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 ‘Safety’ will be reinforced through conversation, questions and answers, fun activities and interesting games.

Listening and Speaking

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

Note to the teacher: 
Refer to the given detailed asset and LTM Video of Warm-Up Exercise, given in Week 1 Day 1 of ‘Safety’ topic, to conduct the above activity.

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

Day 1: Safety at Home

Once all the children are quiet and settled, the teacher starts explaining by showing the flashcards.

Content:

Accidents take place when we are not careful. Staying safe is as important as staying healthy.

We can stay safe if we follow safety rules. We must follow them at home, school, playground, on the road and during festivals.

Safety at home:

• The teacher shows the ‘Safe/Unsafe Actions’ flashcards, (pointing to some sharp and pointed objects like blades or knives) and says, “We should not play with sharp and pointed objects like blades or knives.” The teacher may ask, “How can you be safe?”
• Children may respond, “We should not play with sharp and pointed objects like blades or knives.”
• The teacher explains that playing with blades and knives can hurt them.
• The teacher next points to hot things in a gas and says, “We should not touch hot objects.” The teacher may ask, “What do we need to do when we are near hot objects?”
• Children will repeat, “We should not touch hot objects.”
• The teacher explains that we have to be careful in the kitchen and be away from the burning gas stove.
• The teacher shows the wires, plug points and says, “We should not touch any wires, plug points or switches with wet hands. If we touch any electrical point with wet hands, we may get a shock.” The teacher may ask, “What will happen if we touch any wires, plug points or switches with wet hands?”
• The children will repeat, “We may get a shock.”
• The teacher says, (points to a child sitting on a window sill) “We should not climb on shelves and window sills. We will fall and hurt ourselves.”
• The teacher asks, “Why should we not climb shelves and window sills?”
• The children answer, “We will fall and hurt ourselves.”

Post teaching activity:

The teacher shows the flashcards to highlight the steps to be safe at home and discuss. Students look at the picture and revise the safety actions to be followed at home.

Vocabulary with Picture Card: Safe/Unsafe Actions

Refer to the ‘Safety Rules’ Video given in the Week 1 Day 5 of Listening and Speaking section of the topic ‘Safety’.

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

Day 2: Safety at School

• The teacher says, “We should not run around the benches and desks in the classroom.”
• The teacher explains that we should not push anyone while entering the classroom. We should not use classroom properties like duster or chalk for playing.
• The teacher may ask, “How should we act in a classroom?”
• One child may answer, “We should not run around the benches and desks in the classroom.” Another may say, “We should not push anyone while entering the classroom.” Another child may respond, “We should not use classroom properties like duster or chalk for playing.”
• The teacher continues to explain, “We should never use any stationary, especially geometrical instruments, for playing as they can hurt us.” The teacher may ask, “should never use geometrical instruments for playing?”
• Children will repeat, “They can hurt us.”
• The teacher explains that we should always be careful while climbing up and down the stairs and, in the playground, too.”
• The teacher explains that we should not push our friends while playing. We must wait for our turn. We should not hit anyone with a bat or ball.”
• The teacher may ask, “How can we be careful in the playground?”
• One child may answer, “We should not push our friends while playing.” Another may say, “We must wait for our turn.” Another child may respond, “We should not hit anyone with a bat or ball.”

Post teaching activity: Fill in the blanks (children to answer verbally)

1. Children should not run around _____________ in the classroom.
   Ans: benches/desks
2. We should be careful while climbing up and down the ___________.
   Ans: stairs
3. We should not _____________ our friends while playing.
   Ans: push

Refer to the ‘Safety Rules’ video given in the Week 1 Day 5 and ‘Safe/Unsafe Actions’ flashcards given in Week 2 Day 1 of the Listening and Speaking section of the topic ‘Safety’.

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

Day 3: Safety on the Road

• The teacher points to the ‘Safe/Unsafe Actions’ flashcards, (of a footpath) and says, “We should never play on the road. We should always walk on the footpath.”
• The teacher asks, “How can we be careful while walking on the road?”
• One child may answer, “We should never play on the road.” Another may say, “We should always walk on the footpath.”
• The teacher continues to explain, “If there is no footpath, we should walk on the safe side of the road and must look to the left and right before crossing the road.” 
• The teacher may ask, “What should we do before crossing the road?”
• Children repeat, “We must look to the left and right before crossing the road.”
• The teacher explains that we should cross the road at the zebra crossing and shows the flashcard of a zebra crossing.
• The teacher says, “We should always be in a line to get into a bus. We should not get in and off a moving bus. We should not put our arm or hand out of the window of a moving bus. We should not disturb the driver.
• The teacher may ask, “What should we keep in mind when we are travelling by bus or any other mode of transport?”
• One child may answer, “We should always be in a line to get into a vehicle.” Another may say, “We should not get in and off a moving bus.” Another child may respond, “We should not put our arm or hand out of the window of a moving vehicle.” The next child may say, “We should not disturb the driver.”
• The teacher says, “We should always stop at the traffic signal and watch the colour of the signal and move.” 
• The teacher may ask, “What should we do at the traffic signal?”
• Children respond, “We should always stop at the traffic signal.”
• The teacher says, “The traffic signal has three colour lights. Red, Green and Yellow. Red says, stop, Green says, go and Yellow says, wait.”
• The teacher may ask, “What are the three colours we see in the traffic signal and does each of the traffic signal colours mean?”
• One child may answer, “The traffic signal has three colour lights. Red, Green and Yellow.” Another may say, “Red says, stop.” Another child may respond, “Green says, go.” The next child may say, “Yellow says, wait.”

Post teaching activity: Look at the ‘Safe/Unsafe Actions’ flashcards, and answer the questions orally –

1. Where should we cross the road?
   Ans: Zebra crossing.
2. What should we follow while driving?
   Ans: We should not use mobile phones.
3. What are the three colors in a traffic light?
   Ans: Red, green and yellow.
4. What should we wear while driving?
   Ans: We should wear a helmet/seat belt while driving.

Refer to the ‘Safety Rules’ video given in the Week 1 Day 5 and ‘Safe/Unsafe Actions’ flashcards given in Week 2 Day 1 of the Listening and Speaking section of the topic ‘Safety’.

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

Day 4: Safety in Public Places and During Festivals

• The teacher may explain that when we go to a shopping centre/Mall, we should be careful and hold the hands of our parents. We might get lost in the crowd.” 
• The teacher may ask, “Why should we hold hands of our parents in public places?”
• Children respond, “We might get lost in the crowd.”
• The teacher points to the poster, (a swimming pool with children swimming) and says, “We should never go swimming alone in the pool. We should not swim just after meals. We should use a swimming tube. We should not swim in the deep side.”
• The teacher may ask, “What should we keep in mind when we go swimming?”
• One child may answer, “We should never go swimming alone in the pool.” Another child may say, “We should not swim just after meals.” Another child may respond, “We should use a swimming tube.” The next child may say, “We should not swim in the deep side.”
• The teacher says, (points to the children bursting crackers during Diwali and another one of children playing with colours on Holi) “We should be careful to enjoy festivals like Diwali and Holi. During Diwali we should light candles and crackers with the help of parents and elders. We should play Holi with plant-based colours.”
• The teacher may ask, “What should we keep in mind when we celebrate festivals like Diwali and Holi?”
• One child may answer, “We should be careful to enjoy festivals like Diwali and Holi.” Another child may say, “we should light candles and crackers with the help of parents and elders.” Another child may respond, “We should play Holi with plant-based colours.” 

Post-teaching Activity: True or False (The children will answer orally)

1. We can light candles and crackers without any help.
   Answer: False
2. We enjoy festivals.
   Answer: True
3. We can swim alone in a pool.
   Answer: False
4. We should always swim in the deep side.
   Answer: False

Refer to the ‘Safety Rules’ video given in the Week 1 Day 5 and ‘Safe/Unsafe Actions’ flashcards given in Week 2 Day 1 of the Listening and Speaking section of the topic ‘Safety’.

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

Day 5: Sorting Activity – Safe and Unsafe

Procedure:

• The teacher keeps the ‘Safe/Unsafe Actions’ flashcards ready.
• The words ‘Safe’ and ‘Unsafe’ are written on a chit of paper and placed on a basket.
• The children are divided into two groups.
• One child from each group is called and asked to pick the chit and place it under the right flashcard and give at least one reason for choosing that answer.
• The activity continues till all children get a chance from each group.

Note to the teacher:

• The teacher can reinforce what is safe and unsafe to the children.
• The teacher can do the activity with drawings, magazine cut outs etc.

Key knowledge the child will acquire: This activity helps children clearly identify safe and unsafe situations.

Refer to the ‘Safe/Unsafe Actions’ flashcards given in Week 2 Day 1 of the Listening and Speaking section of the topic ‘Safety’.

Refer to the ‘Activity’ Adaptations and Strategies given in the Main page of ‘Safety’ if there are any neuro-diverse children in the class.

Reading and Writing

Day 1: Introducing the articles ‘a’ and ‘an’

Procedure:

• The teacher writes all the 26 letters of the alphabet on the board and asks the students to sing the alphabet song they learnt in Class 1.
• Then, the teacher asks if they remember the vowels and consonants.
• Give students time to think and recall.
• Then the teacher can recap the topic by asking how many vowels there are in these alphabets.
• As the students answer, the teacher can circle the vowels ‘a, e, i, o, u’. (use a blue chalk to circle the vowels)
• Then, the teacher asks, “What are the rest of the letters called?”
• The students may say ‘consonants’ or the teacher may have to help them recall.
• Then, the teacher can ask the students to come one by one and circle the consonants. (using a red chalk)
• To ensure that all the students are clear with the concept of vowels and consonants, the teacher can play a game of sorting the letters.
• The teacher writes vowels on one side of the blackboard, and consonants on the other side of the blackboard.
• Then, the teacher calls one student in front and gives a letter. The student must tell if it’s a vowel or a consonant, then write the letter on the correct side of the blackboard.
• The activity goes on till all the students get their turn to write a letter on the blackboard.
• The teacher then explains that when writing a sentence, we must write ‘a’ before a word starting with a consonant and write ‘an’ before a word starting with a vowel.
• The teacher writes a few sentences on the blackboard underlining ‘a’ and ‘an’ to clarify the concept:
  This is a cat.
  That is an ant.
  This is a fish.
  That is an elephant.

Note to the teacher:

• Ensure the children are clear with the vowel and consonants before moving on to the usage of articles ‘a’ and ‘an’.

Key knowledge the child will acquire: Students revise the vowels and consonants of the alphabet and become familiar with the usage of articles ‘a’ and ‘an’.

Refer to the videos ‘Alphabet song’ from Day 1 and ‘Vowels and Consonants’ Day 2 of Week 1, from the Class 1 Reading and Writing section of ‘Colours and Alphabet Revision 2’.

Refer to the ‘LSRW’ and ‘Activity’ Adaptations and Strategies given in the Main page of ‘Safety’ if there are any neuro-diverse children in the class.

Day 2: Learning the concept of Articles ‘a’ and ‘an’

Procedure:

• The teacher shows the video – Articles ‘a’ and ‘an’, to recap the lesson from the previous day.
• Then the teacher shows some flashcards, ‘Read Simple Sentences’ to reinforce the use of articles ‘a’ and ‘an’.
  This is a cat.
  That is a monkey.
  This is a duck.
  That is a fox.
  That is a peacock.
  This is an egg.
  That is an owl.
  That is an elephant.
  This is an umbrella.
  This is an ant.
• The teacher distributes the worksheet – Using ‘a’ and ‘an’ 

Note to the teacher:

• If video is not available, the teacher can recap the vowel and consonants following the same process as day one and use the flashcards to reinforce the usage of articles ‘a’ and ‘an’.

Key knowledge the child will acquire: Students revise the vowels and consonants of the alphabet and become familiar with the usage of ‘a’ and ‘an’.

Concept Card: Read simple sentences

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: Using ‘a’ and ‘an’

ISL Video: Using ‘a’ and ‘an’

Worksheet: Using ‘a’ and ‘an’

Worksheet: Using ‘a’ and ‘an’ (Enlarged)

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

Day 3: Introducing words with Double Letters ‘ee’

Procedure:

• The teacher explains to the students that they are going to learn some new words that have two (double) ‘ee’ in them.
• The teacher writes ‘ee’ on the blackboard and explains that the double letters ‘ee’ make a long ‘E’ sound.
• The teacher plays the video for the students to learn the correct sound of ‘ee’.
• Then, the teacher shows the picture flashcards one by one (sheep, jeep, bee, sleep, green, tree, three, feet, knee, wheel, sleep) and reads the words.
• The students will repeat the words.
• Then, the teacher writes these words on the blackboard, emphasising the letters ‘ee’ and its sound.
• The teacher must allow the students to discuss the meaning of these words in their regional language.
• Following the same process all the words will be introduced.
• The teacher then distributes the worksheet- Words with Letters ‘ee’.

Note to the teacher:

• The teacher must watch the video prior to the session and learn the correct sound of the double letters ‘ee’ to introduce it accurately to the students.
• If it is not possible to show the video, the teacher can introduce using flashcards only.

Key knowledge the child will acquire: Students will become familiar with the sound of double letters ‘ee’ and learn a few words with double letters ‘ee’

Vocabulary with Picture Card: Words with letters – ee, oo, ow

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: Words with letters – ee, oo, ow

Worksheet: Words with Letters ‘ee’

Worksheet: Words with Letters ‘ee’ (Enlarged)

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

Day 4: Introducing the words with Double Letters ‘oo’

Procedure:

• The teacher explains to the students that they are going to learn some new words that have two (double) ‘oo’ in them.
• The teacher writes ‘oo’ on the blackboard and explains that the double letters ‘oo’ makes two sounds. One is a short sound and the other, a long sound.  
• The teacher plays the video for the students to learn the correct sound of long and short ‘oo’.
• The teacher introduces the words with the short ‘oo’ sounds. (book, hook, foot, wool, wood, toothbrush)
• The teacher shows the picture flashcards one by one and reads the words. The students will repeat the words.
• Then, the teacher writes these words on the blackboard, emphasising the letters ‘oo’ and its sound.
• The teacher must allow the students to discuss the meaning of these words in their regional language.
• Following the same process, the teacher introduces the words with the long ‘oo’ sounds by showing the picture flashcards of ‘spoon, moon, pool, food, broom’.
• The teacher then distributes the worksheet- Words with Letters ‘oo’.

Note to the teacher:

• The teacher must watch the video prior to the session and learn the correct ‘short’ and ‘long’ sound of the double letters ‘oo’ to introduce it accurately to the students.
• If it is not possible to show the video, the teacher can introduce using flashcards only.

Key knowledge the child will acquire: Students will become familiar with the sound of double letters ‘oo’ and learn a few words with double letters ‘oo’.

Worksheet: Words with letters ‘oo’

Worksheet: Words with letters ‘oo’ (Enlarged)

Refer to the ‘The sound of words with letters – ee, oo, ow’ video and ‘Words with letters – ee, oo, ow’ flashcards given in the Week 2 Day 3 of Reading and Writing section of the topic ‘Safety’.

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

Day 5: Introducing the Words with Letters ‘ow’

Procedure:

• The teacher explains to the students that they are going to learn some new words with letters ‘ow’ in them.
• The teacher writes ‘ow’ on the blackboard and explains that the combination of letters ‘ow’ makes two sounds that are very different from each other. 
• The teacher plays the video for the students to understand the difference in the sound and learn both the sounds.
• First the teacher introduces the words- cow, owl, brown, clown, crown.
• The teacher shows the flashcards one by one and reads the words. The students will repeat the words.
• The teacher writes these words on the blackboard, emphasising the letters ‘ow’ and its sound.
• The teacher must allow the students to discuss the meaning of these words in their regional language.
• Then, the teacher introduces the words- slow, snow, show, grow, throw.
• The teacher can introduce these words by writing them on the blackboard.
• The teacher then distributes the worksheet- Words with Letters ‘ow’.

Note to the teacher:

• The teacher must watch the video prior to the session and learn the correct sound of the double letters ‘ow’ to introduce it accurately to the students.
• If it is not possible to show the video, the teacher can introduce using flashcards only.

Key knowledge the child will acquire: Students will become familiar with the sound of double letters ‘oo’ and learn a few words with double letters ‘ow’.

Worksheet: Words with letters ‘ow’

Worksheet: Words with letters ‘ow’ (Enlarged)

Refer to the ‘The sound of words with letters – ee, oo, ow’ video and ‘Words with letters – ee, oo, ow’ flashcards given in the Week 2 Day 3 of Reading and Writing section of the topic ‘Safety’.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Safety’ 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.