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: My Pets (Part 2)

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

Procedure:
The activity proceeds as follows: –

Step 1:

• The teacher first gives the commands (Stand up, lift your right leg, bring it down, lift your left leg, bring it down, sit on the chair) 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).
• The student gives the commands and other children listen and do the actions.
• The 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 to the whole class and all the children listen and do the actions.

Suggested Variation: 
The teacher can do the following for ensuring that the children do the TPR easily:

1. Children can be made to hold onto a stable surface such as a wall, or sturdy piece of furniture for balancing on their heels. 
2. Visual cues can be placed on the floor, such as tape or markers, to indicate where the child should place their heels while balancing. 
3. If a child is unable to balance on heels even with support, the child may be exempted from doing this step. 

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 warm up activity. 
3. The teacher gives clear instructions at the beginning of the class.
4. The teacher ensures 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 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: Warm up exercise – Coming soon

ISL Video: Warm up exercise – Coming soon

Refer to the ‘TPR/Warm up exercise’ Adaptation and Strategies given in the Main page of ‘My Pets (part 2) and Alphabet group ‘KQWXZ’ if there are any neuro-diverse children in the class.

Day 1

Note to the teacher:

The teacher can make the children learn the rhyme by showing the poster and reading the rhyme line by line and explaining it.

1. The teacher will sit along with the children in semi-circles.
2. The  teacher begins the class by saying, “Let us learn to recite a rhyme – “My pets are my world”.

Rhyme

Content of the rhyme: My pets are my world

Finny is my fish, shiny and grey.
It swims in water, and loves to play.
Bunny is my rabbit, with soft furry ears,
It hops around, here and there.
Flappy is my parrot, green and bright,
It talks, talks and talks, day and night.
My pets make my world, so full of cheer,
My Finny, my Bunny, my Flappy, so dear.

Post teaching activity: (let the children look at the rhyme poster and answer the questions)

1. What is the colour of the fish?
   Ans: Shiny grey.
2. What does it do?
   Ans: It swims in water.
3. Does Finny like to play?
   Ans: Yes, it loves to play.
4. How are bunny ears?
   Ans: They are soft and furry.
5. What does Bunny do?
   Ans: Bunny hops around here and there.
6. Who is Flappy?
   Ans. Parrot
7. What does it do?
   Ans. Flappy talks all day.

Note to the teacher:

1. The teacher shows the poster and recites the rhyme. The children may recite the rhyme.
2. The teacher keeps flashcards of pets ready.
3. The teacher can make the children sit in three semi-circles.
4. The teacher will show the poster and then show the picture cards of the pets.
5. Children listen keenly and repeat the names after the teacher.
6. The teacher plays the audio of the rhyme. Then, the teacher recites the rhyme a couple of times and encourages the children to recite it along with her/him.

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

Poster of the Rhyme: My pets are my world – Coming soon

Audio of the Rhyme: My pets are my world – Coming soon

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Pets (part 2) and Alphabet group ‘KQWXZ’ 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 Pets’ (Part 2) 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 Pets’ (Part 2) Week 1 Day 1.

Day 4

Conversation Circle
(to be done in one session)

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

1. What kind of pet do you have? (answers may vary)
   Ans: I have a parrot. I don’t have a pet but I would like to have a rabbit.
2. What does your pet like to eat?
   Ans: My pet likes to eat green vegetables. My pet likes to eat carrots.
3. Where does your pet live?
   Ans: My pet lives in a cage/water.
4. What is your favourite thing to do with your pet?
   Ans: I like to play with my pet. I like to feed my pet. I like to talk to my pet.

Note to the teacher:

• The teacher uses puppets to introduce the idea.
• The teacher holds both puppets, and the conversation on pets takes place between Bhallu and Pinky (the puppets).
• The teacher then asks the children the same question.
• Answers may vary.
• Children can answer in their local language, but must be encouraged to speak in English.

Step 1: The teacher introduces the first question
First, ‘Bhallu’ asks ‘Pinky’ about animals and pets. (answers may vary)
Bhallu: What kind of pet do you have?
Pinky:  I have a rabbit.
Then, the teacher asks the child sitting next to him/her, “What kind of pet do you have?”
The child says, “I have a………………….” (rabbit/fish/parrot/dog/cat). This child asks the next 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: (answers can vary)
Bhallu: What does your pet like to eat?
Pinky: My pet likes to eat carrots.
Then, the teacher asks the child sitting next to him/her, “What does your pet like to eat?” The child says, “My pet likes to eat…………….” 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: (answers may vary)
Bhallu: Where does your pet live?
Pinky:  He lives in a cage.
Then, the teacher asks the child sitting next to him/her, “Where does your pet live?” The child says, “My pet lives in…………” 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:
Bhallu: What is your favourite thing to do with your pet?
Pinky:  I like to play with my pet.
Then, the teacher asks the child sitting next to him/her, “What is your favourite thing to do with your pet?”
The child says, “I like to play with my pet.” 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.

Key knowledge the child will acquire: Children learn to express their feelings about their pets.

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: Conversation circle – Coming soon

ISL Video: Conversation circle – Coming soon

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Pets (part 2) and Alphabet group ‘KQWXZ’ if there are any neuro-diverse children in the class.

Day 5

Main Concept

Content: 

• The teacher will keep the necessary flashcards of ‘My Pets’ ready in a basket.
• The teacher will ask the children to sit down comfortably in three semicircles.

Opening:

• Once the children are seated comfortably, the teacher will tell them that they are going to learn about a few more pets.

During: 

• The teacher will discuss ‘My Pets’, one by one, using flashcards.

Key knowledge the child will acquire: Children will identify and name the pet animals.

Flashcards: My pets – Coming soon

Flashcards: My pets (Enlarged) – Coming soon

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Pets (part 2) and Alphabet group ‘KQWXZ’ if there are any neuro-diverse children in the class.

Reading and Writing

Content: Letter Kk, Qq, Ww, Xx, Zz

Day 1: Learning alphabet – Letter ‘K, k’

• The teacher will write the letters ‘K,k’, on the board (write both capital and small letters). The teacher then says “This is the letter ‘K’, and K says k”. Repeat twice.
• The teacher will show the students a flashcard of the letter ‘K,k’ and emphasizing the sound ‘K’, read the word kite, Repeat twice.
• Now, with an outstretched arm, the teacher will trace the letter ‘K’ on the board, following the directionality of the letter, saying ‘K’ says, ‘k’.
• Following the teacher’s arm movements, the students will imitate tracing the letter in the air. While tracing the letter, the students can repeat, ‘K’ says, ‘k’.
• The teacher will sing a simple rhyme to reinforce the sound. Students will learn the rhyme by repeating it with the teacher. (The teacher must listen to the audio file attached and learn the rhyme)

K says k,
K says k,
K for kite and…
K for kitten.

• 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. 

Note to the teacher:

• Watch the LTM video 
• 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 ‘K,k’ 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 ‘K’, its form and sound. 

Flashcards: Learning the alphabet – Letter ‘K, k’ – Coming soon

Flashcards: Learning the alphabet – Letter ‘K, k’ (Enlarged)- Coming soon

Worksheet: Alphabet colouring worksheet – ‘K, k’ – Coming soon

Worksheet: Alphabet colouring worksheet – ‘K, k’ (Enlarged)- Coming soon

Video: 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 to write capital letter ‘K’ – Coming soon

Audio: Letter rhyme – ‘K’- Coming soon

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Pets (part 2) and Alphabet group ‘KQWXZ’ if there are any neuro-diverse children in the class.

Day 2: Learning alphabet – Letter ‘Q, q’

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

Flashcards: Learning alphabet – Letter ‘Q, q’ – Coming soon

Flashcards: Learning alphabet – Letter ‘Q, q’ (Enlarged)- Coming soon

Worksheet: Alphabet colouring worksheet letter – ‘Q, q’ – Coming soon

Worksheet: Alphabet colouring worksheet – letter ‘Q, q’ (Enlarged) – Coming soon

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

Audio: Learning rhyme ‘Q, q’ – Coming soon

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Pets (part 2) and Alphabet group ‘KQWXZ’ if there are any neuro-diverse children in the class.

Day 3: Learning alphabet – Letter ‘W, w’

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

Flashcards: Learning alphabet – Letter ‘W, w’ – Coming soon

Flashcards: Learning alphabet – Letter ‘W, w’ (Enlarged)- Coming soon

Worksheet: Alphabet colouring worksheet – letter ‘W, w’ – Coming soon

Worksheet: Alphabet colouring worksheet – letter ‘W, w’ (Enlarged) – Coming soon

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

Audio: Letter rhyme ‘W, w’ – Coming soon

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Pets (part 2) and Alphabet group ‘KQWXZ’ if there are any neuro-diverse children in the class.

Day 4: Learning alphabet – letter ‘X, x’

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

Flashcards: Learning alphabet – letter ‘X, x’ – Coming soon

Flashcards: Learning alphabet – letter ‘X, x’ (Enlarged) – Coming soon

Worksheet: Alphabet colouring worksheet – ‘X, x’ – Coming soon

Worksheet: Alphabet colouring worksheet – ‘X, x’ (Enlarged) – Coming soon

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

Audio: Letter rhyme ‘X, x’ – Coming soon

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Pets (part 2) and Alphabet group ‘KQWXZ’ if there are any neuro-diverse children in the class.

Day 5: Learning alphabet – Letter ‘Z, z’

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

Flashcards: Learning alphabet – Letter ‘Z, z’ – Coming soon

Flashcards: Learning alphabet – Letter ‘Z, z’ (Enlarged) – Coming soon

Worksheet: Alphabet colouring worksheet – ‘Z, z’ – Coming soon

Worksheet: Alphabet colouring worksheet – ‘Z, z’ (Enlarged) – Coming soon

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

Audio: Letter rhyme – ‘Z, z’ – Coming soon

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘My Pets (part 2) and Alphabet group ‘KQWXZ’ if there are any neuro-diverse children in the class.

Teacher Resource Document

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.