Myself and Pre-writing Strokes

Week 4

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 to help them in self-identification, self-awareness and social skills through activities like questions and answers, storytelling and games.

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

Listening and Speaking: Myself

Daily:

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

Note to the teacher: 
Refer to Week 1, Day 1 of the topic’s detailed asset.

Suggested variation – Once the children are familiar and at ease with the exercises (which has been done for the past two weeks), the following variations can be made to make the exercises interesting and topic related. The teacher can ask the children their picture-name card after the second command.
Example: As the teacher gives the command ‘Stand up’ he/she can say, “Pick up your name card.” and continue with the rest of the commands.

Action Time (Commands):
1. Sit on the chair
2. Stand up 
3. Pick up your name card
4. Turn around
5. Sit on the chair

Refer to the given LTM Video Warm-Up Exercise given in Week 1, to conduct the above activity.

Refer to the name card given in Week 1 Day 5.

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.

Day 1: Storytelling

Content:

Story session can be done over a period of one week: 

  1. The teacher shows the animated book of the story.
  2. The teacher tells the story in his/her own voice with the use of posters.
  3. The teacher can tell the story with pauses which can be filled with proper words by the children.
  4. The teacher can ask simple questions to check if the children have understood the story.
  5. The teacher can make the children do role play in this story.

Note to the teacher: 

  • While telling the story, the teacher can ask the children to form a three row semi-circle seating arrangement. This would help the teacher make eye contact with all the students.
  • Once all the children are settled, the teacher will tell the story: ‘I Love My Name’
  • The teacher can tell this story in the regional language. While narrating the story in the regional language, the teacher can add English words.

Story: I love my name

One day, Little Rani was playing with her friend Sita. Sita asked her, “Rani, what is the meaning of your name and who named you?”
Rani did not know the answer.
She went to sleep that night and saw a pretty angel in her dream.
She asked the angel in her dream, “Hey, you lovely angel! Can you please tell me the meaning of my name and who named me?”
Angel replied, “Rani dear, your parents lovingly named you ‘Rani’ which means ‘queen’. So, you should be happy and thank your parents. You are very special to them.”
Rani woke up from sleep and she was happy. She ran and hugged her parents and said, “Thank you, mama and Papa, for giving me this lovely name and making me special.”

Session 1 – The teacher can read the story, line by line in English, explain the meaning and discuss why we should be thankful to our parents. Children listen with comprehension when the story is told and understand the sequence of events. (The teacher can narrate the story in their regional language in his/her own words if the children are more comfortable with the local language).

Key skill/knowledge the child will acquire: Children learn to listen to the story attentively and understand the meaning of the story.

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.

Storybook: I love my name – Coming soon

Click and watch the animated storybook. This animated storybook is to be shown to children in the class. For the children with low vision, the Audio Book can be played. When there are children with hearing impairment in the inclusive class, use the video with Indian Sign Language (ISL).

Video: Animated Storybook ‘I love my name’ – Coming soon

ISL Video: Animated Storybook ‘I love my name’ – Coming soon

Audio: Storybook ‘I love my name’ – Coming soon

Poster: Story – ‘I love my name’ – 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 narrates the story in his/her own voice first in English and then translates it to a regional language (if needed) to catch the children’s attention and interest. The teacher can tell the story with proper intonation and voice modulation. The teacher may use the printed, animated or audio storybook as aid.

Refer to the given Animated Storybook and Audio Book (Week 4 Day 1)

Day 3

The teacher can tell the story line by line in English and explain the meaning and emphasises on the importance of being thankful to parents. Children listen, comprehend and understand the story.

Refer to the given Animated Storybook and Audio Book (Week 4 Day 1)

Day 4

Note to the teacher: 

  • The teacher can ask simple questions in English. 
  • Students can give the answers in one or two words (accept answers in the regional language). 
  • The teacher uses echo questions to check understanding. 
  • The teacher uses a rising tone at the end of the question when asking the question.

Procedure: 

  1. The teacher asks some simple questions orally to check whether the children have understood the story. 
  2. Children may respond as a group giving different points from the story.
  3. This will help all the children recall the sequence of the story. 
  4. After some time, the teacher will say, “Whoever wants to answer will raise the hand and I will ask you turn by turn”

Echo Questions:

1. Rani asked the Angel ‘Who named me?” What did Rani ask the Angel?
Ans. “Who named me?”

2. Angel told Rani, “Your parents lovingly named you ‘Rani’ which means ‘queen’.”  What did the Angel tell Rani?
Ans. “Your parents lovingly named you ‘Rani’ which means ‘queen’.”

3. Rani thanked her parents for giving her a lovely name. Why did Rani thank her parents?
Ans. For giving her a lovely name.

Simple Questions:

1. What does the name ‘Rani’ mean?
Ans.  ‘Rani’ means ‘queen’.

2. Who did Rani see in her dream?
Ans. A pretty Angel.

3. Why did Rani run and hug her parents?
Ans. To thank them for giving her a lovely name.

Can continue to ask such simple questions.

Key skill/knowledge the child will acquire: Children learn the story and are able to answer simple questions related to the story.

Refer to the ‘LSRW’ and ‘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

Activity time: Sequencing the story using picture cards

Materials required – Five sets of picture cards of the story (from the storybook)

Procedure:

  1. The poster of the story is displayed in the classroom.
  2. The students are divided into five groups.
  3. Each group sits around a table.
  4. The teacher gives one set of picture cards of the story to each group.
  5. The students are encouraged to arrange the picture card in the proper sequence.
  6. After arranging the picture cards in the proper sequence, the students of each group take turns to narrate the story in the proper sequence.
  7. The teacher ensures that all the students participate. 
  8. Each student in every group will pick up one picture card and tell the relevant sentence of the story. (in proper sequence)

Key skill/knowledge the child will acquire: The students learn to narrate a story in a proper sequence. 

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.

Reading and Writing: Pre-writing Strokes

Day 1

Introducing Wavy Line:

  1. The teacher can make the children sit in three semi-circles.
  2. The teacher draws a wavy line in the air (up and down making crest and trough like a wave) with two fingers and the children imitate.
  3. The teacher uses a pointer finger and traces a wavy line in the sand tray. Let students observe and then take turns to do the same.
  4. The children are made to trace the shape they observed in the sand tray and name the wavy line.

Instructions to the Teacher Note to the teacher:

  • For tracing, the teacher can use wheat flour/salt/besan instead of Sand.
  • The salt (Namak) used should be granular.

Play dough wavy line activity:

  1. The teacher takes play dough/ wheat dough in hand, rolls it into a thin cylindrical shape, places it on his/her table and gives it the shape of a wavy line.
  2. The children are made to observe the teacher making the play dough wavy line.
  3. The teacher can stick the wavy line made with play dough on the board or cardboard and then show it to the children again.
  4. The children are given small pieces of play dough or wheat dough.
  5. Then, the children are told to make a wavy line using the dough.
  6. The children can use their desk to place the cylindrically rolled dough to make crests and troughs, thereby making wavy lines.
  7. The children can place the wavy line on their desks and trace along the shape with the forefinger. They will name the line- ‘wavy line’.

Key skill/knowledge the child will acquire: The children are able to make and trace the shape wavy line.

Video: Making wavy line with play dough – Coming soon

ISL Video: Making wavy line with play dough – Coming soon

Refer to the ‘LSRW’ and ‘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

Walk the Sleeping Wavy Line:

  1. The teacher draws a sleeping wavy line on the floor with chalk. 
  2. The teacher walks on the line from one end to another and calls out the name of the line ’sleeping wavy line’.
  3. Then, the teacher makes three wavy lines on the floor. The teacher calls three children and makes  them walk on one line each.
  4. All the children get their chance to walk on the wavy lines.

Help the Dog reach its master (Sleeping Wavy Line Worksheet):

  1. The teacher keeps the relevant worksheets ready.
  2. The teacher pins/tapes one of the worksheets on the bulletin board /blackboard and demonstrates how to help the dog reach its master by joining the dots to make a wavy line.
  3. The teacher distributes the worksheets to the children.
  4. The teacher encourages the children to trace the first three wavy lines in class and the last three wavy lines at home.   

Key skill/knowledge the child will acquire: The children are able to trace the sleeping wavy lines.

Worksheet: Help the dog reach its master (Sleeping Wavy Line) – 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 3

Walk the Standing Wavy Line:

  1. The teacher draws a standing wavy line on the floor with chalk. 
  2. The teacher walks on the line from one end to another and calls out the name of the line ’standing wavy line’.
  3. Then, the teacher makes three wavy lines on the floor. The teacher calls three children and makes  them walk on one line each.
  4. All the children get their chance to walk on the wavy lines.

Bring down the Balloon (Standing Wavy line Worksheet):

  1. The teacher keeps the relevant worksheets ready.
  2. The teacher pins/tapes one of the worksheets on the bulletin board /blackboard and demonstrates how to bring the balloon down by joining the dots to make a wavy line.
  3. The teacher distributes the worksheets to the children.
  4. The teacher encourages the children to trace the first three wavy lines in class and the last three wavy lines at home. 

Worksheets: Bring down the Balloon – Worksheet (Standing Wavy line) – Coming soon

Key skill/knowledge the child will acquire: The children are able to trace the standing wavy lines.

Refer to the ‘LSRW’ and ‘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

Introducing the Zig-Zag line:

  1. The teacher can make the children sit in three semi-circles.
  2. The teacher draws a Zig-Zag line with two fingers in the air and the children imitate.
  3. The teacher uses a pointer finger and traces a Zig-Zag line in the sand tray. Let students observe and then take turns to do the same.
  4. The children are made to trace the shape they observed in the sand tray and name the line- ‘zig-zag line’.

Instructions to the Teacher Note to the teacher:

  • For tracing the teacher can use wheat flour/salt/besan instead of sand.
  • The salt (Namak) used should be granular.

Play Dough Zig-Zag line Activity:

  1. The teacher takes play dough/ wheat dough in hand, rolls it into a thin cylindrical shape, places it on her table and gives it the shape of a zig-zag line. 
  2. The children observe the teacher making the zig-zag line.
  3. The teacher can stick the zig-zag line made with play dough on the board or on cardboard and show it to the children again.
  4. The children are given small pieces of play dough or wheat dough.
  5. Children place the cylindrically rolled dough on their desks to make the zig-zag line.
  6. The children can place the Zig-Zag line on their desks and trace along the shape with a forefinger. 

Key skill/knowledge the child will acquire: The children are able to make and trace the shape of the zig-zag 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 5

Ice cream sticks’ Huts:

Materials required – Ice cream sticks, play dough/wheat dough

Procedure –

  1. The teacher demonstrates the activity by placing the ice cream sticks in correct positions on the flat play dough, to make a hut.
  2. The children keenly observe the demonstration.
  3. The teacher distributes small pieces of playdough and six ice cream sticks to each child. 
  4. The children prepare the base by spreading the playdough flat on the desk.
  5. As the teacher gives instructions the children construct the hut.

Instructions –

  1. Place two ice cream sticks touching each other in a slanting way to make a zig-zag line. 
  2. Add a sleeping line ice cream stick at the bottom of the zig-zag line.
  3. Add two standing line ice cream sticks at both ends of the sleeping line ice cream stick.
  4. At last, add another sleeping line ice cream stick at the bottom, joining the two standing line ice cream sticks.
  5. Our hut is ready.

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: Ice cream stick Hut – Coming soon

ISL Video: Ice cream stick Hut – Coming soon

Key skill/knowledge the child will acquire: Children learn to identify sleeping, standing and zig-zag lines through this activity.

Worksheet to be given as homework:

Fish in the water:

  1. The teacher gives the children the worksheets consisting of a fish swimming in water. 
  2. The fish has scales in the form of dotted curved lines and water in the form of dotted zig-zag lines. 
  3. Children are told to join the dots and complete the curved lines (Scales of the fish) and the zigzag lines (Water in which the fish is swimming).

Worksheets: Fish in Water – Coming soon

Refer to the ‘LSRW’ and ‘Activity’ 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

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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.