My Home and Alphabet group ‘GMUBH’

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 will be introduced through rhyme, conversation, questions and answers, fun activities, colouring and reading alphabets.

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. Touch your toes
  3. Tap your knee two times
  4. Snap your fingers three times
  5. Clap your hands four times
  6. Blink your eyes five times. 

Procedure:
The activity proceeds as follows: –

Step 1:

  • The teacher first gives the commands (stand up, touch your toes, tap your knee two times, snap your fingers three times, clap your hands four times, blink your eyes five times.) 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 touch their toes.

Refer to the ‘TPR/Warm up exercise’ Adaptation and Strategies given in the Main page of My Home and Alphabet Group ‘GMUBH’ if there are any neuro-diverse children in the class.

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. Ensure 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 are able to understand and follow the given commands. 

Click and watch the video. This video is to be viewed by the teachers before the activity to understand how to conduct the same during the class.

Video: Warm up exercise – Coming soon

Refer to the ‘TPR/Warm up exercise’ Adaptation and Strategies given in the Main page of My Home and Alphabet group ‘GMUBH’ if there are any neuro-diverse children in the class.

Day 1

Rhyme

Introduction:

  • The teacher will sit along with the children.
  • The teacher begins the class by saying, “Let us learn to recite a rhyme.”

Note to the teacher:

The teacher can introduce the topic on ‘My Home’ by talking about the importance of a home. Then the teacher begins the topic with the following rhyme.

Procedure:

  1. The teacher puts up the rhyme poster on the blackboard.
  2. The teacher recites the rhyme line by line.
  3. Students repeat the rhyme.
  4. The teacher revises the rhyme two or three times.
  5. The teacher can play the audio of the rhyme.

Content of the rhyme: Home Sweet Home

A home can be big or small,
But the love inside matters, most of all.

At home we bathe, we sleep, we cook, we eat,
We try to keep it nice and neat.

You can search, here and there,
But you’ll find no place like it anywhere.

We fill our home with love and laughter,
So that we all live happily, now and ever after.

Follow up activity for the rhyme:

A. Complete the following: (children to answer verbally)

  1. A home can be ………… or …………….
    Ans: (big or small)
  2. We fill our home with ……… and ………
    Ans:  (love and laughter)

B. Answer the following:

  1. Who all live in a home?
    Ans: Family members. (answers may vary)
  2. What do we do at home?
    Ans: We eat, sleep, cook and bathe.
  3. How should we keep our home?
    Ans: Neat and clean.
  4. What matters most in our home?
    Ans: Love matters the most in our home. (answers may vary)

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

Poster: Rhyme ‘Home sweet home’ – Coming soon

Audio: Rhyme ‘Home sweet home’ – Coming soon

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of My Home and Alphabet group ‘GMUBH’ 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 of ‘My Home’ 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 of ‘My Home’ Week 1 Day 1.

Day 4

Conversation Circle – Know your home
(to be done in one session depending on number of children in the class)

Content: The teacher sits along with the students in a circle to conduct the session.

  1. Where do you live?
    Ans: I live in my house/home.
  2. How many rooms are there in your house?
    Ans: There are ……… rooms in my house. (answers may vary)
  3. Do you live in a house or a flat?
    Ans: I live in a …………. (answers may vary)
  4. Does your house have a garden?
    Ans: Yes. We have a garden. /No, we don’t have a garden.

Step 1 – The teacher introduces the first question:
Where do you live?
We live in our house.
Then, the teacher asks the child sitting next to him/her, “Where do you live?”
The child says, “I live in my house.”  Now, this child asks the child sitting next to him/her and the conversation continues until all the children ask and respond.

Step 2 – The teacher introduces the next question:
How many rooms are there in your house?
There are ……… rooms in my house. (answers may vary)
Then, the teacher asks the child sitting next to him/her, “How many rooms are there in your house?” The child says, “There are ………. rooms in my house.”  Now, this child asks the child sitting next to him/her and the conversation continues until all the children ask and respond.

Step 3 – The teacher introduces the next question:
Do you live in a house or a flat?
I live in a …………. (answers may vary)
Then, the teacher asks the child sitting next to him/her, “Do you live in a house or a flat?” The child says, “I live in a ………….” Now, this child asks the child sitting next to him or her and the conversation continues until all the children ask and respond.

Step 4 – The teacher introduces the next question: 
Does your house have a garden?
Yes, we have a garden/No, we don’t have a garden.
Then, the teacher asks the child sitting next to him/her, “Does your house have a garden?”
The child says, “Yes, we have a garden.” Now, this child asks the child sitting next to him or her and the conversation continues until all the children ask and respond. 

Note to the teacher:

  • The circle time continues till all get a chance to ask and respond.  
  • The video is only for demonstration. The teacher may allow the natural flow of conversation going.
  • If a student doesn’t know the answer the question passes to the next student.
  • There should be no chorus answers.
  • Students can answer in their local language. But encourage students to answer in English.

Key knowledge the child will acquire: Children learn to talk about their home.

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 Home and Alphabet group ‘GMUBH’ if there are any neuro-diverse children in the class.

Day 5

Main concept

Content:
The teacher begins the topic ‘My Home’ 

  • The teacher will ask the children to form three semicircles.
  • The teacher will ask the children to sit down comfortably.
  • With the help of a poster and flashcards, the teacher shows the different parts of a house and the things available in it:
    1. Living room/Hall- sofa, fan, center table, television (T.V)
    2. Kitchen- stove, cylinder, cooker, grinder, vessels
    3. Bedroom- mattress, pillow, blanket, cupboard, cots
    4. Bathroom- toilet, bucket, mug, tap, shower, soap, shampoo, mirror
    5. Dining hall- table, chair, plate, spoon, glass
    6. Pooja room (optional)- lamp, match box, oil, idols, agarbatti/incense sticks

During:

  • The teacher explains briefly about a home and its different rooms.
  • The teacher may begin the class by introducing different rooms in the home–living room/hall, bedroom, dining room, kitchen, and then ask a few questions, so that children are able to tell about the different rooms and things available in their individual home.
  • The teacher can discuss if a student’s house is a house or a flat and ask him/her to describe the different rooms.

Note to the teacher:
The teacher makes the children come near the table to see the poster of ‘My Home’ and also discuss with the children the different rooms and make them recognise each one of them.

Poster: Different parts of a house – Coming soon

Flashcards: Things in a house – Coming soon

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

Reading and Writing

Content: Letter Gg, Mm, Uu, Bb, Hh

Day 1: Learning alphabet –  Letter ‘G, g’

  • The teacher will write the letters ‘G g’, on the board (write both capital and small letters). The teacher then says “This is the letter ‘G’, and G says ‘g’. She/he repeats it twice.
  • The teacher will show the students a flashcard of the letter ‘Gg’- emphasizing the sound g, and will read the word ‘goat’ and repeat it twice.
  • Then, the teacher will trace the letter G on the board, following the directionality of the letter, saying ‘G ‘says, ‘g’.
  • Following the teacher’s arm movements, the students will imitate tracing the letter in the air. While tracing the letter, the students can repeat, ‘G ‘says, ‘g’
  • The teacher will sing a simple rhyme to reinforce the sound. Students will learn the rhyme by repeating it with the teacher. 
    G says g,
    G says g,
    G for goat and…
    G for gum
  • The teacher will distribute the worksheet ‘Learning alphabets colouring worksheet’ to the students. 
  • The teacher will complete one worksheet in front of the students and then ask the students to repeat the process. 

Instructions to the Teacher Note to the teacher:

  • Watch the video to learn how to write the letter ‘G g’ with proper directionality.
  • Learn the accurate letter sound by watching the video of letter sound practice. 
  • Learn the letter rhyme by listening to the audio file provided.
  • Keep the required materials ready. Letter ‘Gg’ flashcard, colouring worksheets, audio file of the letter rhyme.

Key skill/knowledge the child will acquire: Students will become familiar with Capital and small letter ‘G’, its form and sound.

Flashcards: Learning the alphabet – letters ‘G, M, U, B, H’ (Coloured) – Coming soon

Flashcards: Learning the alphabet – letters ‘G, M, U, B, H’ (Outline)– Coming soon

Worksheet: Alphabet colouring worksheet – letter ‘Gg’ – Coming soon

Worksheet: Alphabet colouring worksheet – letter ‘Gg’ (Enlarged) – Coming soon

Click and watch the video. This video is to be viewed by the teachers before the activity to understand how to conduct the same during the class.

Video: Learning alphabet ‘G’ – Coming soon

Video: Learning to write capital letter ‘Gg’ – Coming soon

Audio: Letter rhyme ‘Gg’- Coming soon

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

Day 2: Learning alphabet – Letter ‘Mm’

Procedure: Follow the same procedure as day 1 of week 1.

Worksheet: Alphabet colouring worksheet – letter ‘Mm’  – Coming soon

Worksheet: Alphabet colouring worksheet – letter ‘Mm’ (Enlarged) – Coming soon

Video: Learning to write capital letter ‘Mm’ – Coming soon

Audio: Letter rhyme ‘Mm’ – Coming soon

Refer to the flashcard ‘Learning the alphabet- letters ‘G, M, U, B, H’  from Week 1 Day 1 of the Alphabet group ‘GMUBH’.

Refer to the video ‘Learning alphabet G’ from Week 1 Day 1 of ‘My Home’ and Alphabet group ‘GMUBH’.

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

Day 3: Learning alphabet – Letter ‘Uu’

Procedure: Follow the same procedure as day 1 of week 1.

Worksheet: Alphabet colouring worksheet – letter ‘Uu’  – Coming soon

Worksheet: Alphabet colouring worksheet – letter ‘Uu’ (Enlarged) – Coming soon

Video: Learning to write capital letter ‘Uu’- Coming soon

Audio: Letter rhyme ‘Uu’ – Coming soon

Refer to the flashcard ‘Learning the alphabet- letters ‘G, M, U, B, H’  from Week 1 Day 1 of the Alphabet group ‘GMUBH’.

Refer to the video ‘Learning alphabet G’ from Week 1 Day 1 of ‘My Home’ and Alphabet group ‘GMUBH’.

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

Day 4: Learning alphabet – letter ‘Bb’

Procedure: Follow the same procedure as day 1 of week 1.

Worksheet: Alphabet colouring worksheet – letter ‘Bb’ – Coming soon

Worksheet: Alphabet colouring worksheet – letter ‘Bb’ (Enlarged) – Coming soon

Video: Learning to write capital letter ‘Bb’  – Coming soon

Audio: Letter rhyme ‘Bb’ – Coming soon

Refer to the flashcard ‘Learning the alphabet- letters ‘G, M, U, B, H’  from Week 1 Day 1 of the Alphabet group ‘GMUBH’.

Refer to the video ‘Learning alphabet G’ from Week 1 Day 1 of ‘My Home’ and Alphabet group ‘GMUBH’.

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

Day 5: Learning alphabet – letter ‘Hh’

Procedure: Follow the same procedure as day 1 of week 1.

Worksheet: Alphabet colouring worksheet – letter ‘Hh’ – Coming soon

Worksheet: Alphabet colouring worksheet – letter ‘Hh’ (Enlarged) – Coming soon

Video: Learning to write capital letter ‘Hh’ – Coming soon

Audio: Letter rhyme ‘Hh’ – Coming soon

Refer to the flashcard ‘Learning the alphabet- letters ‘G, M, U, B, H’  from Week 1 Day 1 of the Alphabet group ‘GMUBH’.

Refer to the video ‘Learning alphabet G’ from Week 1 Day 1 of ‘My Home’ and Alphabet group ‘GMUBH’.

Refer to the ‘LSRW’ and ‘Activity’ Adaptation and Strategies given in the Main page of My Home and Alphabet ‘GMUBH’ 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.