My Family and Alphabet Revision 1

Week 3

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 reinforced with some additional information about different members in a family.

Language games, family meet, role play, revision of alphabets and new sight words are planned for the week to make the learning enjoyable.

‘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 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’ 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: Revision and Closing Session

The teacher can close the session by reciting the rhyme on ‘My family’ learnt in the earlier class. The teacher shows the flashcards of different members in a family as a revision of the topic.

Key knowledge the child will acquire: Children recognise and name the members in a family and their relations.

Flashcards of members in a family (Refer to Week 1 Day 5 ‘My Family and Alphabet Revision 1’)

Day 2

Language Game (to be done in one session)

Aim: Children learn to name  different family members.

Resources required:

  • Blank bingo cards
  • Markers or crayons
  • Small size pictures of family members
  • Bingo markers like small buttons or coins

Preparation:

  • The teacher has to create bingo cards by making or printing them.
  • Instead of numbers, fill in each square with different family members (Example – mother, father, grandmother, grandfather, brother, sister).
  • The teacher explains the rules of the game by showing each child the bingo card and explaining that each square contains a picture of a family member.
  • Children are told that the goal is to find the family members on their bingo card as she/he calls them out.

Procedure:

  • Children identify each family member when the name or description of the family member is called out one by one.
  • Children can place a marker (button, coin, etc.) on the right picture on their bingo card.
  • The game finishes when any child completes a row or column on their bingo card.

Follow-up activity:

  • Children can be quizzed on different family members and the role they play at home.
  • Children can come forward and pick up the correct picture flashcard of the family member when given their description.
  • Children can be asked to identify their own family members from the family tree that they would have prepared during the previous class.

Note to the teacher: 

  • Make sure that all children get a chance to participate in this game.
  • Ask the children to listen to the instructions carefully.
  • Children must only do the actions asked by the teacher.
  •  Instructions from the teacher are to be followed by all groups.

Key knowledge the child will acquire: Children get reinforced with names and relationships within the family.

Suggested Variation: Children with mild vision or hearing issues can be helped by pairing them with a peer.

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: My family – Coming soon

ISL Video: My family – Coming soon

LTM: Bingo cards – 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 3

Experiential Learning – Family meet/Family Day

Procedure:

  • The teacher will send  invitations to parents and their families( of each child) to visit school on a specific day and at a specific time. Grandparents, uncles, aunts are requested to attend the family meet.
  • The teacher can organise a musical chair game for the family members.
  • After the game children can sit with their family members.
  • Each child can introduce his/her family members to the rest of the class.
  • They will be able to address them as their father, mother, grandmother, grandfather, uncle or aunt.
  • This meet is exclusively for the close family members and to make sure that they all have a good time.

Note to the teacher: 

  • The teacher prepares an invitation.
  • Decide on a day and time.
  • If the strength of the class is more, the meeting can be held on two different days.
  • Make seating arrangements.
  • Arrange for a musical chair game.
  • Request 2-3 co-teachers to help conduct the family meet.

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 4

Experiential Learning – Role play

Material required: Costumes for different roles.

Procedure:

  • The teacher divides the class into groups of 6 per group.  Each child is assigned a role and if possible, dressed according to their role.
  • Grandfather/grandmother/father/mother/brother/sister/uncle/aunt/cousins. Placards are prepared with each name written on it.
  • Each child has a placard in their hands. One group comes in front and stands with placards.
  • The teacher calls out a group and asks each one to identify the placard and name it. Then, the teacher asks the children whether they have a grandfather or brother or sister and asks them the name of their brother or grandfather or any member of the family.
  • The groups come one after the other and the role play continues till all get their chance to take part.

During:

Children of different groups are made to sit one after the other in different rows. The teacher organises the classroom accordingly. Silence is maintained for the role play to be done effectively.

Note to the teacher: 

  1. Make sure that all children get a chance to participate in this learning.
  2. Ask the children to listen to the instructions carefully.
  3. The group that is called only should come forward.
  4. Children should follow the instructions.
  5. Those who don’t do it correctly may get another chance after all the other groups play. 

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

Human value song – Families big and small

The teacher can make the children learn this human value song by showing the poster and playing the audio file. Teachers may drive home the importance of family members in our lives.

Families can be big,
Families can be small,
They can have parents,
Brothers, sisters and all.

Your uncles and aunts,
And grandparents too,
Can also be found,
in a family with you.

Poster: Families big or small – Coming soon

Audio: Families big or small – Coming soon

Video: Families big or small – 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.

Reading and Writing

Day 1: Revision of letters

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.
  • Then, the students may sing the rhyme for all the letters.
  • The teacher may play the ‘find the house’ game once more to reinforce the letters. Five – six letters can be taken to play the game.

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.

Audio: Alphabet Rhyme – Letters C, A, T, P, I, N, S, O, D, E, R – 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 2: Revision – Match the Letter Pairs (worksheet)

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.

Worksheet: Sentences colouring worksheet – Coming soon

Worksheet: Sentences colouring worksheet (Enlarged)- Coming soon

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: Introducing of Sight Words

Content – that, is, on, the

Procedure:

  • The teacher must keep the required flash cards (That, in on, the) 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, ‘That’.
  • The teacher will say “That” pointing to the word, and the students will repeat “That”. The teacher can repeat this process two more times.
  • Following the same process, the three remaining words can be introduced.
  • As a follow up activity, the teacher can play ‘Passing the parcel game’, to reinforce these four sight-words.
  • 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 sight words.

Flashcard: Sight words – Coming soon

Flashcard: Sight words (Enlarged) – Coming soon

Video: Introducing sight words – Coming soon

Video: Passing the parcel game – Coming soon

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: Reading Simple Sentences

Content – That is a cat. The cat is on the cot.

Procedure:

  • The teacher must keep all the required materials ready for the session.
    • Word flashcards (handwritten) of the selected sight-words (That, is, a, the, on).
    • Picture flashcards of cat and cot.
    • A basket to keep the flashcards.
    • A napkin to cover the basket.
    • A mat to place the words while forming sentences.
    • colouring worksheets.
  • When 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 the baskets on a mat in front.
  • The teacher will then 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 ‘That’ and show it to the students. 
  • Students will read the word and then the teacher will place the word ‘That’ on the mat in front.
  • Then the teacher will repeat this process by taking out the remaining sight-words, ‘is’ and ‘a’ from the baskets and place them in the order of ‘This is a…’ on the mat.
  • Then, the teacher will pull out a picture flashcard of ‘cat’, and show it to the students.
  • The students will read the word ‘cat’.
  • The teacher will place the picture flashcard of the ‘cat’ at the end of the sentence.
  • Then the teacher will read the sentence “That is a cat” by pointing to the corresponding word.
  • Following the same process, the following sentence ‘The cat is on the cot’ can be introduced.
  • The teacher can explain the meaning of these two sentences in the regional language.
  • The teacher can then place the sentence flashcards (printed or handwritten) right below the sentences just formed.
  • 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.

Flashcard: Sentences Flashcards – That is a cat, The cat is on the cot. – Coming soon

Flashcard: Sentences Flashcards – That is a cat, The cat is on the cot. (Enlarged) – Coming soon

Worksheet: Sentences colouring worksheet – Coming soon

Worksheet: Sentences colouring worksheet (Enlarged)- Coming soon

Video: Reading Simple Sentences – Coming soon

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: Forming Simple Sentences

Content – That is a cat. The cat is on the cot.

Procedure:

  • The teacher must watch the LTM video before doing this activity in the class. 
  • The teacher will make small groups with 4-5 students in each group.
  • The teacher will write these two sentences on the blackboard.
  • The teacher will give one set of the words (handwritten chits) required to form these two sentences to each group of students.
  • The teacher will explain to the students that they have to make these sentences by arranging the words given to them. 

Day 5: Reading Simple Sentences

Content – That is a rat. The rat is in the pot.

  • Following the same procedure as the previous day, the teacher will introduce the next two sentences, this is a can. This is a pan.

Flashcards: Sentences Flashcards – This is a can. This is a pan. – Coming soon

Flashcards: Sentences Flashcards – This is a can. This is a pan. (Enlarged) – Coming soon

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

Worksheet: Sentences colouring worksheet (can/pan) (Enlarged)- Coming soon

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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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.