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 activities like questions and answers, story and games.

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

Listening and Speaking: My Family

Daily:

Total Physical response/warm-up exercise (to be done before every session)

Note to the teacher: 
Refer to the given detailed asset and LTM Video of Warm-Up Exercise, given in Week 1 Day 1 of ‘My Family and Alphabet Revision 1’ topic, to conduct the above activity.

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

Main concept

Content:

The teacher can take this topic (in different segments) over a span of next few days introducing different family members with the help of the demonstrative videos, use of flashcards, making a family tree by the children with their own family member photos and making the children understand how they, as individuals, are different from others in a family.

• The teacher will keep the necessary flashcards ready in a basket.
• The teacher will ask the children to form three semicircles.
• The teacher will ask the children to sit down comfortably.

Opening:

Once all the children are seated comfortably, the teacher will explain briefly that they are going to learn the names of members in a family.

A demonstrative video is shown where a child introduces his/her family- mother, father, grandmother, grandfather, brother, sister, uncle, aunt and cousins.

Content:

I am ————— (Name of the child)
Showing a photo of her/his mother- “This is my mother.”
Showing a photo of her/his father- “This is my father.”
Showing a photo of her/his brother- “This is my brother.”
Showing a photo of her/his sister- ”This is my sister.”
Showing a photo of her/his grandmother- “This is my grandmother.”
Showing a photo of her/his grandfather- “This is my grandfather.”
Showing a photo of her/his uncle-“This is my uncle.”
Showing a photo of her/his aunt- “This is my aunt.”
Showing a photo of her/his cousins- “These are my cousins.”

Refer to the ‘Family members’ flashcards given in the Week 1 Day 5 of ‘My Family and Alphabet revision 1’ topic, to conduct the above 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 2

The teacher shows the flashcard of ‘mother’ and says, “Mother.”

• Children will repeat- ‘mother’.
• The teacher tells the children that mother not only takes care of us but also the whole family.
• Then, the teacher shows the flashcard of father to the children and says, “Father.”
• Children will repeat- ‘father’.
• The teacher tells the children that father and mother, together, take care of everyone in the family.
• The teacher shows the flashcard of grandfather and says, “Grandfather.”
• Children will repeat- ‘grandfather’.  
• The teacher explains grandfather is father of one of the parents. (mother’s father/father’s father)
• The teacher shows the flashcard of grandmother and says, “Grandmother.”
• Children will repeat -‘grandmother’.
• The teacher explains grandmother is the mother of one of the parents. (father’s mother/mother’s mother)
• The teacher shows a flashcard of grandmother and grandfather together and says, “Grandparents.”
• Children repeat -‘grandparents’.
• The teacher will tell the children, grandparents love their grandchildren and tell them stories.

Post teaching discussion:

Identify the following:

The teacher shows flashcards of grandfather, grandmother, father, mother and asks the children to name them correctly.

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 3

• The teacher shows a flashcard of a boy and says, “Brother.”
• Children will repeat the word ‘brother’.
• The teacher shows a flashcard of a girl and says, “Sister.”
• Children will repeat the word ‘sister’.
• The teacher tells the children that brothers and sisters born to the same parents are called ‘siblings’.
• Brothers and sisters love and help each other.
• The teacher explains that parents, grandparents, brothers and sisters live together in a family.

Post teaching activity:

The teacher can ask the children how they address their mother, father, grandfather, grandmother, brother, sister in their native language.

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 4

• The teacher shows a flashcard of uncle and says, “Uncle.”
• Children will repeat ‘uncle’.
• The teacher explains that their father’s brother/ mother’s brother is called ‘uncle’.
• In some places they are called, mama, chacha, phoopha etc. 
• The teacher shows a flashcard of an  aunt and says,”Aunt.”
• Children will repeat  the word ‘aunt’.
• The teacher tells the children that their father’s sister/ mother’s sister is called ‘aunt’.
• The teacher explains that the children of our uncles and aunts are our cousins.

Post teaching activity:

Discussion: 

The teacher can initiate a discussion about what work every family member does and learn about their likes and interests. All the children can speak a few lines about their own family members.

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 5

Activity – Family tree

Materials required:
Colours for painting, pictures of family members, and white chart paper.

Preparation for activity:
Children sit in their respective seats, leaving enough space between each other to keep their articles like colours, pictures, etc.

Procedure:

• In this activity, children will make a tree- its branches with shades of green colour and the trunk with brown colour paint.
• The teacher pastes a sample of the tree on the whiteboard for the children to see.
• Children create a family tree by pasting colourful cards with pictures on the painted tree. 
• The teacher creates slots for the members of the family, and the children will stick pictures beneath each name. The children can then be asked orally for the names of the family members.
• Pictures or flashcards of father, mother, brother, sister, grandfather, and grandmother are given to children.
• Children learn about the relationships between different members of the family.
• The teacher can have a discussion on the importance of family members after this activity.

LTM: Family tree – 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

Day 1

Revision – Matching capital letters to their corresponding small letters

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

Procedure:

• The teacher will write all the letters (Cc, Aa, Tt, Pp, Ii, Nn, Ss, Oo, Dd, Ee, Rr) on the black board.
• The teacher will revise the letter name and sounds of all the letters.
• Then the teacher will distribute the worksheet to match the capital letters to their corresponding small letters.
• The teacher can first show the sample, then, students can complete the worksheet accordingly.
• The worksheets can be completed as classwork.

Key skill/knowledge the child will acquire: Students will revise the letters (Cc, Aa, Tt, Pp, Ii, Nn, Ss, oo, Dd, Ee, Rr), the letter names, their sound and their capital and small letter forms.

Worksheets: Match the letter pair worksheet  1 – Coming soon

Worksheets: Match the letter pair worksheet  1 (Enlarged) – Coming soon

Worksheets: Match the letter pair worksheet  2 – Coming soon

Worksheets: Match the letter pair worksheet  2 (Enlarged) – Coming soon

Refer to the video ‘Match the letter pairs-level 3’ in Week 3, Day 5 of ‘My Body’ (Part 1) and Alphabet group ‘CATPIN’ to conduct this activity.

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 – ‘Fish the Words’ Game

Content – cap/tap, can/pan, tin/pin

Procedure:

• The teacher must watch the LTM video of ‘Fish the word game’ prior to the session.
• The teacher must revise the word family cap/tap, can/pan, tin/pin showing the word family picture flashcards.
• The teacher must divide the students in a small group of 3-5 children in each group.
•  It is important to keep all the required materials ready for a smooth running of the session.
  • Multiple sets of word cards cap/tap, can/pan, tin/pin (hand written).
  • Multiple sets of letter cards c, t, p, n, ap, an, in (hand written) with metal pins attached to each one).
  • Fishing rods with a magnet attached to the string for catching these cards (one for each group).
  • One mat and one writing pad for each group.
• The teacher must demonstrate the process of playing ‘Fish the word game’.
• Then the teacher will give one mat, one set of letters (ap, in, an, c, t, p, n), a fishing rod and a writing pad to each of the 3 groups of students.
• The teacher will give the word cards of (cap/tap), (can/pan), (tin/pin)} to each of the groups, and ask the children to play the game as demonstrated.
• All students will take turns to form the words, following the procedure demonstrated by the teacher.

Note to the teacher:

•  Allow children to work in the group, make mistakes and learn through trial and error.
• If any child has difficulties using the fishing rod to catch the letter, then a magnet can be used directly by hand.

Key skill/knowledge the child will acquire: Students will revise with word families, and reading of simple three letter words.

Refer to the ‘Word family picture flashcards’ (cap/tap, tin/pin, can/pan) from Week 4 Day 1 of ‘My Body’ (part 1) and Alphabet group ‘CATPIN’.

Refer to the video given in Week 4 Day 4 of ‘My Body’ (part 1) and Alphabet group ‘CATPIN’ for the procedure of ‘Fish the word’ game.

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 3: Reading Simple Sentences

Content – This is a can. This is a pan.

Procedure:

•  Following the same procedure of Week 1, Day 3 of ‘My Family and Alphabet Revision 1’, the teacher will introduce the next two sentences, This is a can. This is a pan.

Worksheet: Sentences colouring worksheet (This is a can/This is a pan) – Coming soon

Worksheet: Sentences colouring worksheet (This is a can/This is a pan) (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’ given in Week 1, Day 3 of ‘My Family and Alphabet Revision 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 4: ‘Find your friends’ Game

Procedure:

• The teacher will divide all the children into 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, tin, pin, can, pan) written on it.
• Once all the students have received their chits, the teacher can start the game.
• When the teacher says ‘start’, all the students have to go to the other groups to find the words to complete one sentence each.
• Whichever group completes the sentence has to come 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.

Refer to the video ‘Find your friend game given in Week 1, Day 4 of ‘My Family and Alphabet Revision 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: Introducing Sight Words

Content – Sight words (I, am, good, love)

Procedure:

• The teacher must keep the required flash cards (I, am, good, love) ready.
  • One basket
  • Napkin or handkerchief to cover the basket.
• The teacher must watch the LTM video and learn the process of introducing sight words.
• The teacher will place the ‘sight word cards’ in a basket which will be covered with a handkerchief and students will not see what is inside the basket.
• The teacher will start the class by saying, “Children, we are going to learn some new words today.”
• The teacher will slide her hand into the basket (basket is covered by a handkerchief) and pull out a flashcard of any one sight-word, for example, ‘I’.
• The teacher will say ‘I’ pointing to the word, and the students will repeat.
• Following the same process, the three remaining words can be introduced.
• The teacher can repeat this process, flashing these four sight words 2-3 times.
• These sight words flashcards can be pinned on the bulletin board for a week.

Key skill/knowledge the child will acquire: Students will become familiar with a few new sight words.

Flashcards: Sight words – Coming soon

Flashcards: Sight words (Enlarged) – Coming soon

Refer to the video ‘Introducing sight words’ given in Week 4 Day 5 of ‘My Body’ (part 1) and Alphabet group ‘CATPIN’ 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.

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.