Chapter 1: My Family and Me
1st StandardEnglish
My Family and Me - Chapter Summary
---------------------
# My Family and Me
## Overview
Chapter introduces young learners to basic vocabulary related to the human body and simple sight words through songs, rhymes, and interactive activities. Students practice listening, speaking, reading, and writing skills as they learn to name body parts, follow hygiene routines, trace and decorate their hand outlines, and master the alphabet and phonics sounds.
## Key Topics Covered
### 1. Body-Parts Vocabulary
* **Sight Words**: one, to (“two” pronounced “two”)
* **Parts Introduced**: head, eye, ear, nose, mouth, tongue, arm, hand, leg, foot, cheek, skin
* **Songs & Chants**:
* “Two Little Hands” rhyme to clap, tap, look, walk
* “Head, shoulders, knees and toes” action song
### 2. Listening & Speaking Activities
* **Repeat-after-teacher**: Sentences such as “I clap with my hands.” and “I look with my eyes.”
* **Pair Talk**: Question–answer practice (“What is this?” “This is my nose.”) to reinforce vocabulary and sentence structure
### 3. Reading Practice
* **Picture-Word Matching**: Match words to images of body parts.
* **Simple Sentences**:
* “I feel with my skin.”
* “I eat with my mouth.”
* “I smell with my nose.”
* “I hear with my ears.”
* “I see with my eyes.”
### 4. Writing & Creative Art
* **Hand-Tracing Activity**: Place one hand flat on paper, trace it with the other, then decorate. Compare with a friend’s drawing
### 5. Hygiene Routine
* **Washing Hands Steps**:
1. Open tap or pour water.
2. Rub soap between fingers.
3. Wash between fingers.
4. Rinse again.
### 6. Alphabet & Phonics
* **Alphabet Song**: Sing A–Z and write uppercase/lowercase letters.
* **Phonics Chant**: “a is for ant… b is for bag… c is for cat…” through “z is for zebra.”
* **Letter-Sound Recognition**: Word lists (e.g., axe, ant, arm for a; bag, bee, boy for b; etc.)
* **Odd-One-Out**: Identify the word that does not share the initial sound in each group (e.g., apple, clock, ant)
## Important Vocabulary
1. **Sight Words**: one, two, to
2. **Body Parts**: head, eye, ear, nose, mouth, tongue, arm, hand, leg, foot, cheek, skin
3. **Hygiene Terms**: soap, rinse, tap
4. **Alphabet Letters**: A–Z (uppercase and lowercase)
5. **Phonics Examples**: ant, bag, cat, dog, egg, fish, goat, hut, ice-cube, jug, kite, lion, mango, nose, orange, parrot, quilt, rat, sun, table, umbrella, van, well, x-ray, yarn, zebra
## Learning Objectives
After completing this chapter, students will be able to:
* Name and point to key body parts.
* Recite and act out body-parts songs.
* Recognize and use the sight words “one” and “two/to.”
* Read and understand simple “I – with my –” sentences.
* Trace and decorate a hand outline.
* Describe the steps for proper handwashing.
* Sing the alphabet song and write letters A–Z.
* Produce and identify initial letter sounds and choose the odd word out.
## Applications and Examples
* **Classroom Action Songs**: Use body movements while singing “Head, shoulders…” to reinforce vocabulary.
* **Partner Interviews**: Children ask each other about their nose, mouth, ears, etc., fostering speaking confidence.
* **Art Integration**: Decorating hand tracings builds fine motor skills and creativity.
## Problem-Solving Strategies
1. **Picture Clues**: Look at illustrations to decode new words.
2. **Sound it Out**: Use phonics chants to pronounce unfamiliar words.
3. **Peer Discussion**: Ask classmates for help with spelling or pronunciation.
## Important Notes for Assessments
* Ensure correct spelling and capitalization of sight words and body-parts.
* Pronounce phonics items with clear initial sounds.
* Demonstrate the handwashing procedure in sequence.
## Common Mistakes to Avoid
1. Confusing “two” (number) with “to” (preposition).
2. Mispronouncing initial sounds (e.g., saying “gat” instead of “cat”).
3. Skipping steps when writing letters (not tracing fully).
4. Omitting stages in the handwashing routine.
## Real-World Applications
* Using accurate body-parts vocabulary in daily conversations.
* Maintaining hygiene through proper handwashing.
* Applying phonics skills to read new words outside the classroom.
* Developing early writing and art skills via tracing and decorating activities.
---
# My Family and Me
## Overview
Chapter introduces young learners to basic vocabulary related to the human body and simple sight words through songs, rhymes, and interactive activities. Students practice listening, speaking, reading, and writing skills as they learn to name body parts, follow hygiene routines, trace and decorate their hand outlines, and master the alphabet and phonics sounds.
## Key Topics Covered
### 1. Body-Parts Vocabulary
* **Sight Words**: one, to (“two” pronounced “two”)
* **Parts Introduced**: head, eye, ear, nose, mouth, tongue, arm, hand, leg, foot, cheek, skin
* **Songs & Chants**:
* “Two Little Hands” rhyme to clap, tap, look, walk
* “Head, shoulders, knees and toes” action song
### 2. Listening & Speaking Activities
* **Repeat-after-teacher**: Sentences such as “I clap with my hands.” and “I look with my eyes.”
* **Pair Talk**: Question–answer practice (“What is this?” “This is my nose.”) to reinforce vocabulary and sentence structure
### 3. Reading Practice
* **Picture-Word Matching**: Match words to images of body parts.
* **Simple Sentences**:
* “I feel with my skin.”
* “I eat with my mouth.”
* “I smell with my nose.”
* “I hear with my ears.”
* “I see with my eyes.”
### 4. Writing & Creative Art
* **Hand-Tracing Activity**: Place one hand flat on paper, trace it with the other, then decorate. Compare with a friend’s drawing
### 5. Hygiene Routine
* **Washing Hands Steps**:
1. Open tap or pour water.
2. Rub soap between fingers.
3. Wash between fingers.
4. Rinse again.
### 6. Alphabet & Phonics
* **Alphabet Song**: Sing A–Z and write uppercase/lowercase letters.
* **Phonics Chant**: “a is for ant… b is for bag… c is for cat…” through “z is for zebra.”
* **Letter-Sound Recognition**: Word lists (e.g., axe, ant, arm for a; bag, bee, boy for b; etc.)
* **Odd-One-Out**: Identify the word that does not share the initial sound in each group (e.g., apple, clock, ant)
## Important Vocabulary
1. **Sight Words**: one, two, to
2. **Body Parts**: head, eye, ear, nose, mouth, tongue, arm, hand, leg, foot, cheek, skin
3. **Hygiene Terms**: soap, rinse, tap
4. **Alphabet Letters**: A–Z (uppercase and lowercase)
5. **Phonics Examples**: ant, bag, cat, dog, egg, fish, goat, hut, ice-cube, jug, kite, lion, mango, nose, orange, parrot, quilt, rat, sun, table, umbrella, van, well, x-ray, yarn, zebra
## Learning Objectives
After completing this chapter, students will be able to:
* Name and point to key body parts.
* Recite and act out body-parts songs.
* Recognize and use the sight words “one” and “two/to.”
* Read and understand simple “I – with my –” sentences.
* Trace and decorate a hand outline.
* Describe the steps for proper handwashing.
* Sing the alphabet song and write letters A–Z.
* Produce and identify initial letter sounds and choose the odd word out.
## Applications and Examples
* **Classroom Action Songs**: Use body movements while singing “Head, shoulders…” to reinforce vocabulary.
* **Partner Interviews**: Children ask each other about their nose, mouth, ears, etc., fostering speaking confidence.
* **Art Integration**: Decorating hand tracings builds fine motor skills and creativity.
## Problem-Solving Strategies
1. **Picture Clues**: Look at illustrations to decode new words.
2. **Sound it Out**: Use phonics chants to pronounce unfamiliar words.
3. **Peer Discussion**: Ask classmates for help with spelling or pronunciation.
## Important Notes for Assessments
* Ensure correct spelling and capitalization of sight words and body-parts.
* Pronounce phonics items with clear initial sounds.
* Demonstrate the handwashing procedure in sequence.
## Common Mistakes to Avoid
1. Confusing “two” (number) with “to” (preposition).
2. Mispronouncing initial sounds (e.g., saying “gat” instead of “cat”).
3. Skipping steps when writing letters (not tracing fully).
4. Omitting stages in the handwashing routine.
## Real-World Applications
* Using accurate body-parts vocabulary in daily conversations.
* Maintaining hygiene through proper handwashing.
* Applying phonics skills to read new words outside the classroom.
* Developing early writing and art skills via tracing and decorating activities.
---
My Family and Me
Overview
Chapter introduces young learners to basic vocabulary related to the human body and simple sight words through songs, rhymes, and interactive activities. Students practice listening, speaking, reading, and writing skills as they learn to name body parts, follow hygiene routines, trace and decorate their hand outlines, and master the alphabet and phonics sounds.
Key Topics Covered
1. Body-Parts Vocabulary
-
Sight Words: one, to (“two” pronounced “two”)
-
Parts Introduced: head, eye, ear, nose, mouth, tongue, arm, hand, leg, foot, cheek, skin
-
Songs & Chants:
- “Two Little Hands” rhyme to clap, tap, look, walk
- “Head, shoulders, knees and toes” action song
2. Listening & Speaking Activities
- Repeat-after-teacher: Sentences such as “I clap with my hands.” and “I look with my eyes.”
- Pair Talk: Question–answer practice (“What is this?” “This is my nose.”) to reinforce vocabulary and sentence structure
3. Reading Practice
-
Picture-Word Matching: Match words to images of body parts.
-
Simple Sentences:
- “I feel with my skin.”
- “I eat with my mouth.”
- “I smell with my nose.”
- “I hear with my ears.”
- “I see with my eyes.”
4. Writing & Creative Art
- Hand-Tracing Activity: Place one hand flat on paper, trace it with the other, then decorate. Compare with a friend’s drawing
5. Hygiene Routine
-
Washing Hands Steps:
- Open tap or pour water.
- Rub soap between fingers.
- Wash between fingers.
- Rinse again.
6. Alphabet & Phonics
- Alphabet Song: Sing A–Z and write uppercase/lowercase letters.
- Phonics Chant: “a is for ant… b is for bag… c is for cat…” through “z is for zebra.”
- Letter-Sound Recognition: Word lists (e.g., axe, ant, arm for a; bag, bee, boy for b; etc.)
- Odd-One-Out: Identify the word that does not share the initial sound in each group (e.g., apple, clock, ant)
Important Vocabulary
- Sight Words: one, two, to
- Body Parts: head, eye, ear, nose, mouth, tongue, arm, hand, leg, foot, cheek, skin
- Hygiene Terms: soap, rinse, tap
- Alphabet Letters: A–Z (uppercase and lowercase)
- Phonics Examples: ant, bag, cat, dog, egg, fish, goat, hut, ice-cube, jug, kite, lion, mango, nose, orange, parrot, quilt, rat, sun, table, umbrella, van, well, x-ray, yarn, zebra
Learning Objectives
After completing this chapter, students will be able to:
- Name and point to key body parts.
- Recite and act out body-parts songs.
- Recognize and use the sight words “one” and “two/to.”
- Read and understand simple “I – with my –” sentences.
- Trace and decorate a hand outline.
- Describe the steps for proper handwashing.
- Sing the alphabet song and write letters A–Z.
- Produce and identify initial letter sounds and choose the odd word out.
Applications and Examples
- Classroom Action Songs: Use body movements while singing “Head, shoulders…” to reinforce vocabulary.
- Partner Interviews: Children ask each other about their nose, mouth, ears, etc., fostering speaking confidence.
- Art Integration: Decorating hand tracings builds fine motor skills and creativity.
Problem-Solving Strategies
- Picture Clues: Look at illustrations to decode new words.
- Sound it Out: Use phonics chants to pronounce unfamiliar words.
- Peer Discussion: Ask classmates for help with spelling or pronunciation.
Important Notes for Assessments
- Ensure correct spelling and capitalization of sight words and body-parts.
- Pronounce phonics items with clear initial sounds.
- Demonstrate the handwashing procedure in sequence.
Common Mistakes to Avoid
- Confusing “two” (number) with “to” (preposition).
- Mispronouncing initial sounds (e.g., saying “gat” instead of “cat”).
- Skipping steps when writing letters (not tracing fully).
- Omitting stages in the handwashing routine.
Real-World Applications
- Using accurate body-parts vocabulary in daily conversations.
- Maintaining hygiene through proper handwashing.
- Applying phonics skills to read new words outside the classroom.
- Developing early writing and art skills via tracing and decorating activities.