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Theme 2

The sounds will be introduced categorically based on part of the mouth used to produce a particular sound.

1. Reading Alphabet - guttural

Proficiency / Objective Identify guttural alphabet letters: Ka, Kha, Ga, Gha, Ha Identify sound-letter relationship for guttural sounds: Understand questions Be introduced to the entire alphabet. Suggested Activities Teacher will introduce the 5 sounds, and have the children repeat the sounds. Students will learn to recognize letter formations in target language: Teacher selects one letter and slowly reveals more and more of it. Students take turns guessing what letter it is. Teacher says the sound of a letter and student holds up a note card with that letter written on it. (Each student should have 5 cards with one letter on it.) Teacher gives out one notecard with one of the sounds written on it to each child. The teacher then calls out one of the letters and the students holding that letter go to a designated group spot in the classroom. Teacher holds up a card and asks: What letter is this? Students take turns answering. Teacher will give out printed alphabet sheet with pronunciation guide. Sing a song addressing all alphabet letters.

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2. Reading Alphabet - dental

Proficiency / Objective Learn sound-letter relationship: Identify dental alphabet letters Identify alphabet letters in correct order Suggested Activities Teacher will introduce the seven letters. The students will repeat after the teacher. Students will sit in a circle and play “Duck, duck, goose” game. One student walks around the circle touching each head and saying “Ta, Tha, Da, Dha, Na, La, Sa”, one letter per head. When the student says another letter (e.g. one of the letters from the week before), then the sitting student will get up and chase the first student. Teacher will give pictures and transliterated words corresponding to each of the seven beginning dental sounds.

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3. Reading Alphabet - palatal

Proficiency / Objective Learn sound-letter relationship: Identify palatal alphabet letters Identify alphabet letters in correct order Develop vocabulary Suggested Activities Teacher will show letters and their corresponding sounds. Teacher will show pictures of words that start with target sounds. Bingo game: Teacher will hand out bingo boards with nine boxes with pictures that have beginning sounds of all the letters learned to date. Spinner game: A pair of students will be given a spinner with target sounds in each section of the spinner. The students will take turns spinning and saying the sound the arrow points to.

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4. Reading Alphabet - cerebral

Proficiency / Objective Learn sound-letter relationship: Identify cerebral alphabet letters Identify alphabet letters in correct order Improve comprehension of questions Suggested Activities Teacher will introduce the sounds and talk about the placement of the tongue as each sound is made, and contrast the cerebral sounds with the dental sounds. Simon says: One student says one of the target sounds from today, and his/her partner students repeats the same sound. Teacher and the other students are the judge to determine if the sound was repeated accurately (by poining thumbs up or thumbs down). The student pairs swap turns

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5. Reading Alphabet - labial

Proficiency / Objective Learn sound-letter relationship: Identify labial alphabet letters Identify alphabet letters in correct order Improve comprehension of questions Suggested Activities Teacher will introduce the sounds of the letters; and students will repeat after the teacher. Name game: Teacher will say one of the letters and students will take turns thinking of names of a person that starts with that sound.

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6. Reading Alphabet - gliding

Proficiency / Objective Learn sound-letter relationship: Identify gliding alphabet letters Identify alphabet letters in correct order Review the other letters of the alphabet. Improve comprehension of questions Suggested Activities Teacher will say the two sounds and students will repeat after the teacher. Teacher will model the words where these sounds occur. Divide the students into four groups: Teacher will call out one of the target sounds (from the entire alphabet) and the group will come up with a word that contains that target sound. Ensure that all students take turns within their groups.

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7. Sounds in Words

Proficiency / Objective Discriminate the sounds that are embedded in simple words: Beginning word position Ending word position Middle word position Suggested Activities Teacher selects one sound/letter and tells students to concentrate on that sound. Teacher will introduce the words based on location of the sound in the word; e.g. beginning word position only, then end, and then middle. Teacher should model the following process before hand. Students will identify the location of the sound by touching their shoulder for beginning sounds, elbow for middle sounds and wrists for ending sounds.

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8. Simple Descriptions and Gender

Proficiency / Objective Use adjectives to describe animals. Understand verb forms Understand Singular/Plural nouns and gender Suggested Activities Teacher will describe animals, and students have show the picture of the animal being described. Use adjectives to describe animals and their movements. Teacher will bring in pictures that show contrasting features (big, small, beautiful, ugly (fish), etc. Teacher talks about people and animals (e.g. Horses are tall, Sheep are short, etc.); students raise their hand when they hear a plural noun. Use common songs about animals to sing to listen to in class.

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9. School Life and Daily Routine I

Proficiency / Objective Name verbs related to school life and daily routines Review numbers 1 to 12 Tell time to the hour Suggested Activities Teacher will present the verbs in infinitive form (e.g. to play, to read, etc.) on the board with corresponding meaning. Students will write the words in target language using transliterated letters. Play charades: Students will take turns acting out the various verbs and the remaining children will guess the verb. Teacher will explain the following activity to the students to review numbers: Teacher will point to one student who will point to one student who will say the number one and will then randomly point to another student who will say the number two, going up to 12. Teacher will show a clock and the class will practice telling time to the hour n target language using the numbers 1 to 12.

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10. School Life and Daily Routine II

Proficiency / Objective Review verbs related to school life and daily routines Review numbers 1 to 12 Understand nouns related to school and daily routines Understand sentences describing school life and daily routines using the pronoun “I”. Suggested Activities Students will find a partner and will take turns acting out the verbs and guessing the action in target language or reviewing their schedule that they completed for homework the week before. The class will recite numbers 1 to 12. Teacher will introduce the nouns using picture cards or objects that can be associated with the noun (e.g. egg for breakfast). Teacher will present the verbs in sentence form using the pronoun “I” in target language. Students will provide the English translation for the sentence with teacher assistance or following teacher’s models

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11. Classroom objects

Proficiency / Objective Use names for things found around the classroom Understand questions Answer questions using verb “see” in sentence form with teacher assistance Understand and use locative words while describing location of objects within the classroom. Suggested Activities Pictures of various items in a classroom: Teacher selects one card and slowly reveals more and more of the picture. Students take turns guessing the picture on the card by naming the item. Memory game: Teacher will display a range of items found in a classroom. Students will close their eyes as the teacher removes one item. Students take turns guessing which item is missing. Students will answer using complete sentences with teacher assistance: I see ____.

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12. Parts of the Body II

Proficiency / Objective Name parts of the body Understand gender related to body parts: (Gujarati nouns are divided into masculine, feminine and neutral forms. Hindi nouns are divided into masculine and feminine forms only.) Use correct gender form for pronouns I and You Follow one-step commands related to body parts. Suggested Activities Students will repeat after the teacher when he/she introduces the body parts using pictures or pointing to self Students will complete the following sentences orally with teacher assistance using correct gender in target language: I have one/two ______. You have one/two _____. Sing “Head, shoulders, knees and toes” song translated in target language. Students will play Simon Says using commands touch, move, open Students will listen to songs related to body parts

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13. Numbers 1-20

Proficiency / Objective Recite numbers 0 to 10 Identify numbers from 11 to 20 Understand the phrase ___plus ___ equals Name objects in the house Name fruits and vegetables Suggested Activities Review and learn new numbers and vocabulary of addition in the target language. Teacher will present the addition phrase in target language, and student will respond using correct number answer. Bingo with teacher as a lead: Teacher calls out numbers 11-20 and student pairs find them on their shared board. *need 10 boards Assign each student a number (multiple students can be assigned the same number). Teacher calls out commands: Stand up if your number is ____. Teacher will show pictures of common household objects, fruits and vegetables, and ask “How many apples do you see? Students will answer using numbers.

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14. Ordinal Numbers

Proficiency / Objective Identify numbers from 1 to 10 as a review of numbers Recite ordinal numbers 1st to 10th Suggested Activities Sing a song using days of the week (see Appendix) Gujarati song: Ravi pachhi Som chhe, treejo Mangadvaar; chotho Budh, Guru paanchmo, chhattho Shukravaar; Shanivaar te saatmo, chhel-lo vaar ganaay; Aam ek atthvadiyu, saat vaar nu thaay. Hindi song: Ravi ke baad mein Som hai, …. Play hopscotch- Count each jump using the ordinal numbers.

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15. Time I

Proficiency / Objective Express time on the hour Understand a few questions related to time Express time difference using singular/plural terms for “hour”/ “hours” Suggested Activities Teacher will review homework and ask questions in target language. Students will answer using time/numbers in target language (words or phrases are acceptable).

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