Myself and Pre-writing Strokes

Week 1

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 ‘Myself’ will be done through rhyme, conversation, questions and answers, fun activities.

‘Pre-writing strokes’ will be introduced through fun activities like muscle strengthening activities, tracing in the air, sand and on worksheets.

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. Sit on the chair
  2. Stand up
  3. Turn around
  4. Sit on the chair

Step 1:

  • The teacher first gives the commands (sit on the chair, stand up, turn around, 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).
  • This student gives the commands and other children listen and do the actions.
  • This 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 and all the children listen and do the actions.

Suggested Variation: The teacher helps and supports those children who have difficulty to turn around. An adaptation video is attached herewith for this purpose.

Refer to the ‘TPR/Warm up exercise’ Adaptation & strategies given in the Main page of ‘Myself and Pre-writing strokes’ if there are any neuro-diverse children in the class.

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 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.

Video: Warm up exercise – Coming soon

ISL Video: Warm up exercise – Coming soon

Adaptation Video: Warm up exercise – Coming soon

Day 1

Rhyme

Note to the teacher:

The teacher can introduce the topic on ‘Myself’ to create self-awareness. Students learn to introduce themselves by telling their names and greet others. The teacher can use the rhyme for this purpose.

Content of the rhyme

Teacher:
“Hello, dear children, I am your teacher.
Let’s play a game, tell me your name.”
A girl: “Hello dear Teacher, I am Ridhi.”
A boy: “Hello dear Teacher, I am Rishi.”
A girl: “Hello dear teacher, I am Daisy.”
A boy: “Hello dear Teacher, I am Danny.”
Teacher:
“Hello, dear Ridhi and Rishi.
Hello, dear Daisy and Danny.
Come on and say hello,
To one and all.”
 (All together)
Hello everyone! let us be friends.
Let’s play and be happy all-day!

Introduction:

  1. The teacher will sit along with the children.
  2. The teacher begins the class by saying, “Let us learn to recite a rhyme.”

Procedure:
1. The teacher puts up the rhyme poster on the blackboard.
2. The teacher recites the rhyme line by line.
3. Students repeat the rhyme.
4. The teacher revises the rhyme two or three times.
5. The teacher can play the audio of the rhyme.

Follow-up activity for the rhyme: (Can be done over 2 sessions depending on the number of children)

The teacher can revise the poem by asking questions like –

  • What are the names of the girls and the boys mentioned in the rhyme?
  • How do they greet each other?
  • How can we be happy?

Note to the teacher:

  • The teacher encourages the students to speak clearly and loudly for everyone to hear.
  • The teacher tells the importance of listening attentively when someone is speaking. 
  • Students learn to respond appropriately and cheerfully. 
  • The teacher praises and encourages throughout the activity to boost the children’s confidence.
  • The teacher can briefly discuss the importance of saying ‘hello’ and introducing oneself politely in different social situations.
  • The teacher can converse in regional languages if needed to make the children more comfortable.

Poster of the Rhyme: Hello Hello Everyone – Coming soon

Audio of the Rhyme: Hello Hello Everyone – Coming soon

Refer to the ‘LSRW’ Adaptation & strategies given in the Main page of ‘Myself and Pre-writing strokes’ 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 ‘Myself’ Week 1 Day 1.

Day 3

Conversation Circle – About myself

The teacher will sit along with the students in a semi-circle to conduct the session. 
The teacher can start the session with the questions– “What does your grandma call you?”, “What do your parents call you?”, “Do you have a pet name?” etc.
Then, she/he can ask the following questions:
1. What is your name?
My name is ______________.
2. How old are you?
I am _____________ years old.

Note to the teacher:

Step 1: The teacher will use puppets to introduce the idea: My name is?

  1. The teacher takes a dog puppet and says, “My name is Bhallu.”
  2. Next, the teacher takes the cat puppet in another hand and says, “My name is Pinky.”
  3. The teacher puts away both the puppets and points to herself and says, “My name is Lata.”
  4. The dog puppet asks the cat puppet, “What is your name?” and the cat puppet says, “My name is Pinky.” Then, the cat puppet asks, “What is your name?” and the dog puppet responds, “My name is Bhallu.” Now, the dog puppet asks the teacher, “What is your name?” and the teacher responds saying, “My name is Lata.”
  5. Then, the teacher asks the child sitting next to him/her, “What is your name?” and the child says, “My name is….” Now, this child asks the child sitting next to him/her, “What is your name?” and the conversation continues until all the children ask and respond.

Step 2. The teacher introduces the following question: How old are you?

  1. The teacher takes the dog puppet and asks, “How old are you?” and Bhallu says “I am 5 years old.”
  2. Next, the teacher takes the cat puppet in another hand and asks, “How old are you?” and Pinky says “I am 6 years old.”
  3. The teacher asks the student sitting next to him/her, “How old are you?” The student answers and then asks the child sitting next to him/her, “How old are you?’.”
  4. The circle time continues until all can ask and respond.

Video: Conversation circle – Coming soon

ISL Video: Conversation circle – Coming soon

LTM Video: Making of puppets – Coming soon

Day 4

Responding to individual names:
The teacher sits with the children in a semicircle. The teacher begins the class by saying, “Today we will learn to respond to our names when called out.”

Responding to Individual names:

Teacher: Where is Srushti? 
Student: Here I am. 
Teacher: Let us all say ‘hello’ to Srushti.
Children respond by saying, ‘hello’.
Teacher: Where is Preetham? 
Student: Here I am. 
Teacher: Let us all say ‘hello’ to Preetham.
Children respond by saying, ‘hello’.

Video: Responding to Individual names – Coming soon

ISL Video: Responding to Individual names – Coming soon

Adaptation Video: Rhyme time and language game – Coming soon

Day 5

Name Game

Aim: To pick their name card, respond to greetings and tell their names properly.

Set-up: Classroom (children can sit in a circle, on the floor or on chairs)

Preparation:

  • The teacher will keep the picture-name cards ready in a basket.
  • The teacher will gently ask the children to sit in a circle.
  • The teacher also has a picture-name card in the basket.

Opening:
Once all the children are seated, the teacher will explain briefly that they are to learn to introduce themselves.

The teacher demonstrates how to introduce oneself with a picture-name card.

The teacher takes his/her name card from the basket, keeps it on himself/herself and says, “My name is….” Then the teacher greets the child sitting next to him/her saying, “Hello……” (the student’s name)

Students may introduce themselves with picture-name cards and greet others by saying ‘hello’ in the same way as demonstrated by the teacher.

Note to the teacher: 

  • The teacher explains to the children that they’re playing a game where they will get to pick their name cards, tell their names and greet others. 
  • The teacher encourages the students to speak clearly and loudly enough for everyone to hear.
  • This activity can be done until every child has a chance to participate.
  • The teacher praises and encourages throughout the activity to boost the children’s confidence.

Flashcard: Name card – Coming soon

Video: Free form strokes – Coming soon

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.