Time and Days

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Note: Listening and Speaking section will be in Black & Reading and Writing section will be in Maroon colour.

The topic ‘Time and Days’ has been divided into four modules. Each module will be taught in a week. Each module has been divided day-wise too.

Each module has two major segments for the skills to be developed – Listening and Speaking, Reading and Writing.

The teachers are required to go through the document carefully before they start the class.

Developmental Goals as per NIPUN BHARAT

1. Children Become Involved Learners and Connect with their Immediate Environment
2.⁠ Children Maintain Good Health and Well-being
3. Children Become Effective Communicators
Note – (Developmental Goals are referred to as DG in the Objectives)

Objective

Students will be able to…
1. listen and respond to simple instructions (DG no: 1 and 3)
2. perform the total physical response/warm up exercises (DG no: 1 and 2)
3. recite the poem on ‘Rise and shine’ with action (DG no: 1 and 3)
4. identify and name the different parts of the day (DG no: 1, 2 and 3)
5. ask and respond to simple questions (DG no: 1 and 3)
6. narrate and learn the importance of days through a story (DG no: 1, 2 and 3)
7. identify and name keywords related to ‘Time and Days’ (DG no: 1 and 3)
8. recognise opposites (DG no: 1 and 3)
9. recognise and read ‘Days of the week’ as sight words (DG no: 1 and 3)
10. identify a few words with the initial blend sound of Cr, Br, Tr and Gr (DG no: 1 and 3)
11. read simple sentences using word families and sight words. (DG no: 1 and 3)

Prerequisite

Suggested prerequisites for students…
1. Listen attentively
2. To focus, listen, and follow commands
3. Motor skills
4. Students are able to understand and respond to simple verbal cues
5. Children are able to sit in for the duration of work
6. Attention span: Children are able to focus, listen, and follow commands
NOTE: Adaptations, Variation in Rules and Pace are suggested to develop the above prerequisites.

Goal

All

All children will learn to recognise the different parts of day and time. Students recognise the initial blend sound of ‘br’, ‘cr’, ‘gr’ and ‘tr’, learn concepts of opposites, learn a few new vocabularies and read a simple passage with help.

Some

Some children will describe about the activities of the different parts of the day and time. Students recognise a few words with initial blend sounds of ‘br’, ‘cr’, ‘gr’ and ‘tr’, recall some words to describe opposites, read a simple passage and answer a few questions, copy and write from the blackboard with some help.

Few

A few children will be able to explain the importance of the activities performed during the different parts of the day and time. Students will be able to recall a few words with initial blend sounds of ‘br’, ‘cr’, ‘gr’ and ‘tr’, understand the concept of opposites, read a simple passage and answer questions, copy and write appropriately from the blackboard.

Operational Definition

All – This gives the goal, which is the minimum that the teacher must achieve for all students in the classroom.

Some – This gives the goal that the teacher may try to achieve for some students in the classroom who can achieve the suggested goal over and above the goal stated for ‘All’.

Few – This gives the goal that the teacher may try to achieve for few students in the classroom who can achieve the suggested goal over and above the goal stated for ‘Some’ and ‘All’.

Materials required for the activities

LTM Videos (with ISL)
Flashcards
Worksheets
Posters
Audio files
Animated Storybooks

Preparation for the activities

Before each session:

The teacher has to see the given LTM Videos and practice the correct procedure that has to be introduced.
Teachers may download the LTM/ISL videos provided, to either teach or demonstrate them to the children while conducting the given activities.
Teachers may ensure that all children can see the video when played and follow the activity as instructed.
The teacher can use English and/or the native language while addressing the students.
Students can be seated on their chairs/benches or on the floor. The teacher can stand in front of the class, near the blackboard or sit along with the children in a circle or facing them if they are sitting in a semicircle.
Teachers go through the suggestions provided for variations and ensure necessary preparations are made accordingly.
Teachers keep the required materials ready for conducting the different activities.
The teacher plays the role of a demonstrator, facilitator and observer.

Preparing will help you to conduct an effective activity in an inclusive classroom and achieve the goal.

Setting for the activity

All are classroom activities, but variations for open space are suggested wherever possible. All children can work individually. However, children who need peer support can work with their peers.

Setting for an Inclusive classroom

The below-given activities can be a great way to promote inclusivity and a sense of community within a classroom. Here are some adaptations that can be made to ensure that activities for enhancing reading and writing skills are accessible and inclusive for all students:

Physical accessibility: Ensure that the area used for the given activity is accessible to all students, including those with mobility impairments. This may require rearranging furniture or additional seating options, such as cushions or chairs with back support.
Communication: Consider the communication needs of all students in the classroom. Students with speech or language impairments may require Apps like AVAZ.
Visual aids: Teachers can download ‘Flashcards’ and make them embossed as shown in DIY videos, as visual aids benefit those who need visual cues.

Adaptations and Strategies for an Inclusive Classroom

The Variability of an Inclusive Environment needs to address the processing and attention differences of the learners. An inclusive environment may have learners with Visual Impairment, Hearing Impairment, Loco-Motor Impairment and Cognitive Differences.

Learners not only learn in different ways, but they also have unique motivations, interests, personalities and strengths. To address this variability, providing the appropriate adaptation is an effective solution.

To help in this process, some suggestions for adaptations are given here. The teachers are requested to go through the adaptations given and choose the appropriate one/ ones to follow according to the needs of the differences found among the students in a particular class.

1. Listening, Speaking, Reading and Writing (LSRW) –

Listening	Speaking	Reading	Writing
Question and answers	Story Telling	Flash card reading exercise	Worksheets – Trace the letter, colour the picture, and comprehension passage
Conversation circle	Question and answers		Writing within four/two lines
	Rhyme/ poem/ song		Arrange the words to make sentences

‘Listening skills’ Adaptations and Strategies

‘Speaking skills’ Adaptations and Strategies

‘Reading skills’ Adaptations and Strategies

‘Writing skills’ Adaptations and Strategies

‘Rhyme (for Poem)’ Adaptations and Strategies

2. Total physical response/ warm up exercise

‘TPR/Warm up exercise’ Adaptations and Strategies

3. Activity – Game (Find the house, Passing the parcel), Language game, Sight words activity and Role play)

‘Activity’ Adaptations and Strategies

4. Adaptations for Colouring

‘See and colour’ Adaptations and Strategies

Social Narrative

A social narrative is a tool to help individuals with special needs, particularly those on the autism spectrum, better understand social situations and how to respond appropriately. Here is a social narrative, related to the topic.

Taking turns while playing a game

Click to view and download

Teacher Resource Document

View and Download

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.