My Pets (Part 1) & Alphabet Group ‘JFLYV’ – Week 3

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, adopting a pet, 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.

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 ‘My 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 identify and name the pet animals.

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

Day 2

Language Game
(to be done in one session)

Aim: Children become familiar with pet animals.

Resources required: Animal picture cards

Preparation of activity:

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 questions 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:

The teacher makes sure that all the children get a chance to participate in this game.
The teacher asks the children to listen to the instructions carefully.
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.

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: Pet animals – Coming soon

ISL Video: Pet animals – Coming soon

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 relay’

Objective: To teach children responsibility and love towards pets for different animals through fun and physical activity.

Material needed:

Toy animals
Pet care items (toy bowls, toy food, water bottles, brushes, leashes)
Small buckets or baskets (to place the items in)
Cones or markers to set up a path
Stickers or badges for completion (optional)

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.

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 relay’. 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:

Divide the children into small groups (depending on the number of stations).
Each group starts at a different pet station.
At each station, the children will perform a specific task:
- For the dog: pretend to feed the dog, put on its leash, and walk it around.
- For the cat: brush the cat, and pretend to feed it milk/water in a bowl.
- For the duck: pretend to give the bird water and help it into its pen.

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?
Why do we need to give water to a bird?

Reward time:
Give out stickers or badges that say “Pet care expert” to celebrate their participation and learning.

This poster is to be viewed by the teachers before the activity to understand how to conduct the same during the class.

Poster: Pet care relay – Coming soon

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

Experiential Learning
(can be done over two sessions)

Game: ‘Adopt and care for a pet’

Objective:
To help children understand the responsibilities of pet ownership and caring for a pet through role-play and hands-on activities.

Materials needed:

Toy animals (dog, cat, duck)
Pet care items (toy bowls, toy food, water bottles, brushes, milk/water bowl, bird cage)
Paper collars or ID tags for the pets (optional)
Adoption certificates (simple, pre-made certificates for each child)
A large space with different ‘Pet care stations’ (feeding, grooming, exercising)

Game setup:

1. Adoption center:
Create a designated space called the ‘Adoption center’ with all the pets displayed.

2. Pet care stations:
Set up multiple stations around the room:

Feeding station: toy bowls, toy food, and water bottles.
Grooming station: brushes and combs.
Exercise station: a small area to walk the toy pets or play with them.
Resting station: a corner where the pets can ‘rest’ after care.

How to play:

1. Introduction:

The teacher to explain to the children how they are going to ‘adopt’ a pet today.
The teacher to tell the children, that when they adopt a pet, they must take care of it by feeding, grooming, playing with it, and making sure it is happy.

2. Adopting a Pet:

Call each child to the ‘Adoption Center’ one by one, and let them choose a pet.
Give them an ‘Adoption Certificate’ with their name and the pet’s name written on it.
The teacher can also give the toy pets paper collars or ID tags with the pet’s name on them.

3. Caring for the Pet (15 minutes):

Guide the children to the different ‘Pet care stations’ where they will take turns caring for their adopted pets.

Children will cross the following stations:

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.

4. Role-play conversations (10 minutes):

After the children have visited all the stations, gather them in a circle.
Ask each child to introduce his/her pet to the class and tell the group:
- The name of his/her pet.
- Type of care his/her pet needs. (e.g. I have a cat. I need to give her milk)
- How he/she felt taking care of his/her pet.

This poster is to be viewed by the teachers before the activity to understand how to conduct the same during the class.

Poster: Pet adoption – Coming soon

Day 5

Human value song:

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

Content:

I love my pussy cat,

Her name is Missy

She plays with wool,

Soft and bushy

Her eyes are light

And face is bright

Silently walking around

She knocks things down

But makes me smile

With her soft meow, meow, meow. (I love….)

Poster: I love my pussy cat – Coming soon

Audio: I love my pussy cat – Coming soon

ISL Video: I love my pussy cat – Coming soon

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.

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 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, ‘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.

Note to the teacher:

Watch the LTM 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 “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 words – Coming soon

Flashcards: Sight words (Enlarged) – Coming soon

Refer to the below video link as shown in Week 4 Day 5 in the Alphabet group ‘CATPIN’ for the procedure of ‘Introducing Sight words’.

Video: Introducing sight words – Coming soon

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 5-6 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 5-6 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.

Note to the teacher:

Watch the LTM video prior to the session and learn how to conduct the game.
Keep the required materials ready (1 sand Tray, Alphabet flashcard, Worksheets and crayons).
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 5-6 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 below video link as shown in Week 3 Day 3 in the Alphabet group ‘CATPIN’ for the procedure of ‘Find the house’ game.

Video: Find the house game – Coming soon

ISL Video: Find the house game – Coming soon

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.

Note to the teacher:

Watch the LTM 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

Refer to the below video link as shown in Week 3 Day 4 in the My Body (part 1) and Alphabet group ‘CATPIN’ for the procedure of the ‘Guess the letter’ game.

Video: Guess the letter game – Coming soon

ISL Video: Guess the letter game – Coming soon

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 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, ‘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.

Note to the teacher:

Watch the LTM 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 “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 words – Coming soon

Flashcards: Sight words (Enlarged) – Coming soon

Refer to the below video link as shown in Week 4 Day 5 in the Alphabet group ‘CATPIN’ for the procedure of ‘Introducing Sight words’.

Video: Introducing sight words – Coming soon

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

Materials required:

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

Procedure: (Please watch the TLM video)

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.

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 2, 3 or 4 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 below video link as shown in Week 3 Day 5 in the My Body (part 2) and Alphabet group ‘SODER’ for the procedure of ‘Introducing sight words’.

Video: Passing the parcel – Coming soon

ISL Video: Passing the parcel – Coming soon

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.

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