Vegetables

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Note: Listening and Speaking section will be in Black colour & Reading and Writing section will be in Maroon colour.

Objective

Students will be able to:
1. listen and respond to simple instructions
2. recite the rhyme on vegetables with action
3. recognize and name a few vegetables
4. describe vegetables in simple sentences
5. ask and respond to simple questions
6. narrate and learn about vegetables through a story
7. Vocabulary development (Vegetables and colour names in English)
8. Sight words
9. Print Awareness (written words/sentences)
10. Read aloud (simple words/sentences/poem (with assistance)
11. Reading with Comprehension
12. Writing meaningfully

Prerequisite

Suggested prerequisites for students:
1. listen attentively.
2. recognize the vegetables
3. know the different types of vegetables.
4. to focus, listen, and follow commands.
5. Recognise alphabets and know their sounds.
6. Read simple rhyming words.
7. Read simple sentences.
8. Recognise some sight words.
NOTE: Adaptations, Variation in Rules and Pace are suggested to develop the above prerequisites.

Goal

All

All children will learn to identify and name vegetables. They will also learn to recognise and name some vegetables and keywords in English. Answer simple comprehension questions orally (with assistance if required).

Some

Some children describe the vegetables and their colours. They will also read and write vegetable names, and some key words in English. Write answers to simple comprehension questions with assistance.

Few

A few children will be able to narrate the different items prepared using vegetables. They are also able to independently read and write some vegetable names, keywords and ‘new vocabulary’, and answer simple comprehension questions.

Materials required for Activity

  1. LTM Videos (with ISL)
  2. Flashcards
  3. Worksheets
  4. Posters
  5. Audio files
  6. Animated Storybooks

Preparation of Activity

Before the session, the teacher has to see the given LTM Videos and practice the correct procedure that has to be introduced.

  1. Download the LTM/ISL videos provided, to teach or demonstrate them to the children while conducting the below-given activities.
  2. Please ensure that all children can see the video when played and follow the activity as instructed. 
  3. The teacher can use English and/or the native language while addressing the students.
  4. Students can be seated on their chairs/benches or on the floor. The teacher can stand in front of the class, near a blackboard or sit along with the children in a circle or facing them if they are sitting in a semicircle.
  5. Teachers go through the suggestions provided for variations and ensure necessary preparations are made accordingly.
  6. Teachers keep the required materials ready for conducting the different activities.
  7. The teacher plays the role of a demonstrator, facilitator and observer.

Preparing will help you to conduct an effective activity in an inclusive classroom and achieve the goal. 

Setting for the Activity

All are classroom activities, but variations for open space are suggested wherever possible. All children can work individually. However, children who need peer support can work with their peers.

Procedure

The below-given activities can be a great way to promote inclusivity and a sense of community within a classroom. Here are some adaptations that can be made to ensure that activities for enhancing reading and writing skills are accessible and inclusive for all students:

  1. Physical accessibility: Ensure that the area used for the given activity is accessible to all students, including those with mobility impairments. This may require rearranging furniture or additional seating options, such as cushions or chairs with back support.
  2. Communication: Consider the communication needs of all students in the classroom. Students with speech or language impairments may require Apps like AVAZ. 
  3. Visual aids: Teachers can download ‘Flashcards’ and make them embossed as shown in DIY videos, as visual aids benefit those who need visual cues.

Teacher Resource Document

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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.