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.

Storytelling, comprehension of the story, conversation and simple questions and answers, introduction of word family, ‘Fish the word game’ and colouring activity are planned for this week.

Listening and Speaking: My Body (part 2)

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.

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

Refer to the ‘TPR/Warm up exercise’ Adaptations and Strategies given in the Main page of ‘My Body’ (part 2) and Alphabet group ‘SODER’ if there are any neuro-diverse children in the class.

Day 1

Story

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.

Procedure:

• Before starting the story, the teacher may arrange the children in such a way that she/he may be able to maintain eye contact with all of them.
• Once the children are settled, they listen to the story ‘I will take care of my body’ being narrated by the teacher.
• The teacher can tell this story in the regional language. While narrating the story in the regional language, the teacher can add English words.
• As the story proceeds, the teacher can encourage the children to give the names of the parts of the body.
• 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 a question.

After the story telling session:

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.”

Story: I will take care of my body

“Rohan, wake up, it’s time to brush your teeth,” called his mother.
“Ma, you always keep saying, brush your teeth, wash your hands, take bath… and all that. Why should I brush? Can’t I have milk without brushing? Why can’t I eat without washing my hands?” asked Rohan.
Mother answered, “Rohan, if you don’t brush your teeth and wash your hands, all the dirt in your teeth and hands will go with your food to your tummy. Your tummy will start aching and you will fall sick.”
His mother continued, “If you don’t take a bath, your body will not only smell but you may get sick.  You should wear clean clothes too.”
Rohan said, “Ma, our teacher also checks our hair, clothes and teeth every day.”
“That’s good, Rohan,” told his mother. “We all want you to take care of your body so that you stay healthy and strong.”

Key knowledge the child will acquire: Children learn the importance of taking care of the body.

Click and watch the animated storybook. This animated storybook is to be shown to children during the class. For the children with low vision the Audio Book can be played.

Storybook: I will take care of my body

Audio: I will take care of my body

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: I will take care of my body

ISL Video: I will take care of my body

The teacher shows the animated book of the story and makes the children familiar with the characters and sequences in the story.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘My Body (part 2) and Alphabet group ‘SODER’ if there are any neuro-diverse children in the class.

Day 2

Procedure:

The teacher narrates the story with the use of posters in his/her own voice  in English.

Then, he/she translates it to a regional language, to catch the attention and interest of the children. The teacher can narrate the story with proper voice modulation.

The teacher may use the animated storybook and audio storybook as aids.

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 importance of parts of the body.

Children listen with comprehension when the story is told.

Refer to the given Animated storybook and Audio book (Week 4, Day 1)

Day 4

Fill in the blanks with words from the story: (The children will answer orally)

1. “Rohan, wake up.” Who said this?……..Ans. Mother
2. Mother said, “Brush your …………?” Ans. Teeth
3. “Our teacher checks our teeth, …….and clothes.” Ans. Hair
4. We should take care of our body to be healthy and …………Ans. Strong

Simple questions:

1. What does the mother tell Rohan to do every day?
   Ans. Mother tells Rohan to brush his teeth, wash his hands and take a bath.
2. We should take a bath daily. Why?
   Ans. If we do not take bath daily our body will smell and we may get sick.
3. What does the teacher check every day?
   Ans. The teacher checks the hair, clothes and teeth of the children every day.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘My Body (part 2) and Alphabet group ‘SODER’ if there are any neuro-diverse children in the class.

Day 5

Activity Time: Build a Story

• The teacher can have story cards of the given story and make the children build the story.
• The teacher can have the picture cards and ask the children to arrange the picture cards in sequence according to the story.

Story card: I will take care of my body

Refer to the ‘Activity’ Adaptations and Strategies given in the Main page of ‘My Body (part 2) and Alphabet group ‘SODER’ if there are any neuro-diverse children in the class.

Reading and Writing

Content: Introducing word families (at, ot, en, od and ed). Words to be introduced are (cat/rat, pot/cot, pen/ten, rod and red)

Day 1: Introducing Word Family (cat, rat)

The teacher must keep all the required materials ready.

• Word family picture flashcards of cat and rat
• Word family word flashcards of cat and rat
• Two baskets
• Colouring worksheets and crayons

Procedure:

• The teacher may inform the students that they are going to read some words.
• The teacher shows a picture flashcard of ‘cat’.
• Then, one student holds the ‘cat’ picture flashcard in front of the class.
• The teacher shows the word-family flashcard ‘at’, saying ‘at’. The students will repeat. 
• One more student holds the ‘at’ flashcard in front of the class.
• Next, the teacher shows the letter flashcard ‘c’ and calls one more student to hold the flashcard.
• Then, the teacher brings the students holding the ‘c’ flashcards and ‘at’ flashcards close together, forming the word ‘cat’.
• The teacher reads c _at, ‘cat’, emphasising the sound clearly.
• Now, the same procedure can be repeated to form and read the word ‘rat’. 
• The student holding the ‘c’ flashcard will return to his/her place, and the teacher will call another student to hold the letter flashcard ‘r’ to form the word ‘rat’.
• The teacher can repeat this procedure many times. Repetition will help reinforce reading.
• Then, the teacher distributes the colouring worksheet (cat and rat).

Note to the teacher:

• Watch the LTM video prior to the session to learn how to conduct the session.
• Keep the required materials ready.
• Introduce the word family first, then the initial letter. 
• Keep the child holding the ‘word family flashcard’ constant and change only the ones holding the initial letters, this will help children visually see the word family as constant. 

Key skill/knowledge the child will acquire: Students will be introduced to a few word families and how to read simple three letter words.

Flashcards: Word family ‘at’, ‘od’, ‘ed’, ‘en’, ‘ot’ (coloured)

Flashcards: Word family ‘at’, ‘od’, ‘ed’, ‘en’, ‘ot’ (outline)

Flashcards: Word family – Word ‘at’, ‘od’, ‘ed’, ‘en’, ‘ot’

Worksheet: Word family colouring worksheet – cat, rat

Worksheet: Word family colouring worksheet – cat, rat (Enlarged)

Refer to the video ‘Introducing to word family’ from Week 4 Day 1 of the ‘My Body’ (part 1) and Alphabet group ‘CATPIN’.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘My Body (part 2) and Alphabet group ‘SODER’ if there are any neuro-diverse children in the class.

Day 2: Introducing Word Family (pen, ten)

The teacher must keep all the required materials ready

• Word family picture flashcards of ‘pen’ and ‘ten’
• Letter flashcards
• Two baskets
• Colouring worksheets and crayons.

Procedure:

• The teacher may inform the students that they are going to read some words.
• The teacher shows a picture flashcard of ‘pen’. 
• Then one student holds the ‘pen’ picture flashcard in front of the class.
• The teacher shows the word-family flashcard ‘en’, saying ‘en’. The students will repeat. 
• One more student holds the ‘en’ flashcard in front of the class.
• Next, the teacher shows the letter flashcard ‘p’, then calls one more student in front to hold the flashcard. 
• Then the teacher brings the students holding the ‘p’ flashcards and ‘en’ flashcards close together, forming the word ‘pen’. 
• The teacher reads p _ en, ‘pen’, emphasising the sound clearly.
• Now, the same procedure can be repeated to form and read the word ‘ten’. 
• The student holding the ‘p’ flashcard returns to his/her place, and the teacher calls another student to hold the letter flashcard ‘t’ to form the word ‘ten’.
• The teacher can repeat this procedure many times. Repetition will help reinforce reading.
• Then, the teacher distributes the colouring worksheet (pen and ten).

Note to the teacher:

• Watch the LTM video prior to the session to learn how to conduct the session.
• Keep the required materials ready.
• Introduce the word family first, then the initial letter. 
• Keep the child holding the ‘word family flashcard’ constant and change only the ones holding the initial letters, this will help children visually see the word family as constant. 

Key skill/knowledge the child will acquire: Students will be introduced to a few word families, and how to read simple three letter words.

Worksheet: Word family colouring worksheet – pen, ten

Worksheet: Word family colouring worksheet – pen, ten (Enlarged)

Refer to the video ‘Introducing to word family’ from Week 4 Day 1 of the ‘My Body’ (part 1) and Alphabet group ‘CATPIN’ (as given for letter ‘C’).

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘My Body (part 2) and Alphabet group ‘SODER’ if there are any neuro-diverse children in the class.

Day 3: Introducing Word Family (pot, cot)

The teacher must keep all the required materials ready

• Word family picture flashcards of ‘pot’ and ‘cot’
• Letter flashcards
• Two baskets
• Colouring worksheets and crayons.

Procedure:

• The teacher may inform the students that they are going to read some words.
• The teacher shows the picture flashcard of ‘pot’. 
• Then one student holds the ‘pot’ picture flashcard in front of the class.
• The teacher shows the word-family flashcard ‘ot’, saying ‘ot’. The students will repeat. 
• One more student holds the ‘ot’ flashcard in front of the class.
• Next, the teacher shows the letter flashcard ‘p’, then calls one more student in front to hold the flashcard. 
• Then the teacher brings the students holding the ‘p’ flashcards and ‘on’ flashcards close together, forming the word ‘pot’. 
• The teacher reads p _ ot, ‘pot’, emphasising the sound clearly.
• Now, the same procedure can be repeated to form and read the word ‘cot’. 
• The student holding the ‘c’ flashcard returns to his/her place, and the teacher calls another student to hold the letter flashcard ‘c’ to form the word ‘cot’.
• The teacher can repeat this procedure many times. Repetition will help reinforce reading.
• Then, the teacher distributes the colouring worksheet (pot and cot).

Note to the teacher:

• Watch the LTM video prior to the session to learn how to conduct the session.
• Keep the required materials ready.
• Introduce the word family first, then the initial letter. 
• Keep the child holding the ‘word family flashcard’ constant and change only the ones holding the initial letters, this will help children visually see the word family as constant. 

Key skill/knowledge the child will acquire: Students will be introduced to a few word families, and how to read simple three letter words.

Worksheet: Word family colouring worksheet – pot, cot

Worksheet: Word family colouring worksheet – pot, cot (Enlarged)

Refer to the video ‘Introducing to word family’ from Week 4 Day 1 of the ‘My Body’ (part 1) and Alphabet group ‘CATPIN’ (as given for letter ‘C’).

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘My Body (part 2) and Alphabet group ‘SODER’ if there are any neuro-diverse children in the class.

Day 4: Introducing Word Family (red, rod)

The teacher must keep all the required materials ready

• Word family picture flashcards of ‘red’
• Word family picture flashcards of ‘rod’
• Word family word flashcards of ‘red’ and ‘rod’
• Two baskets
• Colouring worksheets and crayons.

Procedure:

• The teacher may inform the students that they are going to read some words.
• The teacher shows the picture flashcard of ‘red’ and explains it is the colour ‘red’.
• Then one student holds the ‘red’ picture flashcard in front of the class.
• The teacher shows the word-family flashcard ‘ed’, saying ‘ed’. The students will repeat. 
• One more student holds the ‘ed’ flashcard in front of the class.
• Next, the teacher shows the letter flashcard ‘r’ and calls one more student in front to hold the flashcard. 
• Then, the teacher will bring the students holding the ‘r’ flashcard and ‘ed’ flashcard close together, forming the word ‘red’. 
• The teacher will read r _ ed, ‘red’, emphasising the sound clearly.
• Now, the same procedure can be repeated to form and read the word ‘rod’.
• Please note: – Here, the student holding the ‘r’ flashcard continues standing in front of the classroom. The student holding the ‘ed’ flashcard returns to his/her place, and the teacher calls another student to hold the letter flashcard ‘od’ to form the word ‘rod’.
• The teacher can repeat this procedure many times. Repetition will help to reinforce reading.
• Then, the teacher distributes the colouring worksheet (red and rod).

Note to the teacher:

• Watch the LTM video prior to the session to learn how to conduct the session.
• Keep the required materials ready.
• Introduce the word family first, then the initial letter. 

Key skill/knowledge the child will acquire: Students will be introduced to a few word families, and how to read simple three letter words.

Worksheet: Word family colouring worksheet – rod, red

Worksheet: Word family colouring worksheet– rod, red (Enlarged)

Refer to the video ‘Introducing the word family’ from Week 4 Day 1 of the ‘My Body’ (part 1) and Alphabet group ‘CATPIN’ (as given for letter ‘C’).

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘My Body (part 2) and Alphabet group ‘SODER’ if there are any neuro-diverse children in the class.

Day 5: Revision – ‘Fish the Words’ game

Content – (red/rod, cat/rat, pen/ten, pot/cot)

Procedure: 

• It is important to keep all the required materials ready for a smooth running of the session. 
  • A set of picture flashcards: cat/rat, pen/ten, pot/cot, red and rod,
  • Three sets of letters (multiple copies of r, c, t, p, ed, od, at, en, ot) with metal pins attached to each one). It can be handwritten.
  • Three Fishing rods made of magnets for catching these cards (one for each group)
  • Three mats
  • Three writing pads (one for each group)
• The teacher must watch the LTM video and learn how to conduct this activity
• The teacher neatly arranges the writing pad and the ‘letter cards – r, c, t, p, n, ed, od, at, en, ot (with metal clips) in front of her on a mat. (She can call this mat ‘A pond with letter fishes.)
• The teacher shows the picture flashcard of a ‘red’ and reads the word ‘r_ed’, pointing correctly to the corresponding letters. students repeat ‘r’_‘ed’,  red imitating the teacher,  (repeat this reading process two times).
• Then, the teacher takes the magnetic fishing rod, and first picks the ‘word family’ card ‘ed’ and places it on the writing pad.
• Next, the teacher picks the letter ‘r’ and places it on the writing pad forming the word ‘red’. The teacher reads it as “r_ed, “red”.
• Next, the teacher shows the picture flashcard of the word ‘rod’ and repeats the same process.
• Next, the teacher shows the picture flashcard of the word ‘rod’ and repeats the same process.
• Then, the teacher gives one mat, one set of letters (r, c, t, p, n, ed, od, at, en, ot), a fishing rod and a writing pad to each of the 3 groups of students.
• The teacher gives either one set of picture flashcards: {(rod/red), (cat/rat), (pen/ten), (pot/cot)} to each of the 3 groups, and asks the children to play the game as demonstrated.
• All students take turns to form one/two words each by following the procedure demonstrated by the teacher.
• Each group will first form only the words given to them. If the time permits, the teacher can exchange the picture flashcards and the students can continue to play the fishing game as demonstrated.

Note to the teacher:

• Watch the LTM video prior to the session to learn how to conduct the session.
• Keep the required materials ready.
• Introduce the word family first, then the initial letter. 
• Allow children to work in the group, make mistakes and learn through trial and error.
• If any child has difficulties using the fishing rod to catch the letter, then a magnet can be used directly by hand.

Key skill/knowledge the child will acquire: Students will become familiar with word families, and how to read simple three letter words.

Refer to the word family flashcards given in Week 4 Day 1

Refer to the video ‘Fish the word’ game from Week 4 Day 4 of the ‘My Body’ (part 1) and Alphabet group ‘CATPIN’ (as given for letter ‘C’).

Refer to the ‘Activity’ Adaptations and Strategies given in the Main page of ‘My Body (part 2) and Alphabet group ‘SODER’ 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.