colouring worksheet (Enlarged)

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: Reading simple sentences – Word Family ‘ap’

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’ and ‘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 2

Game – Find your friends 

Procedure:

• The teacher will divide all the children in the class into five groups.
• Children in the first group will receive chits with the word ‘This’ written on it.
• Children in the second group will receive chits with the word ‘That’ written on it.
• Children in the third group will receive chits with the word ‘is’ written on it.
• Children in the fourth group will receive chits with the word ‘a’ written on it.
• Each child in the fifth group will receive a chit with any one of the words from the ‘word family ‘at, an, ap and in’ written on it. 
• Once all the children receive their chits, the teacher can start the game.
• When the teacher says, “Start,” each student has to go to other four groups, to choose four friends with four of the above words, to complete one sentence.
• Whichever group completes the sentence will go to the teacher and show the sentence.
• The process will go on until all the students find their group of four friends to form a sentence each. 

Note to the teacher: 
For this activity the teacher can use many more rhyming words from the word family ‘at’, ‘an’, ‘ap’ and ‘in’.

Key skill/knowledge the child will acquire: Students will gain more practice in forming and reading simple sentences using the sight words and simple three letter words.

Refer to the ‘LSRW’ and ‘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

Writing skill – Learning to write letter ‘G’ and ‘g’

Procedure:

• The teacher writes the letters ‘G’ and ‘g’ 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, ‘G, g’ in the air.
• The students can also imitate tracing letters ‘G, g’ with their fingers on their desk or on the floor.
• Then, the teacher can distribute the worksheet ‘Letter writing practice- Letter Gg’.
• 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 ‘G, g’ 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 G, g

Worksheet: Letter writing practice – Letter G, g

Worksheet: Letter writing practice – Letter G, g (Enlarged)

Refer to the ‘LSRW’ Adaptation 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

Writing skill – Learning to write letter ‘H’ and ‘h’

Procedure

• The teacher writes the letters ‘H’ and ‘h’ 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, ‘H, h’ in the air.
• The students can also imitate tracing letters ‘H, h’ with their fingers on their desk or on the floor.
• Then, the teacher can distribute the worksheet ‘Letter writing practice – Letter Hh’.
• 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 ‘H, h’ 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 H, h

Worksheet: Letter writing practice – Letter H, h

Worksheet: Letter writing practice – Letter H, h (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.

Day 5

Writing skill – Learning to write letter ‘I’ and ‘i’

Procedure:

• The teacher writes the letters ‘I’ and ‘i’ 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, ‘I, i’ in the air.
• The students can also imitate tracing letters ‘I, i’ with their fingers on their desk or on the floor.
• Then, the teacher can distribute the worksheet ‘Letter writing practice- Letter Ii’.
• 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 ‘I, i’ 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 I, i

Worksheet: Letter writing practice – Letter I, i

Worksheet: Letter writing practice – Letter I, i (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.