
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.
Listening and Speaking: Myself
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):
- Sit on the chair
- Stand up
- Turn around
- 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:
- The teacher starts the class by wishing the children ‘good morning’ and ‘good afternoon’ and ensures that they repeat the greetings.
- The teacher begins each class with this activity.
- The teacher gives clear instructions at the beginning of the class.
- The teacher ensures adequate space in the classroom for the children to move to do the activity comfortably.
- The teacher can slow down the commands for children who find it difficult to keep pace.
Key skill/knowledge the child will acquire: Students can 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
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:
- The teacher will sit along with the children.
- 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?
- The teacher takes a dog puppet and says, “My name is Bhallu.”
- Next, the teacher takes the cat puppet in another hand and says, “My name is Pinky.”
- The teacher puts away both the puppets and points to herself and says, “My name is Lata.”
- 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.”
- 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?
- The teacher takes the dog puppet and asks, “How old are you?” and Bhallu says “I am 5 years old.”
- Next, the teacher takes the cat puppet in another hand and asks, “How old are you?” and Pinky says “I am 6 years old.”
- 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?’.”
- The circle time continues until all can ask and respond.
Key skill/knowledge the child will acquire: Students learn to introduce themselves by giving their names and age.
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
LTM Video: Making of puppets – 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 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’.
Click and watch the video. This video is to be viewed by the teachers before the activity to understand how to conduct the activity in the class.
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.
Key knowledge the child will acquire: Learn to introduce themselves by their names and greet others.
Flashcard: Name card – Coming soon
Reading and Writing: Pre-writing Strokes
Day 1
General Introduction
- The teacher can make the children sit in three semi-circles.
- The teacher makes free form strokes (in any direction and any shape) in the air.
- The teacher asks the children to follow her and make similar strokes with no particular direction. The activity can be done for 30 seconds.
- After the activity the teacher explains why the students did this activity- to make their muscles stronger.
Note to the teacher:
- Since the children are beginning to learn how to write, it is essential for them to be able to develop the necessary muscle power of the hands and fingers for controlled movement while writing.
- For strengthening of their fingers and hand muscles, the teacher can make them practice various strokes in different directions and shapes in the air.
- Thus, introducing them to different strokes will be easier and more convenient.
Click and watch the video. This video is to be viewed by the teachers before the activity to understand how to conduct the activity in the class.
Video: Free form strokes – Coming soon
Standing line:
The teacher introduces the stroke ‘standing line’.
- The teacher draws a line from top to bottom in the air (standing line) with two fingers and the children imitate.
- The teacher draws a line from top to bottom in the air (standing line) with the elbow and the children imitate.
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: Air tracing – Coming soon
ISL Video: Air tracing – Coming soon
Key skill/knowledge the child will acquire: The children are able to trace in the air ‘standing line’.
Refer to the ‘Activity’ 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
1. Rubber Band Activity – Standing line:
- The teacher can punch one magnet on the bulletin board.
- Then the teacher punches the second magnet exactly below at some distance from the first magnet.
- Then take a simple rubber band which is easily available at homes, put the rubber band first across the upper magnet and take it down to the magnet punched below it.
- The rubber band from top to bottom shows the standing line formed.
- The teacher can place a scale along the shape made with the rubber band.
- The teacher now traces along the scale placed on the board and speaks out the name of the stroke thus made i.e. standing line.
- The teacher can call upon each child, turn by turn, to do the same activity.
- Each child can trace along the shape with the help of a coloured/ white chalk.
Note to the teacher:
- For the Rubber-Band activity, the teacher may arrange a bulletin board on which the magnet can be fixed.
- The teacher can refer to the demonstrative video to visualise the activity to be done.
- The materials required for the activity (rubber band/ small scale/ bulletin board/ bulletin board magnets) should be arranged on the table before the class starts.
Click and watch the video. This video is to be viewed by the teachers before the activity to understand how to conduct the same in the class.
Video: Rubber-band activity – Coming soon
2. Tracing the path of the apple – Worksheet:
The teacher conducts the class in the following manner:
- Gives the children worksheets ‘Tracing the path of the apple’.
- Demonstrates the activity with the help of a sample worksheet.
- Children observe the teacher’s demonstration of tracing along the dotted line from top to bottom.
- Children are made to join the dots from top to bottom (showing the path from the apple on the top, to the ground on the bottom) and make the standing line on the worksheet, given to each one of them.
- Children can trace with coloured crayons, which can be distributed to the children along with the worksheet.
Note to the teacher:
- The teacher has to keep the worksheets to be given to the children ready on the table before the class starts.
- The teacher demonstrates the activity by tracing on one of the worksheets and showing it to the children.
Worksheet: Tracing the path of the apple – Coming soon
Key skill/knowledge the child will acquire: Children learn to identify ‘standing line’ through this activity.
Refer to the ‘Activity and 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 3
Introducing sleeping line:
- The teacher can make the children sit in three semi-circles.
- The teacher draws a line from left to right in the air (sleeping line) with two fingers and the children imitate.
- The teacher uses a pointer finger and traces a sleeping line in the sand tray. Let students observe and then take turns to do the same.
- The children are made to trace the shape they observed on the sand tray and name the stroke ’sleeping line’.
Note to the teacher:
- The teacher has to get a sand tray ready on the teacher’s table before the class starts.
- For tracing, the teacher can use wheat flour or salt instead of sand.
- The salt (Namak) used should be granular.
Refer to the given Air Tracing Activity Video in the RW section of Prewriting Strokes Week 1 Day 1.
Playdough Activity:
- The teacher can make the children sit in three semi-circles.
- The teacher takes play dough/ wheat dough and gives it the shape of a sleeping line.
- Each of the children should be given play dough/ flour dough to make a sleeping line with it.
Note to the teacher:
- The teacher can keep the material required e.g. wheat dough/ clay dough/ chalk ready before the class starts.
- Small pieces/balls of playdough/ wheat dough should be prepared beforehand so that they can be readily given to every child before they are asked to make a sleeping line using the dough.
Key skill the child will acquire: The children are able to make and trace the shape of the ‘sleeping line’.
Refer to the ‘Activity’ Adaptation & strategies given in the Main page of ‘Myself and Pre-writing strokes’ if there are any neuro-diverse children in the class.
Day 4
Rubber-Band Activity:
- For the Rubber-Band activity, the teacher may arrange a bulletin board on which the magnet can be fixed.
- The teacher can punch one pin on the bulletin board and punch the second pin on the right of it exactly at the same level as the first pin.
- Then take a simple rubber band (easily available at home), put the rubber band first across the left pin and then take the rubber band across the pin punched on the right side.
- The teacher can place a scale along the shape made with the rubber band.
- The rubber band from left to right shows the sleeping line formed.
- The teacher names the stroke- ’sleeping line’.
- The teacher tells the children the name of the line made.
- To demonstrate it more clearly the teacher can fix a transparent plastic sheet below the scale and draw with a marker along the sleeping line made.
Refer to the given Rubber Band Activity Video in the RW section of Prewriting Strokes Week 1 Day 2.
Ice cream stick Worksheet:
- The teacher gives the children a worksheet with an ice cream stick, pasted in a horizontal position on it.
- The teacher takes one worksheet and draws a line along the ice cream stick pasted on the worksheet.
- After drawing the line along the ice cream stick the teacher names the stroke sleeping line.
- After observing the teacher, children draw a sleeping line along the ice cream stick pasted on the worksheet.
- After making the stroke the children name the stroke- ‘sleeping line’.
Key skill/knowledge the child will acquire: The children learn to draw lines and identify the sleeping line.
Worksheets: Ice cream stick – Coming soon
Refer to the ‘Activity’ Adaptation & strategies given in the Main page of ‘Myself and Pre-writing strokes’ if there are any neuro-diverse children in the class.
Day 5
Muscle Memory Game – Standing and sleeping lines
Line Walk for Standing line:
- The teacher takes a coloured tape and pastes it on the floor vertically thereby making a standing line.
- The teacher can make three to four vertical lines on the floor with the help of coloured tape.
- The teacher walks along the vertical line made on the floor and names the stroke ‘standing line’.
- The teacher encourages the children to walk along these vertical lines made with tape.
- As they walk, the children tell the name of the stroke- ‘standing line’.
- The teacher can call three to four children at a time to do the activity.
Note to the teacher:
- The teacher can take white tape instead of coloured tape, as per the availability.
- Before the class starts the teacher makes sure that the vertical lines are drawn on the floor.
Walk the line for Sleeping line:
- The teacher takes coloured tape and pastes it on the floor horizontally thereby making a sleeping line.
- The teacher can make three to four horizontal lines on the floor with the help of coloured tape.
- The teacher walks along the horizontal line made on the floor and names the stroke.’ sleeping line’.
- Children are encouraged to walk along these horizontal lines made with tape.
- As they walk, the children tell the name of the stroke- ‘sleeping line’.
- The teacher can call three to four children at a time to do the activity.
Note to the teacher:
- The teacher can also use white tape instead of coloured tape.
- Before the class starts the teacher makes sure that the vertical lines are drawn on the floor.
Key skill/knowledge the child will acquire: The children acquire basic motor and cognitive skills.
Video: Walk the line (Standing line) – Coming soon
Refer to the ‘Walk the Line ’ Adaptation & strategies given in the Main page of ‘Myself and Pre-writing strokes’ 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. |