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 ‘My School and Alphabet Revision 3’ 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. Smile
2. Turn around
3. Shake hands with your partner
4. Laugh aloud
5. Tap your knee
6. Snap your fingers

Procedure:
The activity proceeds as follows: –

Step 1:

• The teacher first gives the commands (Smile, turn around, shake hands with your partner, laugh aloud, tap your knee, snap your fingers) 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: 

1. The teacher helps and supports children who have difficulty turning around.
2. Children who are unable to get the snapping fingers action, can be guided with their fingers into position (middle finger and thumb) and gently assist with the motion.
3. Children can be helped to practice pressing the fingers together without snapping.

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

ISL Video: Warm up Exercise

Refer to the ‘TPR/Warm up exercise’ Adaptations and Strategies given in the Main page of ‘My School and Alphabet Revision 3’ if there are any neuro-diverse children in the class.

Day 1

Rhyme

The teacher may begin the class by revising the previous topic. The teacher will then introduce ‘My School’, by initiating a discussion on where we learn new interesting topics. Students may respond that they learn in school.

The teacher can make the children learn the rhyme on ‘Off to school’, by showing the poster and reading the rhyme line by line and explaining it. The teacher also plays the audio of the rhyme and recites the rhyme.

Content of the rhyme: Off to School

Off to school we go,
Off to school we go.
We take our books and ride a bus,
With everyone we know.

We learn our ABCs and more,
In our memory this we store.

Off to school we go,
Off to school we go.
We take our books and ride a bus,
With everyone we know.

Follow up activity for the rhyme:

Look at the poster of the rhyme and answer the questions given below:

1. With whom do we go to school?
   Answer: We go to school with our friends.
2. What do we take with us?
   Answer: We take our books in our bag.
3. What do we do in school?
   Answer: We learn to read and write.

Note to the teacher:

1. The teacher will show the poster and recite the rhyme. Students replicate the same.
2. The teacher shows the flashcards of ‘My School’ and identifies the different features like the school bus, books, bag, and children in uniform.
3. Children listen keenly and observe the teacher.
4. The teacher recites the rhyme a couple of times and plays the audio and encourages the children to recite it along with her/him.

The teacher can watch the given video before teaching the rhyme.

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

Poster: Off to school

Audio: Off to school

Video: Off to school

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘My School and Alphabet Revision 3’ 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 in ‘My School’ 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 in ‘My School’ Week 1 Day 1.

Day 4

Conversation Circle – Know your school

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

1. What is the name of your school?
   Answer: The name of my school is __________________.
2.  Where is your school?
   Answer: My school is in _________________.
3. How do you come to school?
   Answer: I come to school walking/by bus/by auto/by bike. (Answers may vary)
4. Do you come to school every day?
   Answer: Yes, I come to school every day.

Procedure:

Step 1: The teacher introduces the first question by showing a picture of a school and introduces the first question:

“What is the name of your school?” The student responds, “The name of my school is ……………….”  
Then, the teacher asks the child sitting next to him/her, “What is the name of your school?” The child says, “The name of my school is ………….” Now, this child asks the child sitting next to him/her, “What is the name of your school?” and the conversation continues until all the children ask and respond. 

Step 2: The teacher introduces the next question:

“Where is your school?” The student says, “My school is in ………………….”
Then, the teacher asks the child sitting next to him/her “Where is your school?” The child says, “My school is in ………” Now, this child asks the child sitting next to him/her, “Where is your school?” and the conversation continues until all the children ask and respond.

Step 3: The teacher introduces the next question:

“How do you come to school?” The student says, “I come to school walking /by bus/by auto/by bike.”
Then, the teacher asks the child sitting next to him/her, “How do you come to school?” The child says, “I come to school by ……… “ Now, this child asks the child sitting next to him/her, “How do you come to school?” and the conversation continues until all the children ask and respond.

Step 4: The teacher introduces the next question:

“Do you come to school every day?” The student responds, “Yes,I come to school every day.”
Then, the teacher asks the child sitting next to him/her, “Do you come to school every day?” The child says, “Yes ,…………. ” Now, this child asks the child sitting next to him/her, “Do you come to school every day?” 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 teacher may allow the natural flow of conversation going.
• If a student doesn’t know the answer, the teacher can prompt or pass it to the next student.
• There should be no chorus answers.

Key skill/knowledge the child will acquire: Children learn the name of their school, the place and mode of transport and what they do in school.

Click and watch the video. These videos are to be viewed by the teachers before the activity to understand how to conduct the same during the class.

Video: Know your school

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘My School and Alphabet Revision 3’ if there are any neuro-diverse children in the class.

Day 5

Main Concept

Content:

• The teacher keeps the necessary flashcards (school, assembly hall, teachers, classroom, benches, tables, desk, playground, library, computer room, office room, blackboard, chairs, teacher’s table, stationery items) ready in a basket.
• The teacher may begin the class by revising the ABC song learnt in the earlier class and explain that they are going to learn many new things about ‘My School’ in the next few days.

During:
The teacher can discuss the name of the school, its location, the different rooms, what they learn and the importance of attending school.

Flashcards: Features of a school

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘My School and Alphabet Revision 3’ if there are any neuro-diverse children in the class.

Reading and Writing

Day 1 and 2: Forming Simple Sentences

Content:

That is a cat. The cat is on the cot.
That is a rat. The rat is in the pot.
That is a rod. The rod is red.

Procedure:

• The teacher will revise these three sets of sentences by showing the picture flashcards of these sentences.
• The teacher will make small groups with 4-5 students in each group.
• The teacher will write any one set of these sentences on the blackboard neatly with big letters.
• The teacher will give one set of the handwritten chits of the required words,for example: That, is, a, cat, The, cat, is, on, the, cot) to each group of students.
• The teacher will explain to the students that they have to make the sentences by arranging the words given to them exactly like how it is written on the blackboard.
• The teacher must give enough time for all the groups to form the sentences.
• While the students are busy with their work, the teacher must visit each group to offer help if needed.
• Once all the groups complete forming these sentences, the teacher must ask each group to read the sentence they have formed.
• If the time permits, the teacher can distribute the colouring worksheet, or it may be completed as homework.

Note to the teacher:

• Keep the required materials ready.

Key skill/knowledge the child will acquire: Students will gain more practice in forming and reading simple sentences using the sight words and simple three letter words.

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).

Flashcards: Sentence flashcards

Worksheet: Sentence colouring worksheet

Worksheet: Sentence colouring worksheet (Enlarged)

Refer to the video ‘Reading Simple Sentences’ from Week 4  Day 1 of ‘Colours and Alphabet Revision 2’ Reading and Writing segment.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘My School and Alphabet Revision 3’ if there are any neuro-diverse children in the class.

Day 3: Writing Skill – Learning to Write Letter ‘J’ and ‘j’

Procedure:

• The teacher shows the video demonstrating how to write capital ‘J’ and small ‘j’ with accurate directionality.
• Then, the teacher writes the letters ‘J’ and ‘j’ on the black board with accurate directionality.
• The teacher must demonstrate tracing of the letters with fingers on the blackboard following accurate directionality.
• Students must imitate the teacher by tracing the letter, ‘J, j’ in the air.
• The students can also imitate tracing letters ‘J, j’ with their fingers on their desk or on the floor.
• Then, the teacher can distribute the worksheet ‘Letter writing practice- Letter Jj’.
• The teacher must encourage the students to write the letters with accurate directionality. 

Note to the teacher:

• The teacher must watch the video prior to the session.
• It is very important that the teacher knows and teaches the accurate directionality of writing the letters.

Key skill/knowledge the child will acquire: Students will learn to write the given letter accurately.

Click and watch the video. These videos are to be viewed by the teachers before the activity to understand how to conduct the same during the class.

Video: Learn to write letter – J, j

Worksheet: Letter writing practice – Letter J, j

Worksheet: Letter writing practice – Letter J, j (Enlarged)

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘My School and Alphabet Revision 3’ if there are any neuro-diverse children in the class.

Day 4: Writing Skill – Learning to Write Letter ‘K’ and ‘k’

Procedure:

• The teacher shows the video demonstrating how to write capital ‘K’ and small ‘k’ with accurate directionality’.
• Then the teacher writes the letters ‘K’ and ‘k’ on the black board with accurate directionality.
• The teacher must demonstrate tracing of the letters with fingers on the blackboard following accurate directionality.
• Students must imitate the teacher by tracing the letter, ‘K, k’ in the air.
• The students can also imitate tracing letters ‘K, k’ with their fingers on their desk or on the floor.
• Then the teacher can distribute the worksheet ‘Letter writing practice- Letter Kk’.
• The teacher must encourage the students to write the letters with accurate directionality.

Note to the teacher:

• The teacher must watch the video prior to the session.
• It is very important that the teacher knows and teaches the accurate directionality of writing the letters.

Key skill/knowledge the child will acquire: tudents will learn to write the given letter accurately.

Click and watch the video. These videos are to be viewed by the teachers before the activity to understand how to conduct the same during the class.

Video: Learn to write letter – K, k

Worksheet: Letter writing practice – Letter K, k

Worksheet: Letter writing practice – Letter K, k (Enlarged)

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘My School and Alphabet Revision 3’ if there are any neuro-diverse children in the class.

Day 5: Writing Skill – Learning to Write Letter ‘L’ and ‘l’

Procedure:

• The teacher shows the video demonstrating how to write capital ‘L’ and small ‘l’ with accurate directionality’.
• Then the teacher writes the letters ‘L’ and ‘l’ on the black board with accurate directionality.
• The teacher must demonstrate tracing of the letters with fingers on the blackboard following accurate directionality.
• Students must imitate the teacher by tracing the letter, ‘L, l’ in the air.
• The students can also imitate tracing letters ‘L, l’ with their fingers on their desk or on the floor.
• Then the teacher can distribute the worksheet ‘Letter writing practice- Letter L,l’.
• The teacher must encourage the students to write the letters with accurate directionality.

Note to the teacher:

• The teacher must watch the video prior to the session.
• It is very important that the teacher knows and teaches the accurate directionality of writing the letters.

 Key skill/knowledge the child will acquire: Students will learn to write the given letter accurately.

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

Video: Learn to write letter – L, l

Worksheet: Letter writing practice – Letter L, l

Worksheet: Letter writing practice – Letter L, l (Enlarged)

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘My School and Alphabet Revision 3’ 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.