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 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 ‘Games’ 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 ‘Bilal Loves to Play’ 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 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.

Story: Bilal Loves to Play

Bilal runs the fastest amongst his friends. Mr. Gautam, the games teacher at school, teaches all the children to run. Running races is fun.

Sometimes Mr.Gautam lets the children play football in school. He tells them to be careful. They have to kick the ball, but if they kick someone by mistake, it could hurt a lot.

Bilal and his friends also play badminton in school. They have badminton rackets and play across the net with a shuttlecock.

On Sunday, all the children in the neighbourhood play cricket. Bilal loves to bat. Arun loves to bowl. Rahul is very good at fielding because he too runs fast. These three friends enjoy playing outside.

Board games are fun to play at home on rainy days. Bilal enjoys playing snakes and ladders with his grandparents. Grandpa is very good at carrom board and Grandma’s favourite board game is scrabble. They make a good team.

Key knowledge the child will acquire: Children learn the different indoor and outdoor games that they play.

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: Bilal loves to play

Audio: Bilal loves to play

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: Bilal loves to play

ISL Video: Bilal loves to play

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 ‘Games’ 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 games. 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. Grandpa’s favourite game is _______________.
   Ans: carrom
2. Children played _______________ on a Sunday.
   Ans: cricket
3. Scrabble is an _________ game.
   Ans: Indoor/outdoor
4. Bilal loves to __________.
   Ans: bat

Simple Questions: 

1. What was the game Mr Gautam made the children play?
   Ans. Football.
2. What is required to play badminton?
   Ans. We require badminton rackets and shuttlecocks.
3. Why is Rahul good at fielding?
   Ans. He is good at fielding because he can run fast.
4. What games do we play on a rainy day?
   Ans. We play board games.
5. What is the game that Bilal enjoys playing with his grandparents?
   Ans. Bilal enjoys playing with snakes and ladders with his grandparents.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Games’ 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: Bilal loves to play

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

Reading and Writing

Story excerpt – ‘Bilal Loves to Play’

Bilal loves to play games. Mr. Gautam is the games teacher at school. On weekdays he lets the children play football in school. In football the players have to kick the ball; but if they kick someone by mistake, it could hurt a lot. Children also play badminton in school with rackets and shuttlecocks.

On weekends, all the children play cricket. Bilal loves to bat. Arun loves to bowl. Rahul is very good at fielding because he runs very fast. Board games are indoor games. They are fun to play at home on rainy days. Snakes and ladders, carrom board and scrabble are fun to play. 

Day 1

Vocabulary Building – (Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday)

Procedure:

• The teacher writes the short excerpt from the story (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: Football)
• Students will repeat the word ‘Football’.
• The teacher underlines this word (football) written on the blackboard and explains the meaning of the word in regional language.
• 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 word flashcards 
  • A basket with several small chits with one of these words written in each chit.
  • If the poster is not available, the teacher can write the excerpt on a big chart paper prior to the session.

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

Alphabet card: Story Keywords

Poster: Bilal loves to play

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

Day 2

Vocabulary Building – (cricket, bat, bowl, fielding, scrabble, snake, ladder, carrom, board)

Procedure:

• The teacher writes the short excerpt from the story (given above) on the blackboard or reads it from the poster pointing word by word. 
• The teacher shows the first flashcard and reads the word (example: cricket).
• Students will repeat the word ‘cricket’.
• The teacher underlines this word (cricket) written on the blackboard and explains the meaning of the word in regional language.
• Following the same process, all the words are introduced using flashcards.
• These word 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 at the correct word. 
• The teacher may also write this word on the side of the blackboard.
• This process can be repeated until all the students get a chance to read and identify the words.

Note to the teacher:

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

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

Refer to the ‘Keywords’ flashcards and ‘Bilal loves to play’ story poster given in Day 1 Week 4 of ‘Games’ Reading and Writing section

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

Day 3

Find the words

Procedure:

• The teacher writes the short excerpt from the story (given above) on the blackboard or reads it from the poster pointing word by word. 
• Using the flashcards, the teacher revises all the ‘vocabulary building’ words from previous two days.
• The teacher then tells the students that she/he will shows a flashcard and students have to spot that word on the blackboard/poster.
• The teacher can ask the students to raise their hands when they spot 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.
• 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 excerpt 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 knowledge the child will acquire: Students will be able to identify the new vocabulary words when copying them from the black board.

Worksheet: Bilal loves to play – Find the words

Worksheet: Bilal loves to play – Find the words (Enlarged)

Refer to the ‘Keywords’ flashcards and ‘Bilal loves to play’ story poster given in Day 1 Week 4 of ‘Games’ Reading and Writing section

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

Day 4

Crossword Puzzle – (games, football, cricket, badminton, carrom, scrabble, play)

Procedure:

• The teacher revises a selected few words (games, football, cricket, badminton, carrom, scrabble, play) by writing these words on the blackboard.
• The teacher can then distribute the crossword puzzle worksheet.
• Using one of the worksheets (A3 size), the teacher can demonstrate how to complete the crossword puzzle.
• The students must refer to the words written on the blackboard and complete the crossword puzzle worksheet.

Note to the teacher:

• The teacher must solve the crossword puzzle prior to the session for practice.
• The teacher must keep the crossword puzzle worksheets ready.
• The teacher must explain how the crossword puzzle has to be solved by demonstrating the process to the students.
• While the students are engaged in completing the worksheet, the teacher must move around the classroom helping students who need help.

Key knowledge the child will acquire: Students learn to read and identify the new vocabulary words.

Worksheet: Story crossword puzzle

Worksheet: Story crossword puzzle (Enlarged)

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

Day 5

Write Question and Answer 

1. In which game players have to kick the ball?
2. In which game shuttlecock is used?
3. In which game we have to bat and bowl?
4. What games are fun to play on rainy days? 
5. What are your favourite games?

Procedure:

• The teacher must explain that for this work we have to find the answers from the story excerpt given (except for the question no. 5)
• The teacher writes the first question on the blackboard. 
• The teacher reads the question and asks the students to answer the question. 
• The teacher writes the answer right below the question.
• Then the teacher writes the second question.
• The procedure is followed until all the questions are answered on the blackboard. 
• The teacher distributes the worksheets.
• 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 knowledge the child will acquire: Students learn the skill of answering the questions.

Worksheet: Bilal loves to play – Answer the questions

Worksheet: Bilal loves to play – Answer the questions (Enlarged)

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