My Pets (Part 1) and Alphabet Group ‘JFLYV’

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 given directions.

The topic ‘My Pets’ will be reinforced with some additional information about pets.

Experiential Learning on pet care, language game, activities and identifying new sight words are planned for the week to make the learning enjoyable.

Listening and Speaking: My Pets (Part 1)

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.

Suggested variation – Once the children are familiar and at ease with the exercises (which has been done for the past two weeks), the following variations can be made to make the exercises interesting and topic related. The teacher can show the flashcard of the alphabets learnt as they do the warm up exercises and the children will say the name of the letter aloud.

Example: As the teacher gives the command ‘Stand up’ he/she can show the flashcard of the letter ‘F’ or any pet. The teacher can use another flashcard for the next command.

Action time (Commands):

  1. Stand up
  2. Lift your right leg
  3. Bring it down
  4. Lift your left leg
  5. Bring it down
  6. Sit on the chair

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 Pets (part 1) and Alphabet group ‘JFLYV’ if there are any neuro-diverse children in the class.

Day 1

Main Concept: Revision and Closing Session

  • The teacher can explain to students about the different types of pets.
  • The teacher shows the flashcards of ‘My Pets’ as a revision of the topic.
  • The teacher can close the session by reciting the rhyme learnt in the earlier class. 

Key knowledge the child will acquire: Children will revise the names of the pet animals and identify them.

Refer to the ‘Pets’ flashcards given in Week 1 Day 5 of ‘My Pets’ (part 1) and Alphabet group ‘JFLYV’.

Day 2

Language Game – Who am I?

Aim: Children become familiar with pet animals.

Materials required: Animal picture cards

Preparation:

  • The teacher prepares the classroom and makes the children stand in a circle.
  • The teacher has the set of questions and the animal picture/flash cards ready.
  • The animal picture/flash cards consist of pictures of the pets: dog, cat, duck. (one picture card for one animal)
  • A set of A set of questions for the teacher to ask every child.for the teacher to ask every child.

Procedure:

Step 1:

  • The teacher has all the animal picture/flash cards ready on his/her table.
  • The children in the class are standing in a circle, right in front of the teacher’s table.
  • The teacher picks up one card, shows it to the children, and asks any one child, “Who am I?”
  • The child responds with the name of the animal shown on the picture/flash card.

Step 2:

  • Holding another animal picture/flash card, the teacher asks the next child, “Who am I?”
  • If the student answers correctly, the teacher proceeds further as in step 1; otherwise, the question passes to the next child.
  • In case the child gives incorrect answers, the teacher helps with the answer and moves to the next child. 

Note to the teacher: 

  1. The teacher makes sure that all the children get a chance to participate in this game.
  2. The teacher asks the children to listen to the instructions carefully.
  3. The teacher readily helps or gives clues to those children who are unable to answer by themselves.

Key knowledge the child will acquire: Children are able to identify various pet animals.

Refer to the ‘Activity’ Adaptation and Strategies given in the Main page of ‘My Pets (part 1) and Alphabet group ‘JFLYV’ if there are any neuro-diverse children in the class.

Day 3

Experiential Learning

Game: ‘Pet care and grooming’

Aim: To teach children responsibility and develop love towards pets.

Materials needed:

  • Pet toys
  • Pet care items (toy bowls, toy food, water, brushes, leashes)
  • Small baskets
  • Markers to mark the path

Game setup:
The teacher sets up different ‘Pet stations’ around the classroom or playground. Each station represents a pet and has the items needed to take care of that pet. Number of stations can be increased depending on the strength of the class:

  • Station 1: Dog (toy dog, toy food bowl, leash)
  • Station 2: Cat (toy cat, brush, bowl, milk/water)
  • Station 3: Duck (toy bird, toy cage, toy water cup)

How to play:

  • The teacher explains to the children how to play the ‘Pet care and grooming’ game. During the game the children will pretend to take care of different pets.
  • The teacher tells them that each pet has different needs and they will complete tasks at each station.

Game instructions:

  1. Divide the children into small groups. (depending on the number of stations or strength of the class)
  2. Each group starts at a different pet station.
  3. At each station, the children will perform a specific task:
    • Feeding station: Pretend to feed and give water to their pets.
    • Grooming station: Pretend to brush or comb their pets.
    • Exercise station: Walk their pet around a small course or play with it. (e.g. pretend to throw a ball to the dog)
    • Resting station: Settle their pets down in a spot and pretend it is sleeping.

Time:

  • Give each group about 2-3 minutes at each station before they move to the next.
  • Use a bell or clap to signal when it’s time to switch stations.

Post activity discussion:
Once every group has visited all the stations, gather the children together and ask them questions like:

  • What did you do to take care of the dog?
  • How do you feed the cat?

Refer to the ‘Activity’ Adaptation and Strategies given in the Main page of ‘My Pets (part 1) and Alphabet group ‘JFLYV’ if there are any neuro-diverse children in the class.

Day 4 and 5

Experiential Learning

Game: Pretend play – Pet care

Aim: To help children understand the responsibilities of caring for a pet through role-play.

Materials needed:

  • Toy animals (dog, cat, duck)

Procedure:

  • Before the role-play, the teacher can briefly discuss how the children took care of their pets in the previous class. 
  • After that, ask each child to introduce his/her pet to the class and tell the group:
    • The name of his/her pet.
    • The type of care his/her pet needs. (e.g. I have a cat. I need to give her milk)
    • How he/she felt about taking care of his/her pet.

Refer to the ‘Activity’ Adaptation and Strategies given in the Main page of ‘My Pets (part 1) and Alphabet group ‘JFLYV’ if there are any neuro-diverse children in the class.

Reading and Writing

Day 1: Introducing Sight Words 

Content – black, four, has, small

Procedure:

  • The teacher must keep the required materials ready.
    • Sight word flashcards- black, four, has, small 
    • One basket 
    • Napkin or handkerchief to cover the basket.
  • The teacher must watch the 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, ‘black’.
  • The teacher will say ‘black’ pointing to the word, and the students will repeat ‘black’. The teacher can repeat this process two more times.
  • Following the same process, the three remaining words ‘four’, ‘has’, ‘small’, can be introduced.

Instructions to the Teacher Note to the teacher:

  • Watch the video prior to the session to learn how to introduce sight words.
  • Keep the required materials ready.
  • Covering the basket will add an element of ‘surprise’ and the students will participate with more interest. 

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

Flashcards: Sight words – Coming soon

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

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Pets (part 1) and Alphabet group ‘JLFYV’ if there are any neuro-diverse children in the class.

Day 2: Find the House Game

Procedure:

  • The teacher must keep all the required materials ready. (coloured chalks, letter flashcards, worksheets)
  • The teacher will draw six squares or circles on the floor.
  • Then, the teacher will write (with chalk) one letter pair (Jj, Ff, Ll, Yy, Vv) in each of the squares/circles, which will be introduced as houses. 
  • The teacher will call five to six students to play the game first. These students will have to stand in an assigned place until the game begins. Other students will wait for their turn while watching their friends play. 
  • When the teacher calls out a letter, showing the corresponding flashcard, these children have to move about the room trying to locate that letter. 
  • Then, the teacher will call out another letter, and all the children have to move to that letter.
  • Then, the teacher will invite the next group of five to six  students to play the game. This process can continue until all the students get the opportunity to play the game. The letters can be repeated multiple times to reinforce.
  • Then, the teacher will distribute the worksheet (Match the letter pair level 1) and help the students to complete the work as shown. 

Instructions to the Teacher Note to the teacher:

  • Watch the video prior to the session and learn how to conduct the game.
  • Keep the required materials ready. (1 sand tray, alphabet flashcard, worksheets and coloured chalks) 
  • Once the students become familiar with the letter, the teacher may try playing the game only by calling out the letters (without showing the flashcard for visual cue).
  • Playing this game with five to six  children at a time will help the teacher observe which children are struggling to identify the letters. 

Key skill/knowledge the child will acquire: Students will revise the letters (Jj, Ff, Ll, Yy, Vv).

Worksheet: Match the letter pair level 1 – Coming soon

Worksheet: Match the letter pair level 1  (Enlarged) – Coming soon

Refer to the video ‘Find the house’ game from Week 3 Day 3 of the ‘My Body’ (part 1) and Alphabet group ‘CATPIN’.

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Pets (part 1) and Alphabet group ‘JLFYV’ if there are any neuro-diverse children in the class.

Day 3: Guess the Letter Game

Procedure:

  • The teacher must keep all the required materials ready (flashcards, worksheets and crayons). 
  • Then, the teacher will write the letters (Jj, Ff, Ll, Yy, Vv) neatly on the blackboard.
  • The teacher can do a quick revision of the letters (Jj, Ff, Ll, Yy, Vv).
  • When the game starts, one student will be invited to come forward and stand next to the teacher.
  • This student will have to stand facing the blackboard and turning his back to the rest of the class.
  • The teacher will write one letter (any one of JFLYV or jflyv) on this student’s back, making a big arm movement.
  • The student will be asked to guess the letter. (the alphabets written on the blackboard may provide visual cue to the student)
  • If the student guesses the letter correctly, then, another student will be called to the front.
  • If the student is not able to guess the letter, the teacher will write the same letter on the student’s back once again, but this time the teacher will tell the letter name/sound. The student will repeat.
  • The teacher will ensure that all the students get a chance to come forward to guess the letter. 
  • The teacher will distribute the worksheet (Match the letter pair – level 2) to the students. The students can complete the worksheet as shown.  
  • Match the letter pair – level 3 worksheet can be given as homework.  

Instructions to the Teacher Note to the teacher:

  • Watch the video prior to the session and learn how to conduct the game.
  • Keep the required materials ready.
  • When writing the letter on students’ backs, the teacher must make firm and clear finger movement with adequate pressure to help the students guess the letter form.
  • When any student is not able to guess the letter, give one more chance and help the student guess the letter correctly. 

Key skill/knowledge the child will acquire: Students will revise the letters (Jj, Ff, Ll, Yy, Vv).

Worksheet: Match the letter pair level 2 – Coming soon

Worksheet: Match the letter pair level 2 (Enlarged) – Coming soon

Worksheet: Match the letter pair level 3 – Coming soon

Worksheet: Match the letter pair level 3 (Enlarged) – Coming soon

Refer to the video ‘Guess the letter’ game from Week 3 Day 4 of the ‘My Body’ (part 1) and  Alphabet group ‘CATPIN’.

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Pets (part 1) and Alphabet group ‘JFLYV’ if there are any neuro-diverse children in the class.

Day 4: Introducing Sight Words

Content – yes, all, are, and

Procedure:

  • The teacher must keep the required materials ready.
    • Sight word flashcards you, he, she, they
    • One basket 
    • Napkin or handkerchief to cover the basket.
  • The teacher must watch the 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, ‘yes’.
  • The teacher will say ‘yes’ pointing to the word, and the students will repeat ‘yes’. The teacher can repeat this process two more times.
  • Following the same process, the three remaining words ‘all, are, and’, they can be introduced.

Instructions to the Teacher Note to the teacher:

  • Watch the video prior to the session to learn how to introduce sight words.
  • Keep the required materials ready.
  • Covering the basket will add an element of ‘surprise’ and the students will participate with more interest.
  • As a follow up activity, the teacher can play the ‘Find the house’ game, using these four sight-words. 

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

Flashcards: Sight word – Coming soon

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

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Pets (part 1) and Alphabet group ‘JFLYV’ if there are any neuro-diverse children in the class.

Day 5: Sight Words – Passing the Parcel Game

Content – black, four, has, small, yes, all, are, and

Preparation: The teacher must take 8 medium-sized boxes and stick one sight word on each of the boxes.

Materials required:

  • Eight medium-sized boxes
  • Paper cards with sight words written clearly, in bold letters.
  • Glue or tape to fix the sight words on the boxes.

Procedure:

  • 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 (please, look, stop, jump, you, he, she, they) 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 on the box.
  • The teacher may encourage the students to call out the word only in their own turn.

Suggested variations:

  • The teacher may also pass two, three or four boxes gradually in succession to challenge the students.
  • Once the students are familiar with the sight words, the teacher may choose not to read the word aloud but encourage the children to read aloud.
  • Visually challenged may be given corrugated/textured sight words to read.
  • The Teacher may inform the peer buddies about their role in helping.
  • The Teacher will have the demonstration video with ISL ready.

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

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

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Pets (part 1) and Alphabet group ‘JFLYV’ if there are any neuro-diverse children in the class.

Teacher Resource Document

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