My Family and Alphabet Revision 1

Week 1

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 ‘My Family’ will be done through rhyme, conversation, questions and answers and  fun activities.

‘Alphabet revision 1’ will be done through fun activities and worksheets.

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. Stand up
  2. Sit on the chair
  3. Stand up
  4. Walk two steps forward
  5. Stop
  6. Walk two steps backward
  7. Sit on the chair

Step 1:

  • The teacher first gives the commands (stand up, sit on the chair, stand up, walk two steps forward, stop, walk two steps backward, sit on the chair) 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.

Suggested Variation: 
The teacher helps and supports those children who have difficulty to turn around. An adaptation video is attached herewith for this purpose.

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. The teacher ensures 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 can 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’ Adaptation and Strategies given in the Main page of ‘My Family and Alphabet Revision 1′ if there are any neuro-diverse children in the class.

Day 1

Rhyme

Note to the teacher:

The teacher can make the children learn  the rhyme by showing the poster and reading the rhyme line by line and explaining it.

Content of the rhyme: I love my family

Grandpa and Grandma,
Mummy and daddy,
Brother and sister,
Are my family dear;
We share and care
And don’t fight ever.
Together we enjoy
And live in joy.
I love my family.
We live happily.
And that’s the way
We all should stay.

Follow up activity for the rhyme:

  1. What do you call your mother?
    Possible answers: I call her ‘mummy’ or ‘ma’ or ‘amma’.
  2. What do you call your father?
    Possible answers: I call him ‘daddy’, ‘papa’, or ‘appa’.
  3. How do you address your grandpa?
    Possible answers: Thatha, ajja, dada, nana or achappa. 
  4. What would you call your grandma?
    Possible answers: Patti, ammamma, dadi, nani or achamma.

Note to the teacher:

  • The teacher encourages the students to speak clearly and loudly for everyone to hear.
  • The teacher tells the importance of listening attentively when someone is speaking. 
  • Students learn to respond appropriately and cheerfully. 
  • The teacher praises and encourages throughout the activity to boost the children’s confidence.
  • The teacher can converse in regional languages if needed to make the children more comfortable.

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

Poster: Rhyme ‘I love my family’ – Coming soon

Audio: Rhyme ‘I love my family’ – Coming soon

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Family and Alphabet Revision 1’ if there are any neuro-diverse children in the class.

Day 2

The teacher makes the children learn the rhyme line by line.

Note to the teacher:
Refer to the Poster & Audio of the Rhyme from the given digital assets in ‘My Family and Alphabet Revision 1’ 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 ‘My Family and Alphabet Revision 1’ Week 1 Day 1.

Day 4

Conversation Circle – My Family

The teacher will sit along with the students in a semi-circle to conduct the session.

Content: 

  1. What is your father’s name?
    My father’s name is………………
  2. What is your mother’s name?
    My mother’s name is ……………….
  3. Do you have a brother?
    Yes/No (The answer may vary)
  4. What is your brother’s name?
    My brother’s name is …………..
  5. Do you have a sister?
    Yes/No (The answer may vary)
  6. What is your sister’s name?
    My sister’s name is…………….

Note to the teacher:

The teacher will initiate a conversation by telling the name of his/her family member’s name and say, “This is my family.”

Step 1:
The teacher introduces the first question: “What is your father’s name?” She/he says, “My father’s name is ………”
The teacher then asks the child sitting next to him/her, “What is your father’s name?” The child says, “My father’s name is………………..”(The child will tell his/her father’s name.)
Now this child asks the child sitting next to him/her, “What is your father’s name?” and the conversation continues until all the children ask and respond.

Step 2:
The teacher introduces the next question: “What is your mother’s name?” She/he says, “My mother’s name is …….”
The teacher asks the child sitting next to her/him, “What is your mother’s name?” The child says, ”My mother’s name is …………………..” (The child will tell his/her mother’s name.)
The circle time continues until all the children ask and respond.

Note to the teacher:

  • The teacher may allow the natural flow of conversation going.
  • If a student doesn’t know the answer, the teacher can prompt the child or the question passes to the next student.
  • There should be no chorus answers.

Key knowledge the child will acquire: Children learn the names of their family members.

Refer to the video ‘Conversation Circle’ of My Body (part 2) and Alphabet group ‘SODER’ Week 1 Day 1 to conduct this activity.

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Family and Alphabet Revision 1’ if there are any neuro-diverse children in the class.

Day 5

Activity – Fun Game with Flashcards

Materials required:
Flashcards of family members with the words father, mother, brother, sister, grandmother and  grandfather written under each picture card.

Procedure:

  • The teacher to pin/paste the picture flashcards on the board. Then, he/she reads each word aloud and asks students to repeat.
  • Then, the students have 10/20 seconds to memorize the words.
  • The teacher then instructs the students to close their eyes and removes one of the flashcards from the board. 
  • Next, the students open their eyes and identify the missing card.
  • Once the student guesses correctly, the teacher calls the next student to come forward and guess the missing card. 
  • The game continues till all the students get a chance to guess the card.
  • This game can be played in groups.

Key knowledge the child will acquire: Children will identify and name their family members.

Flashcards: Main concept – Family members – Coming soon

Refer to the ‘Activity’ Adaptation and Strategies given in the Main page of ‘My Family and Alphabet Revision 1’ if there are any neuro-diverse children in the class.

Reading and Writing: Revision of Letters

Day 1: Passing the Parcel Game

Content – Cc, Aa, Tt, Pp, Ii, Nn, Ss, Oo, Dd, Ee, Rr

Procedure:

  • The teacher will write Cc, Aa, Tt, Pp, Ii, Nn, Ss, Oo, Dd, Ee, Rr on the blackboard and revise the letter names and sounds.
  • The teacher will show the letter flashcards.
  • The teacher may play the audio of the letter rhymes of these 11 letters.
  • Then, the students will sing the rhyme for all the letters.
  • The teacher may play the ‘Find the house’ game once more to reinforce the letters. (five to six letters can be taken at a time to play the game.) 

Key skill/knowledge the child will acquire: Students will revise the names and sounds of these letters.

Refer to the ‘Letter rhymes’ and ‘Alphabet flashcards’ (Cc, Aa, Tt, Pp, Ii, Nn, Ss, Oo, Dd, Ee, Rr) given in the Week 1 and 2 of ‘My Body’ (part 1) Alphabet group ‘CATPIN’ and Week 1 of ‘My Body’ (part 2) and Alphabet group ‘SODER’. 

Refer to the ‘LSRW’ and ‘Activity’ Adaptation and Strategies given in the Main page of ‘My Family and Alphabet Revision 1’ if there are any neuro-diverse children in the class.

Day 2

Revision of sight words (this, my, is, a) – Passing the parcel game

Procedure:

  • The teacher must watch the LTM video to learn how to play the game.
  • The teacher must keep all the required materials ready- four boxes (parcels) with one sight word written on each of them.
  • The teacher arranges the students to sit in a circle. The teacher also sits in the circle.
  • The teacher picks up the first box and reads aloud the word written on it. The teacher will then pass on the box to the student sitting beside her/him.
  • The student also reads the word aloud, then passes on the box to the peer sitting beside him.
  • Thus, the game continues till the box reaches back to the teacher.
  • The teacher now takes the next box and continues the same process.
  • Thus, the game continues until all the boxes with sight words (my, this, is, a) are passed around, and the sight words are read aloud by all the students.

Instructions to the Teacher Note to the teacher:

  •  The teacher must read the sight-word loudly and clearly at the beginning of each round.
  • The teacher must ensure that each student looks at the sight word and reads it aloud before passing it.
  • The teacher may encourage the students to call out the word only in their own turn.

Key skill/knowledge the child will acquire: Students will revise the sight words already introduced.

Refer to the video from Week 3 Day 5 of the ‘My Body’ (part 2) and Alphabet group ‘SODER’ for the procedure of ‘Passing the parcel’ game.

Refer to the ‘LSRW’ and ‘Activity’ Adaptation and Strategies given in the Main page of ‘My Family and Alphabet Revision 1’ if there are any neuro-diverse children in the class.

Day 3: Reading simple sentences

Content – This is a cap. This is a tap.

Procedure:

  • The teacher must keep all the required materials ready for the session:
    • Handwritten word flashcards (multiple copies) of the sight words (This, is, a)
    • Picture flashcards of cap, tap
    • Sentence flashcards (This is a cap. This is a tap)
    • Four baskets
    • Four napkins
    • A mat to place the words while forming sentences
    • Sentence colouring worksheet
  • 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 word ‘This’.
    • 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 picture flashcards’ of ‘cap’, ‘tap’.
    • All the baskets will be covered with a napkin.
  • The teacher will call out the word and encourage the students to read the word.
  • The teacher will pull out the sight word ‘This’ from the first basket (the basket is covered by a napkin) 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 picture flashcard of ‘cap’, and show it to the students. The students will most likely say the word ‘cap’.
  • The teacher will place the picture 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.”
  • The teacher can repeat the process to introduce the next sentence, “This is a tap.”
  • Then, the teacher can distribute the colouring worksheet.

Instructions to the Teacher 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 become familiar with reading simple sentences using the sight words and simple three letter words.

Flashcard: Sentences flashcards (cap/tap, tin/pin, can/pan) (coloured) – Coming soon

Flashcard: Sentences flashcards (cap/tap, tin/pin, can/pan) (outline) – Coming soon

Worksheet: Sentences colouring worksheet (This is a cap/This is a tap)– Coming soon

Worksheet: Sentences colouring worksheet (This is a cap/This is a tap) (Enlarged) – Coming soon

Video: Reading simple sentences – Coming soon

Refer ‘Word family picture’ flashcards – Week 4, Day 1 of ‘My Body’ (part 1) and Alphabet group ‘CATPIN’. 

Refer to the ‘LSRW’ and ‘Activity’ Adaptation and Strategies given in the Main page of ‘My Family and Alphabet Revision 1’ if there are any neuro-diverse children in the class.

Day 4: Find your Friends’ Game

Procedure:

  • The teacher will divide all the children in four 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 ‘is’ written on it.
  • Children in the third group will receive chits with the word ‘a’ written on it.
  • Each child in the fourth group will receive one chit each with any one of these words (cap, tap) 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 all the groups to choose four friends with four of these words to complete one sentence each.
  • 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.

Video: Find your friend’s game – Coming soon

Refer to the ‘Activity’ Adaptation and Strategies given in the Main page of ‘My Family and Alphabet Revision 1’ if there are any neuro-diverse children in the class.

Day 5: Reading Simple Sentences

Content – This is a tin. This is a pin.

Procedure:

  • Following the same procedure as in Week 1 Day 3, the teacher must introduce the next two sentences. This is a tin. This is a pin.

Materials required:

  • Handwritten word flashcards (multiple copies) of the sight-words (This, is, a)
  • Picture flashcards of tin, pin
  • Sentence flashcards (This is a tin. This is a pin)
  • Four baskets
  • Four napkins
  • A mat to place the words while forming sentences
  • Sentence colouring worksheet

Worksheet: Sentences colouring worksheet (This is a tin/This is a pin)– Coming soon

Worksheet: Sentences colouring worksheet (This is a tin/This is a pin) (Enlarged) – Coming soon

Refer ‘Sentence flashcards (cap/tap, tin/pin/can/pan) from Week 1, Day 3 of ‘My Family and Alphabet revision 1’.

Refer ‘Word family picture’ flashcards – Week 4, Day 1 of ‘My Body’ (Part 1) and Alphabet group ‘CATPIN’.

Refer to the video ‘Reading simple sentences’ from Week 1, Day 3 of ‘My Family and Alphabet Revision 1’.

Refer to the ‘LSRW’ and ‘Activity’ Adaptation and Strategies given in the Main page of ‘My Family and Alphabet Revision 1’ if there are any neuro-diverse children in the class.

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.