My Home and Alphabet Group ‘GMUBH’

Week 4

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.

Storytelling, comprehension of the story, conversation and simple questions and answers, introduction of new sight words and colouring activity are planned for this week.

Listening and Speaking

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

Day 1

Content:

  • Story session can be done over a period of one week: 
    1. The teacher shows the animated book of the story.
    2. The teacher tells the story in his/her own voice with the use of posters.
    3. The teacher can tell the story with pauses which can be filled with proper words by the children.
    4. The teacher can ask simple questions to check if the children have understood the story.

Note to the teacher: 

  • Before starting the story, the teacher may arrange the children in such a way that she/he may be able to maintain eye contact with all of them. 
  • Once the children are settled, they listen to the story ‘A happy body and a happy me’ being narrated by the teacher.
  • The teacher can tell this story in the regional language. While narrating the story in the regional language, the teacher can add English words. 
  • As the story proceeds, the teacher can encourage the children to give the names of the parts of the body.
  • The teacher can ask simple questions in English. 
  • Students can give the answers in one or two words (accept answers in the regional language). 
  • The teacher uses echo questions to check understanding. 
  • The teacher uses a rising tone at the end of the question when asking a question.

Procedure:

  • The teacher asks some simple questions orally to check whether the children have understood the story. 
  • Children may respond as a group giving different points from the story.
  • This will help all the children recall the sequence of the story. 
  • After some time, the teacher will say, “Whoever wants to answer will raise his/her hand and I will ask you turn by turn.”

Story:

In a town, there lived a boy, with his mom and dad in a small house. Every day, while going and coming from school, the boy wondered why some of the houses in the town are big and some others small. He also thought about why he is living in a small house. One day, he went to his parents, who worked very hard to make a living and asked them why they were staying in a small house. His parents told him that with their money they could   afford only a small house and that it is okay to live in a small house and share the love for all. They said, “The size of the house doesn’t matter as long as we have everything needed to be happy and healthy.” Whether you live in a small or big house, the love inside matters most of all and that is what changes a house to a home. There is no other happy place like a home.

Key knowledge the child will acquire: Children are able to narrate and learn the importance of ‘My Home’ through a story.

Storybook: ‘My home’ – Coming soon

Audio: Storybook ‘My home’  – Coming soon

Click and watch the animated storybook. This animated storybook is to be shown to the children in the class. For the children with low vision the Audio Book can be played. When there are children with hearing impairment in the inclusive class, use the video with Indian Sign Language (ISL).

Video: Animated storybook ‘My home’  – Coming soon

ISL Video: Animated storybook ‘My home’  – Coming soon

The teacher shows the animated book of the story and makes the children familiar with the characters in the story.

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

Procedure:

The teacher narrates the story with the use of posters in his/her own voice in English.

Then, he/she translates it to a regional language, to catch the attention and interest of the children. The teacher can narrate the story with proper voice modulation.

The teacher may use the animated storybook and audio storybook as aids.

Refer to the given Animated Storybook and Audio Book (Week 4 Day 1) )

Day 3

The teacher can tell the story line by line in English and explain the importance of parts of the body.

Children listen with comprehension when the story is told.

Refer to the given Animated Storybook and Audio Book (Week 4 Day 1)

Day 4

Note to the teacher: 

The teacher shows the poster of the story and asks, “What story did we hear yesterday?” Children start responding as a group. The teacher will listen for some time to the group response. This will help all the children remember some points. After some time, the teacher will say, “Whoever wants to answer will raise the hand and I will ask you turn by turn”.

Fill in the blanks:

  1. In a town there ………. a boy with his mom and dad in a small home.  
    Ans – lived
  2. Some of the homes in the town are ………….and some of them are …………
    Ans – big, small
  3. The boy’s parents’ work very …………… to make a living.
    Ans – hard
  4. The ……… inside a home matter most of all.
    Ans – love

Simple questions:

  1. Where did the boy live?
    Ans – The boy lived in a small town.
  2. What did he think while going to school?
    Ans – Why are some houses big and some small?
  3. What did the boy ask his parents?
    Ans – He asked, “Why were they staying in a small house.”
  4. What answer did his parents give him?
    Ans – His parents told that it doesn’t matter if we live in a big or small house. It is love that matters.

Day 5

The teacher can make the children do a role play of the story and discuss the sequence and role played by the different characters.

Reading and Writing

Day 1:  Introducing word family (bug / mug/ hug / rug)

Content – Introducing word families ug – (bug/mug/hug/rug)

  • The teacher must keep all the required materials ready:
    • Word family – Word flashcards 
    • Letter flashcards
    • Two baskets
  • The teacher may inform the students that they are going to read some words.
  • The teacher will show the word flashcard of ‘bug’. 
  • Then, one student will hold the ‘bug’ word flashcard in front of the class.
  • The teacher will show the word-family flashcard ‘ug’, saying ‘ug’. The students will repeat. 
  • One more student will hold the ‘ug’ flashcard in front of the class.
  • Next, the teacher will show the letter flashcard ‘b’, then call one more student in front to hold the flashcard. 
  • Then, the teacher will bring the students holding the ‘b’ flashcards and ‘ug’ flashcards close together, forming the word ‘bug’. 
  • The teacher will read b _ ug, ‘bug’, emphasising the sound clearly.
  • Now, the same procedure can be repeated to form and read the rest of the words ‘mug’, ‘hug’, ‘rug’.
  • The student holding the ‘ug’ flashcard will continue standing in front of the classroom. The student holding the ‘b’ flashcard will return to his/her place, and the teacher will call another student to hold the letter flashcard (m, h, r) to form other words (mug, hug, rug)’. 
  • The teacher may explain the meaning of the words bug, mug, hug, rug in native language.
  • The teacher can repeat this procedure many times because all the children will be eagerly waiting for their turn to come forward to hold the flashcards. Also, repetition will help reinforce reading.

Instructions to the Teacher Note to the teacher:

  • Watch the LTM video prior to the session to learn how to conduct the session.
  • Keep the required materials ready.
  • Picture flashcards are not available for all the words; therefore, we use word flashcards only to introduce the word families.
  • Introduce the word family first, then the initial letter. 
  • Keep the child holding the ‘word family flashcard’ constant and change only the ones holding the initial letters, this will help children visually see the word family as constant. 

Key skill/knowledge the child will acquire: Students will be introduced to a few word families, and reading of simple three letter words.

Flashcards: Word family – Coming soon

Flashcards: Word family (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: I can read word family – 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: Introducing word family (dog, hog, log)

  • The teacher must keep all the required materials ready:
    • Word family – word flashcards
    • Letter flashcards
    • Two baskets
  • The teacher may inform the students that they are going to read some words.
  • The teacher will show the picture flashcard of ‘dog’. 
  • Then, one student will hold the ‘pen’ word flashcard in front of the class.
  • The teacher will show the word-family flashcard ‘og’, saying ‘og’. The students will repeat. 
  • One more student will hold the ‘og’ flashcard in front of the class.
  • Next, the teacher will show the letter flashcard ‘d’, then call one more student in front to hold the flashcard. 
  • Then, the teacher will bring the students holding the d’ flashcards and ‘og’ flashcards close together, forming the word ‘dog’. 
  • The teacher will read d _ og, ‘dog’, emphasising the sound clearly.
  • Now, the same procedure can be repeated to form and read the word ‘hog’. 
  • The student holding the ‘d’ flashcard will return to his/her place, and the teacher will call another student to hold the letter flashcard ‘h’ to form the word ‘hog’.
  • Following the same process, the word ‘log’ can be formed. 
  • The teacher may explain the meaning of these words in native language.
  • The teacher can repeat this procedure many times because all the children will be eagerly waiting for their turn to come forward to hold the flashcards. Also, repetition will help reinforce reading.

Instructions to the Teacher Note to the teacher:

  • Watch the LTM video prior to the session to learn how to conduct the session.
  • Keep the required materials ready.
  • Picture flashcards are not available for all the words; therefore, we use word flashcards only to introduce the word families. 
  • Introduce the word family first, then the initial letter. 
  • Keep the child holding the ‘word family flashcard’ constant and change only the ones holding the initial letters, this will help children visually see the word family as constant. 

Key skill/knowledge the child will acquire: Students will be introduced to a few word families, and reading of simple three letter words.

Worksheet: Word family- Coming soon

Worksheet: Word family (Enlarged)- Coming soon

Refer to the video of week 4, day 1.

Video: Find the house game – 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 3:  Introducing word family (big/ pig/ dig)

  • The teacher must keep all the required materials ready:
    • Word family – word flashcards
    • Letter flashcards
    • Two baskets
  • The teacher may inform the students that they are going to read some words.
  • The teacher will show the word flashcard of ‘big’.
  • Then, one student will hold the ‘big’ picture flashcard in front of the class.
  • The teacher will show the word-family flashcard ‘ig’, saying ‘ig’. The students will repeat. 
  • One more student will hold the ‘ig flashcard in front of the class.
  • Next, the teacher will show the letter flashcard ‘b’, then call one more student in front to hold the flashcard. 
  • Then, the teacher will bring the students holding the ‘b’ flashcards and ‘ig’ flashcards close together, forming the word ‘big’. 
  • The teacher will read b _ ig, ‘big’, emphasising the sound clearly.
  • Now, the same procedure can be repeated to form and read the word ‘pig’ and ‘dig’. 
  • The student holding the ‘b’ flashcard will return to his/her place, and the teacher will call another student to hold the letter flashcard ‘p’ to form the word ‘pig’.
  • The teacher may explain the meaning of these words in the native language.
  • The teacher can repeat this procedure many times because all the children will be eagerly waiting for their turn to come forward to hold the flashcards. Also, repetition will help reinforce reading

Instructions to the Teacher Note to the teacher:

  • Watch the LTM video prior to the session to learn how to conduct the session.
  • Keep the required materials ready.
  • Picture flashcards are not available for all the words; therefore, we use word flashcards only to introduce the word families. 
  • Introduce the word family first, then the initial letter. 
  • Keep the child holding the ‘word family flashcard’ constant and change only the ones holding the initial letters, this will help children visually see the word family as constant. 

Key skill/knowledge the child will acquire: Students will be introduced to a few word families, and reading of simple three letter words.

Flashcard: Word family – Coming soon

Flashcard: Word family (Enlarged) – Coming soon

Refer to the video of Week 4, Day 1

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 4: Introducing word family (mop, hop, top, pop)

  • The teacher must keep all the required materials ready:
    • Word family – word flashcards
    • Letter flashcards
    • Two baskets
  • The teacher may inform the students that they are going to read some words.
  • The teacher will show the word flashcard of ‘mop’. 
  • Then, one student will hold the ‘mop’ word flashcard in front of the class.
  • The teacher will show the word-family flashcard ‘op’, saying ‘op’. The students will repeat. 
  • One more student will hold the ‘op’ flashcard in front of the class.
  • Next, the teacher will show the letter flashcard ‘m’, then call one more student in front to hold the flashcard. 
  • Then, the teacher will bring the students holding the ‘m’ flashcards and ‘op’ flashcards close together, forming the word ‘mop’. 
  • The teacher will read m _ op, ‘mop’, emphasising the sound clearly.
  • Now, the same procedure can be repeated to form and read the remaining words (hop, top, pop).
  • The student holding the ‘op’ flashcard will continue standing in front of the classroom. The student holding the ‘m’ flashcard will return to his/her place, and the teacher will call another student to hold the letter flashcard (h, t and p) to form the words (hop, top and pop). 
  • The teacher may explain the meaning of these words in native language.
  • The teacher can repeat this procedure many times because all the children will be eagerly waiting for their turn to come forward to hold the flashcards. Also, repetition will help reinforce reading.

Instructions to the Teacher Note to the teacher:

  • Watch the LTM video prior to the session to learn how to conduct the session.
  • Keep the required materials ready.
  • Picture flashcards are not available for all the words; therefore, we use word flashcards only to introduce the word families. 
  • Introduce the word family first, then the initial letter. 
  • Keep the child holding the ‘word family flashcard’ constant and change only the ones holding the initial letters, this will help children visually see the word family as constant. 

Key skill/knowledge the child will acquire: Students will be introduced to a few word families, and reading of simple three letter words.

Flashcard: Word family – Coming soon

Flashcard: Word family (Enlarged) – Coming soon

Refer to the video of Week 4, Day 1

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: Revision – Fish the Words Game

Content – (bug/mug/hug/rug), (dog/hog/log), (big/dig/pig) and (mop/cop/hop/top/pop)

Procedure:

  • It is important to keep all the required materials ready for a smooth running of the session. 
    • A set of word flashcards: bug/mug/hug/rug, dog/hog/log, big/dig/pig and mop/cop/hop/top/pop
    • 4 sets of letters (multiple copies of b, m, h, r, t, d, p, c, ug, og, ig, op) with metal pins attached to each one). It can be handwritten.,
    • 4 Fishing rod made of magnets for catching these cards (one for each group)
    • 4 mats
    • 4 writing pads (one for each group)
  • The teacher must watch the LTM video and learn how to conduct this activity.
  • The teacher will neatly arrange the writing pad and the ‘letter cards b, m, h, r, t, d, p, c, ug, og, ig, op in (with metal clips) in front of her on a mat. (She can call this mat  ‘A Pond with Letter Fishes’.)
  • The teacher will revise all the word families by showing the word flashcards. 
  • Then, the teacher will demonstrate the process of forming the words.
  • Using the magnetic fishing rod, the teacher will first pick the ‘word family’ card ‘ug’ and place it on the writing pad.
  • Next, the teacher will pick the letter ‘b’ and place it on the writing pad forming the word ‘bug’. The teacher will read it as “b_ug, “bug”.
  • Next, the teacher will show the picture flashcard of the word ‘mug’ and repeat the same process.
  • Then, the teacher will give one mat, one set of letters (b, m, h, r, t, d, p, c, ug, og, ig, op), a fishing rod and a writing pad to each group of students.
  • The teacher will give either one set of word flashcards: (bug/mug/hug/rug), (dog/hog/log), (big/dig/pig) and (mop/hop/top/pop) each group of students, and ask the children to play the game as demonstrated.
  • All students will take turns to the words given to them by following the procedure demonstrated by the teacher.

Instructions to the Teacher Note to the teacher:

  • Watch the LTM video prior to the session to learn how to conduct the session.
  • Keep the required materials ready.
  • Introduce the word family first, then the initial letter. 
  • 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 become familiar with word families, and reading of simple three letter words.

Flashcard: Word family – Coming soon

Flashcard: Word family (Enlarged) – Coming soon

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

Video: I can read word family – 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.

Teacher Resource Document

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Source and Attribution of images
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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.