My School and Alphabet Revision 3

Week 2

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 reinforced with some additional information about different rooms in the school. This will be done through conversation, questions and answers, fun activities, interesting games and learning alphabets.

Listening and Speaking

Daily:

Total physical response/warm-up exercise (to be done before every session)

Note to the teacher:
Refer to the Week 1, Day 1 of ‘My School’ for the detailed asset.

Refer to the given Warm up Exercise Video given in Week 1 of this topic, to conduct the above activity.

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

Main Concept – My school

Once all the children are quiet and settled, the teacher starts showing the flashcards ‘Features of a School’ one at a time.

The teacher shows the flashcard of the school and says, “This is my school.”

Children will repeat ‘A school’.
The teacher tells the children, “We all go to school to study.”
The teacher says, “The name of our school is …….”
Children will repeat the name of their school.
The teacher shows a flash card of children going to school and says, “We come to school in the morning.” He/she asks the children, “When do we come to school?”
Children will answer, “We come to school in the morning.”
The teacher asks, “In which class do you study?”
Children will respond ‘Class 1’.
The teacher tells the children that the school plays an important role in shaping student’s lives.

Post teaching activity:
The teacher encourages students to come forward to introduce themselves, their school and class they study.

Example:

My name is………….
The name of my school is ………………..
I study in Class 1.

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: Main concept – My school

Refer to the ‘Features of a School’ flashcards from Week 1 Day 5 of ‘My School and Alphabet Revision 3’ Listening and Speaking 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 2

Main Concept – Different parts of a School

The teacher can revise the topic done on Day 1 and then proceed to the topic on Day 2.

The teacher shows the flashcard of the assembly hall and says, “My school has an assembly/prayer hall.” He/she may ask, “Where do we have our morning assembly every day?”
Children can reply ‘Assembly or Prayer hall’.
The teacher tells the children, “We have an assembly every morning to meet and greet our friends and teachers.”
The teacher also says we begin our day at school with a prayer.
The teacher shows a flash card of children going to their classes and says, “After prayer we go to our respective classrooms.” He/she may ask, “Where do we have our regular classes?”
Children will repeat ‘Classrooms’.

Post teaching activity: (The teacher can initiate some discussions on the Assembly or ask some simple question like the ones given below)

In school, where do we do our exercise and say our prayers in the morning?
Answer: In the assembly or prayer hall.
What do we do after the assembly?
Answer: We go to our classrooms.

Refer to the video ‘Main concept- My School’ from Week 2 Day 1 of ‘My School and Alphabet Revision 3’ Listening and Speaking segment.

Refer to the ‘Features of a School’ flashcards from Week 1 Day 5 of ‘My School and Alphabet Revision 3’ Listening and Speaking 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

Main Concept – Things in a classroom

The teacher can revise the topic done on Day 1 and 2, then proceed to the topic on Day 3.

The teacher shows the flashcard of a classroom and says, “This is a classroom.”
Children will repeat, “This is my classroom.”
The teacher tells the children, “There are many classrooms in our school.”
The teacher also says, “Every classroom has benches/desks, and a teacher’s table, shelves, black/white board, stationery items, dust bin.”
The teacher shows a flash card of the library and says, “This is a library.” He/she may ask, “Where do we go to quietly read a book?”
Children may respond ‘Library’.
The teacher tells the children that in a school, there is a computer room, office room, music room, art room, staff/teachers room and also play ground.

Post teaching activity:

Divide the class into two and ask them to list the items they see in the classroom.

Example: chair, table, bench, desk …….

Refer to the video ‘Main concept- My School’ from Week 2 Day 1 of ‘My School and Alphabet Revision 3’ Listening and Speaking segment.

Refer to the ‘Features of a School’ flashcards from Week 1 Day 5 of ‘My School and Alphabet Revision 3’ Listening and Speaking 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 4

Main Concept – People in School

The teacher shows the flashcard of a teacher teaching in the class and says, “The teacher teaches us our lessons and helps us to learn to read and write.” He/she may ask, “Who helps in making you learn the different subjects?”
Children will respond ‘Our teachers’.
The teacher shows the flashcard of a Principal addressing the children during Assembly and says, “This is the Principal of the school. He/she maintains discipline in the school and runs the school in an organised manner.” He/she may ask, “Who is the head of the school?”
Children will respond ‘Our Principal’.
The teacher shows a flashcard of good habits and says, “We learn good habits and manners at school.” He/she may ask, “What should we do when we see those who help us in school, like our teaching and non-teaching staff?”
Children may respond, “We should greet them with respect and smile.”
The teacher tells the children we must follow rules at school:
1. Keep our school neat and clean.
2. Wear a neat and clean uniform.
3. Come to school on time.

Note to the teacher:

It is advisable to introduce only 3/4 sentences on a given day.
A quick review of what was done on each day can be done through some leading questions.

Post teaching discussion: (A few suggestions are provided; the teacher may ask many more appropriate leading questions)

The teacher sits on it. Ans: Chair
We throw waste in it. Ans: Dustbin
The teacher writes with it on the board. Ans: Chalk/Marker
You wear this to school every day. Ans: Uniform
We use this to carry our books and lunch box. Ans: School bag
We use this to make our drawing colourful. Ans: Crayons, sketch pens, colour pencils
I let the children and teacher know that the class begins and it ends. Ans: School bell
Children use me to stick two papers. Ans: Glue/Gum

Refer to the video ‘Main concept- My School’ from Week 2 Day 1 of ‘My School and Alphabet Revision 3’ Listening and Speaking segment.

Refer to the ‘Features of a School’ flashcards from Week 1 Day 5 of ‘My School and Alphabet Revision 3’ Listening and Speaking 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 5

Activity Time – Let’s decorate our classroom

Materials required – Markers, posters, tape, and chart paper

Procedure:

Students help the teacher decorate the classroom.
The teacher divides the class into four groups.
He/she designates a portion of the wall to one group.
Materials such as markers, posters, tape, and pieces of chart paper are kept ready.
For a personalised touch, the teacher will have each group come up with a theme for their class, and give it a label/heading.
The teacher helps children decorate the room.
The activity helps children understand that their opinions are valued, their voices are heard, and teacher is happy with their presence.

Refer to the ‘Activity’ 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: Revision – Rhyming words ‘at’ and ‘en’

Procedure:

The teacher informs the students that they are going to revise some rhyming words.
The teacher writes the word ‘cat’ by spelling each letter ‘c a t’. The students will follow by repeating the spelling.
Then, just below the word ‘cat’ the teacher writes the word ‘mat’ by spelling each letter – ‘m a t’.
Following the same procedure, the teacher writes a few more rhyming words (bat, hat, rat, sat) on the blackboard one below the other in a column.
Then the teacher explains that when words end with ‘same letters’ and have the same ‘ending sound’, they are called rhyming words.
In a similar way, the teacher introduces the next set of rhyming words (hen, men, pen, ten, den, Ben) and writes these words on the blackboard, one below the other, in the next column.
To reinforce the concept, the teacher shows the video of the rhyming words (cat, bat, hat, mat, rat, sat) and (hen, men, pen, ten, den, Ben, Yen).
If the students ask for the meaning of these words, the teacher may explain in the regional language.
The teacher distributes both the worksheets (‘at’ and ‘en’ words) to the students.

Note to the teacher:

The teacher must emphasize that in rhyming words, the ‘ending spelling’ of each word is the same.
The teacher must write the words one below the other to visually emphasize the same spelling of rhyming words.

Key skill/knowledge the child will acquire: Students will understand that rhyming words have the same ‘ending spelling’.

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: Revision – Rhyming words ‘at’