Download - Web viewListens to stories, rhymes, poems and songs with interest and acts out part of the story, song or rhyme

----------------------------------------------------------------------------------------------------------------------------------------------ANNUAL TEACHING PLAN

HOME LANGUAGE – ENGLISHGRADE 1

TERM 1

WEEK

CONTENT COMMENT

1. LISTENING AND SPEAKINGListens without interrupting.Talks about personal experiences: tells news, describes weather news, other topical events etc…Sings songs and does actions.Listens to simple instructions (classroom routines) and responds appropriately.Listens to stories, rhymes, poems and songs with interest and acts out part of the story, song or rhyme.Answers questions such as questions related to personal details etc…Sequences pictures of a story communicating through retelling the sequence of ideas.Talks about pictures in posters, theme charts, books etc…Participates in discussion, taking turns to speak and respecting others in the group.Describes objects in terms of colour, size, shape, quantity using correct vocabulary.

2. READING AND PHONICS2.1 READING: EMERGENT READING

Holds the book the right way up and turns pages correctly.Uses pictures to predict what the story is about: reads picture books.Interprets pictures to make up own story, that is, ‘reads’ the pictures.Collects and reads logos and other words from environmental print.Recognises own names and names of at least 10 peers.Reads labels and captions in the classroom.Discusses book handling and care.Listens to and discusses stories and other texts read aloud.Develops basic concepts of print including:Concept of book – cover, front, back, title.Concept of text – word, same words, letter, names of letters, one-to-one correspondence.Directionally: starts reading at front, ends at back, reads from left to right and top to bottom of a page, first, last, middle words or letters or position on a page.Punctuation: capital letter, lowercase letter, full stop, comma, question mark.

2.2 SHARED READINGReads as a whole class with the teacher enlarged texts such as poems, posters, big books and class stories developed in shared writing sessions.

2.3 GROUP GUIDED READINGReads aloud from own book in a guided reading group with teacher, that is the whole group reads the same story.Begins to build a sight vocabulary from the incidental reading programme, graded reader series and high frequency word.

2.2. PHONICSDistinguishes aurally between different initial sounds of words.Participates in whole class phonemic awareness oral activities: blending sounds (c-a-t into cat); segmenting words (cat into c-a-t); consonant and vowel substitution word play (replace the ‘h’ in hat with ‘b’ to make bat).Identifies letter-sound relationships of some single letters. For example, l, o, h, m, a, b, t, c. There should be 2 vowels and at least 6 consonants.Recognises and names some letters of the alphabet: 2 vowels and at least 6 consonants.Begins to build up short words using sounds learnt such as c-a-t cat.Begins to use blending to make words. For example, ‘ at’ c-at, m-at, identifying the rhymes.

Chat Street, Mackenzie Park, Benoni, 1500P.O. Box 1786,

Tel No: (011) 421-6014 Fax No: (011) 421-4729E-mail: [email protected] No. 930024062

Association of Muslim Schools

3. HANDWRITING AND WRITING3.1 HANDWRITING (Activities to strengthen fine muscles and develop fine and gross motor skills and eye-hand co-ordination)

Draws with wax crayons.Practises holding and manipulating crayon and pencil.Develops directionality: left to right and top to bottom, draws straight lines, joins dots, clockwise and anti-clockwise formations.Makes plasticine or play dough models of letters and objects.Develops hand-eye co-ordination through painting, paper tearing, cutting and tracing activities.Draws patterns: up and down movements (zig-zags), circle patterns, vertical and horizontal patterns.Traces over, copies and writes own name from template where the correct starting point and writing direction of individual letters are indicated.Forms lower case letters correctly (2 vowels and 6 consonants, e.g. l, o, h, m, a, b, t, c).Copies and writes own name, short words and sentences from labels, posters, chalkboard etc…Begins to express written recording with drawings, letters, numbers, words and simple sentences.

3.2 WRITINGDraws pictures to convey a message. For example, about a personal experience.Writes a caption for a drawing or picture.Writes words using letter sounds learnt.Copies one sentence of news from the board/chart correctly.Contributes ideas in shared writing for a class story recorded by the teacher on charts to create new texts for reading and display in the classroom reading corner.



TERM 2

WEEK

CONTENT COMMENT

1. LISTENING AND SPEAKINGListens without interrupting, taking turns to speak in whole class and group sessions.Talks about personal experiences. For example tells news using correct sequences.Joins in choruses of songs, stories and rhymes.Says poems and rhymes and does the actions.Identifies part from the whole such as parts of bicycle, plant.Listens to instructions (group and daily routines) and responds appropriately.Passes on messages.Listens to stories with interest, drawing a picture to show understanding.Answers closed and open-ended questions.Describes objects in terms of age, direction, sequence using correct vocabulary.Listens to stories and identifies the main idea.Sequences pictures of a story.Participates in classroom discussions.Ask questions related to stories told and read.Understands and uses appropriate language of different subjects.

2. READING AND PHONICS

2.1 READING: SHARED READING

Reads big books or other enlarged text as a whole class with teacher.

Uses pictures to predict what the story is about.

Interprets pictures to make up own story, that is, ‘reads’ the pictures.

Uses clues and pictures in the text for understanding.

Discusses the story, identifying the main idea in the text, the main characters etc…

Answers a wide variety of types of questions based on the texts read including higher order type questions.

Discusses the use of capital letters and full stops.2.2 GROUP GUIDED READING

Reads aloud from own book in a guided reading group with teacher, that is, the hole group reads the same story.

Uses phonics, context clues and sight words when reading.

Begins to monitor self when reading, both in the area of word recognition and comprehension.

Continues to build a sight vocabulary from the incidental reading programme, the graded reading series and high frequency word lists.

2.3 PAIRED / INDEPENDENT READING

Reads to a partner from prepared or known texts to develop fluency.

Rereads familiar texts such as those read in Shared Reading session.2.2. PHONICS

Distinguishes aurally between different beginning and end sounds of words.




Identifies letter-sound relationships of most single letters.Participates in whole class phonemic awareness activities: blending sound (h-op into hop); segmenting words (hop into h-o-p); consonant and vowel substitution word play (replace the ‘h’ in hop with ‘m’ to make mop).Builds words using sounds learnt (-at, -et, -ot, -ut, -ag, -eg, -ig, -og, -ug, -en, -en, -in, -un, -am, at least two words families per week).Builds up and breaks down simple words beginning with a single consonant into onset (the initial sound) and rime (the last part of the syllable), e.g. h-en, p-en, t-in, p-in, identifying the rhymes.Groups common words into sound families, e.g. hot, hop, hob.Reads phonic words in sentences and other texts.

3. HANDWRITING AND WRITING

3.1 HANDWRITING

Holds pencil and crayon correctly.

Forms at least 20 lower case letters correctly according to size and position, that is, starts and ends in the correct place.

Forms some frequently used capital letters correctly e.g. A, C, H, I, T, W.

Writes words with correct spacing.

Writes and copies short, simple sentences from writing strip, chalkboard.3.2 WRITING

Draws pictures to convey a message, adding a label or caption. For example, about a personal experience.

Writes words using sounds learnt.

Writes one sentence of own news or shared writing.

Compiles a list of words according to instructions such as food.

Contributes ideas for a class story. (Shared Writing)

Writes and illustrates a caption or short sentence on a topic to contribute to a book for the reading corner.

Begins to build own word bank and personal dictionary using initial letter of words such as ant, book, cat.

Writes sentences using words containing the phonic sounds already taught.



TERM 3

WEEK

CONTENT COMMENT

1. LISTENING AND SPEAKINGListens to instructions and announcements and responds appropriately.Listens without interrupting showing respect for the speaker.Talks about personal experiences such as tells news using the correct sequence.Says poems and rhymes and does the actions.Understands and uses appropriate language of different subjects.Listens to a story with interest and enjoyment, drawing a picture and writing a caption about it.Sequences pictures of a story and matches captions with the pictures.Role plays different situations, using appropriate language.Participates in discussions, asking and answering questions.Listens for the detail in stories and answers open-ended questions.Identifies similarities and differences using correct vocabulary.Uses an over-increasing vocabulary when speaking.



Reads big books or other enlarged texts as a whole class with teacher.

Identifies the sequence of events and the setting of the story.

Uses cover of book to predict ending and story line.

Recognises cause and effect in a story (e.g. The boy fell of his bike because he rode too quickly down the steep hill.)

Answers higher order questions based on the passage read (e.g. ‘Do you think…?’’Why did…?’)

Gives an opinion on what was read.

Interprets information from posters, pictures and simple tablets (e.g. calendar).2.2 GROUP GUIDED READING

Reads aloud from own book in a guided reading group with teacher, that is, the whole group reads the same story.

Uses phonics, context clues, and structural analysis and sight words when reading.

Monitors self when reading, both in the area of word recognition and comprehension.

Reads with increasing fluency and expression.

Continues to build a sight vocabulary from the incidental reading programme, the graded reading series and high-frequency word lists.





Reads aloud to a partner.

Reads own others writing.

Reads books read in shared reading sessions and books from the classroom reading corner.

2.2. PHONICS

Identifies letter-sound relationships of all single letters.

Revises word families using short vowel sounds learnt.Builds 3-letters words using all single letters.Uses consonant blends to build up and break down words (e.g. r and I blends – bl-ack, fl-op, sl-ip etc…)Recognises common consonant digraphs (sh, ch and th) at the beginning of a word (e.g. sh-ip, ch-ip, th-ink).Groups common words into sound families, e.g. hot, hop, hob.Reads phonic words in sentences and other texts.


3.1 HANDWRITING


Forms lower case letters correctly according to size and position, that is, starts and ends in the correct place automatically.

Forms some frequently used capital letters correctly e.g. B, D, E, F, G, L, M, N, O, P, R, S and Y.

Forms numerals correctly.

Copies and writes words with correct spacing.

Copies and writes short sentences correctly.3.2 WRITING

Writes a message on a card such as a get well card.

Writes words to form a sentence using sounds learnt and common sight words.

Writes at least two sentences of own news or shared writing using the past tense.

Begins to use capital letters and full stops, including capital letters for names.

With help uses nouns and pronouns (I, you, she, he, it) correctly in writing.

Contributes ideas and words for a class story in shared writing sessions.

Writes and illustrates a short sentence on a topic to contribute a to a book for the reading corner.

Builds own word bank and personal dictionary using initial letter of word such as cat, dog, eat.



TERM 4

WEEK

CONTENT COMMENT

1. LISTENING AND SPEAKINGListens without interrupting, taking turns to speak and asking question for clarification.Talks about personal experiences and feelings such as tells news.Listens to stories and expresses feelings about the story.Uses terms such as sentence, capital letter, full stop.Listens, enjoys and responds to pictures and word puzzles, riddles and jokes, using language imaginativelyParticipates in discussions, reporting back on behalf of the group.Uses simple strategies for finding information, for example, carries out a survey on how children come to school.Classifies information. For example, by using loose pictures.Listens to instructions and announcements and responds appropriately.Tells a familiar story which has a beginning, middle and end, varying tone and volume of voice.Answers closed and open-ended questions.



Reads as a whole class with teacher big books or other enlarged texts.

Uses book cover to predict what the book is about.

Identifies the initial problem in the story that sets the story in motion. In the story of the three bears the problem is the morning porridge is too hot and the bears leave their house and go for a walk.

Uses clues and pictures in the book for understanding.

Identifies the sequence of events in what was read.

Recognises cause and effect in the story. The girls got into trouble because she broke a window.

Answers open ended questions based on the passage read.

Interprets information from posters.2.2 GROUP GUIDED READING

Reads aloud from own book in a guided reading group with teacher, that is, the




whole group reads the same story.

Uses phonics, context clues, and structural analysis and sight words when reading.

Reads with increasing fluency and expression.

Monitors self when reading, both in the area of word recognition and comprehension.

Shows an understanding of punctuation when reading aloud.

Continues to build a sight vocabulary from the incidental reading programme, the graded reading series and high-frequency word lists.


Reads own writing starting to correct errors.

Reads books read in shared reading sessions and books from the classroom reading corner.

2.2. PHONICS

Revises common consonant digraphs (sh, ch and th) at the beginning of a word. For example sh-ip, ch-ip, th-in.

Revises common consonant digraphs (sh, ch and th) at the end of a word. For example fi-sh mu-ch wi-th.Uses consonant blends to build up and break down words (e.g.sp-o-t, fr-o-g, dr-i-nk, st-i-ck).Builds words using sounds learnt.Groups common words into sound families.Recognises plurals (‘s’and és’).Reads phonic words in sentences and other texts.Learns to spend ten words a week taken from phonic lessons.


3.1 HANDWRITING


Forms lower and upper case letters correctly and fluently according to size and position, that is, starts and ends in the correct place.

Copies and writes words with correct spacing.

Copies and writes sentences correctly.3.2 WRITING

Contributes ideas for and helps to revise a class/group story (shred writing)

Discusses with class mates ideas for writing.

Writes at least three sentences of own news or creative story using sounds learnt and common sight words, capital letters and full stops.

Writes and illustrates sentences on a topic to contribute to a book for the reading corner.

Spells common words correctly.

Begins to use present and past tense correctly in writing.

Forms the plurals of familiar words by adding ‘s’’or és’.

Uses prepositions correctly.

Builds own word bank and personal dictionary using initial letter of word. For example, far, good, hat.Organises information into a simple graphic form such as chart or timeline, e.g. uses a chart to record the results of a survey on how children come to school.


FIRST ADDITIONAL LANGUAGE – AFRIKAANSGRADE 1

TERM 1

WEEK

CONTENT COMMENT

1 LISTENING AND SPEAKING

Begins to develop an oral (listening and speaking) vocabulary using themes or topics such as ‘my clothes’’.

Responds to simple greetings and farewells using phrases, for example, ‘good morning’. ‘how are you’? ‘I’m fine’.

Makes simple request, for example, ‘may I go to the toilet’?

Points to objects in the classroom or in the picture in responds to teacher’s instructions, for example, ‘show me the girl in the red dress’.

Names some objects in a picture or in the classroom in response to teacher’s instructions, for example, ‘what is that? A hat’.

Responds physically to simple oral instructions, for example, ‘take of your jersey’.

Responds to simple question, for example, ‘what colour is the jersey? Red’.

Understands and begins to use some simple language structures in context, for example, plural forms of countable nouns such as óne sock, two socks’.

Sings simple songs and does actions with guidance, for example, ‘this is the way I put on my shirt, put on my shirt, put on my shirt’.

Joins in action rhymes and songs, doing the actions, for example, ‘here are Gogo’s glasses, here is Gogo’s hat’.

Plays language games, for example, hunt the Hat – Teacher hides the hat in the classroom then asks questions using plenty of actions. Where is the hat? Is it under the desk? Is it in the cupboard, etc…




1.2 LISTENS TO STORIES TOLD AND READ

Listens to short stories or non-fiction text told or read from a Big Book or illustrated poster.

Understands and responds to simple questions.

Names some of the things in the picture in responds to questions from the teacher.1.3 DEVELOPMENT OF CONCEPTS, VOCABULARY AND LANGUAGE STRUCTURES

Continues to build oral vocabulary, including conceptual vocabulary, for example, colour – blue, red, green.

Begins to develop understanding and ability to use simple language structures in the context of meaningful spoken language.

2.1 READING AND PHONICS

CONTENT/CONCEPT/SKILLS

Phonological and Phonemic Awareness

Segments oral sentences into individual words by clapping on each word.

With the teachers help, identifies some rhyming words in stories, songs and rhymes.

Begins to identify different initial sounds in words.EMERGENT LITERACY

Recognises some common words in our everyday environment (e.g. WAY IN/OUT, OPEN)

Develops emergent literacy, for example, concepts of print through the Shared Reading activity.

SHARED READING

Listens to the story or non-fiction text while following the teacher and looking at the pictures.

Talks about the pictures using home language where necessary.

Identifies objects in the pictures, for example, ‘Show me the old man.’ ’Point to the dog.’

Answers some simple questions with the support of the pictures, for example. ‘Were is the hat?’

Learns some oral vocabulary, for example, hat, old, man, wind etc…

After repeated readings, joins in choruses where appropriate, for example, “Whoosh, whoosh goes the wind.”

Acts out the story using some of the dialogue.

Draws a picture capturing the main idea of the story.2.2 WRITING


SHARED WRITING

With the help of the teacher writes a caption for his/her drawing and reads back what is written.


FIRST ADDITIONAL LANGUAGE - AFRIKAANSGRADE 1

TERM 2

WEEK

CONTENT COMMENT

1.1 LISTENING AND SPEAKING

CONTENT/CONCEPTS/SKILLS

Weeks 1-5: Teachers select two themes that will allow them to introduce and recycle vocabulary, and cover the activities listed below.

Weeks 6-10: Teachers select two new themes that will allow them to build on what they did in the first five weeks.

Begins to develop an oral (listening and speaking) vocabulary using themes or topics such as ‘food’.

Responds to simple greetings and farewells using phrases, for example, ‘good morning’. ‘how are you’? ‘I’m fine’.

Makes simple requests, for example, ‘Can I have an apple, please?’

Points to objects in the classroom or in the picture in responds to teacher’s instructions, for example, ‘show me the apple/banana/orange.’

Names some objects in a picture or in the classroom in response to teacher’s questions, for example, ‘what is that? An apple.’

Responds physically to simple oral instructions, for example, ‘take the apple. Put it on the table.’




Responds to simple questions, for example, ‘How many oranges are there?’ ‘Two.’

Understands and begins to use some simple language structures in context, for example, simple present tense such as ‘I like apples.’ ‘I do not like bananas.’

Sings simple songs and does actions, for example, ‘I like to eat, eat, eat, eat. I like to eat apples and bananas.’

Joins in action rhymes and songs, doing the actions, for example, ‘jelly on the plate.’

Plays language games, for example, Guessing Game – one person picks up a picture card, others must guess what food is pictures on the card, for example, ‘Is it an apple?’

1.2 FOCUSED LISTENING AND SPEAKING ACTIVITIES

LISTENS TO STORIES TOLD AND READ

Listens with enjoyment to short stories or no-fiction texts told or read from Bi Books or illustrated posters and joins in choruses at the appropriate times. For example, The very hungry caterpillar by Eric Carle.

Understands and responds to simple questions and instructions, for example, ‘Show me the strawberries. How many strawberries are there?’

Names some of the things in the picture in response to questions from the teacher, for example, ‘What is this?’ ‘A strawberry.’

DEVELOPMENT OF CONCEPTS, VOCABULARY AND LANGUAGE STRUCTURES

Through taking part in the above activities:

Continues to build oral vocabulary, including conceptual vocabulary, for example, sequence – days of the week.

Begins to develop understanding and ability to use simple language structures in the context of meaningful spoken language, for example, simple present tense – ‘I like apples’: negative forms – ‘I do not like bananas’.




Segments oral sentences into individual words by clapping on each word.

With the teachers help, identifies some rhyming words in stories, songs and rhymes.

Begins to identify different initial sounds in words.EMERGENT LITERACY

Recognises some common words in our everyday environment (e.g. WAY IN/OUT, OPEN)


SHARED READING



Identifies objects in the pictures, for example, ‘Show me the old man.’ ’Point to the dog.’

Answers some simple questions with the support of the pictures, for example. ‘Were is the hat?’

Learns some oral vocabulary, for example, hat, old, man, wind etc…

After repeated readings, joins in choruses where appropriate, for example, “Whoosh, whoosh goes the wind.”




SHARED WRITING




TERM 3

WEEK

CONTENT COMMENT



DAILY ACTIVITIES (1HOUR PER WEEK)

Several of the following activities everyday depending on the time available

Begins to develop an oral (listening and speaking) vocabulary using themes or topics such as ‘animals’.

Responds to simple greetings and farewells using phrases, for example, ‘good bye’. ‘see you tomorrow’.

Makes simple requests, for example, ‘Can I have a pencil, please?’

Points to objects in the classroom or in the picture in responds to teacher’s instructions, for example, ‘show me the cow.’

Names some objects in a picture or in the classroom in response to teacher’s questions, for example, ‘what is that? A sheep.’




Responds physically to simple oral instructions, for example, ‘draw a picture of a cat.’

Responds to simple questions, asked by the teacher, for example, ‘What colour is the cat?’ ‘Black.’

Understands and begins to use some simple language structures in context, for example, begins to use a few adjectives such as ‘the cow is big.’ ‘the cat is small.’

Identifies a person, animal or object from a simple oral description, for example ’I am a small animal. I have four legs and a tail. I say miaow, miaow, miaow. Who am i?’

Sings simple songs and does actions, for example, ‘old Mac Donald had a farm.’

Joins in action rhymes and songs, doing the actions, for example, ‘Five little ducks.’

Plays language games, for example, Guessing Game – one learner makes an animal sound, the others must guess in the First Additional Language which animal they are.


LISTENS TO STORIES TOLD AND READ

Listens to short stories or no-fiction texts told or read from a Big Books or illustrated poster, for example, three Billy Goats Gruff, with enjoyment and joins in choruses at the appropriate time.

Understands and responds to instructions, for example, ‘Show me the goat. How many Goats are there?’

Answers simple literal questions about a story with short answers, for example ‘How many goats are there in the story?’’’ Three

Names some of the things in the picture in response to questions from the teacher, for example, ‘What is this?’ ‘A goat.’



Continues to build oral vocabulary, including conceptual vocabulary, for example, number size.

Begins to develop understanding and ability to use simple language structures in the context of meaningful spoken language, for example, understand and begins to use a few adjectives such as ‘big, small, little’; prepositions such as ‘in, on’; and adverbs such as ‘quickly, slowly’




These activities should be very brief and integrated into Listening and Speaking activities and Shared Reading.

Claps out the syllables in familiar word, for example, an-i-mal, don-key.

With the teachers help, identifies some rhyming words in stories, songs and rhymes, for example, a fat cat wearing a hat .

Begins to identify different initial sounds in words, for example, ‘G’ in goat, ‘D’ in dog and donkey.

Recognises plurals (‘S’ and’ ‘es’ ) aurally.EMERGENT LITERACY

Recognises some common words in our everyday environment (e.g. street signs, shops signs, brand names, such as Toyota, Jeep, BMW, Joko, OMO, Tastic, Nandos)


SHARED READING



Identifies objects in the pictures, for example, ‘Show me the hare.’ ’Point to the hare.’

Answers some simple questions with the support of the pictures, for example. ‘Has the hare got long ears or short ears?’

Learns some oral vocabulary, for example, animal, hare, ears, tail etc…

After repeated readings, joins in choruses where appropriate.




SHARED WRITING


With the help of the teacher writes simple lists with headings, for example, capital A in Animals: dog, cat, cow, etc… ; Fruit Apple, Banana, etc…



TERM 4

WEEK

CONTENT COMMENT



Several of the following activities every day depending on the time available:

Begins to develop an oral (listening and speaking) vocabulary using themes or topics such as ‘things I can do’.

Responds to simple greetings and farewells using phrases, for example, ‘good bye’. ‘see you later’.




Makes simple requests, for example, ‘May I have a glass of water?’

Points to objects in the classroom or in the picture in responds to teacher’s instructions, for example, ‘show me the bird.’

Names some objects in a picture or in the classroom in response to teacher’s questions, for example, ‘What is that? A bird.’

Responds physically to simple oral instructions, for example, ‘draw a picture of a bird. Draw the body. Draw the wings. Draw two legs. Draw the head. Draw the eyes. Draw the beak.’

Responds to simple questions asked by the teacher, for example, ‘can you jump?’ ‘Show me.’ ‘Can you skip?’ ‘Show me.’

Understands and begins to use some simple language structures in context, for example, the modal ‘can’ : I can jump/skip/run etc… I can touch my toes.

Identifies a person, animal or object from a simple oral description, for example, ‘I have two legs, wings and a beak. I can fly. Who am i?’

Sings simple songs and does actions, for example, ‘I can fly!.’

Joins in action rhymes and songs, doing the actions, for example, ‘I can clean my teeth.’

Plays language games, for example, Chain Game – one learner begins by saying, ‘I can jump. What can you do?’ , the next learner must answer and then ask the next learner ‘what can you do?’ and so on around the class.


Listens to short stories or non-fiction texts told or read from Big Books or illustrated posters, For example, Animals that can fly with enjoyment and joins in choruses at the appropriate time.

Understands and responds to instructions, for example, ‘Show me the butterfly’

Answers simple literal questions about a story with short answers, for example, ‘can a bat fly?’ ‘when does a bat fly?’

Names some of the things in the picture in response to questions from the teacher, for example, ‘What is this?’ ‘A bat.’



Continues to build oral vocabulary, including conceptual vocabulary, for example, ability – bats can fly.

Begins to develop understanding and ability to use simple language structures in the context of meaningful spoken language, for example, understands and begins to use the modal ‘can’ ; adverbs: I can run quickly; sum negative forms: I cannot fly.




Claps out the syllables in familiar words, for example, an-i-mal, don-key.

With the teachers help, identifies some rhyming words in stories, songs and rhymes, for example, fly, sky, high, why.

Begins to identify different initial sounds in words, for example, ‘J’ in jump, ‘R’ in run, ‘W’ in walk.

Recognises plurals (‘S’ and’ ‘es’) aurally, for example, bird / birds, bat/bats.EMERGENT LITERACY

Recognises some common words in our everyday environment (e.g. street signs, shop signs, brand names in magazines such as BP, JET, ABSA, CELL C, VODACOM, TASTIC, CHICKEN LICKEN)


SHARED READING



Identifies objects in the pictures, for example, ‘Show me the Bird.’ ’Point to the bird.’

Answers some simple questions with the support of the pictures, for example. ‘can a bird fly? How many wings has a bird got?’

Learns some oral vocabulary, for example, can, fly, sky, bird, bat, butterfly etc…

After repeated readings, joins in choruses where appropriate.


Draws a picture capturing the main idea of the story or non-fiction text.2.2 WRITING


SHARED WRITING


With the help of the teacher writes simple lists with headings, for example, things that can fly: bird, bat, butterfly, bee, etc…


LIFE SKILLSGRADE 1

TERM 1

WEEK

CONTENT COMMENT

1. BEGINNING KNOWLEDGE AND PERSONAL AND SOCIAL WELL-BEING




TOPIC 1: ME (6 HOURS)

Personal details – name, address, telephone numbers and age.

We are special and unique.

Things I can do.

How I am the same as my friends.

How I am different from my friends.TOPIC 2: AT SCHOOL (4 HOURS)

Name of school, teacher and principal.

Where to find places in the school.

Classroom routines and rules.

How I get to schoolTOPIC 3: HEALTHY HABITS (4 HOURS)

Sleep.

Eating healthy food.

Proper use of toilet.

Washing hands.

Keeping clean.

Washing regularly.

Regular exercise and play.

Limited television.TOPIC 4: THE WEATHER (2 HOURS)

A daily weather chart.

Regular observation of weather conditions.

Hot, cold, windy, cloudy, misty, sunny, rainy.

Symbols to describe conditions on weather chart.

The weather and us – include clothes, food, activities.RELIGIOUS DAYS AND OTHER SPECIAL DAYS (2 HOURS)

2. CREATIVE ARTS

Creative games and skills.

Improvise and interpret.

Create in 2D

Create in 3D (constructing).3. PHYSICAL EDUCATION

Locomotor.

Perceptual motor.

Rhythm.

Co-ordination.

Balance.

Spatial orientation.

Laterality.

Sports and games.





LIFE SKILLSGRADE 1

TERM 2

WEEK

CONTENT COMMENT

1. BEGINNING KNOWLEDGE AND PERSONAL AND SOCIAL WELL-BEINGTOPIC 1: MY FAMILY (4 HOURS)

What a family is.Members of my family – immediate and extended.Caring for each other at home.

NOTE: Learners come from many different types of family. Ensure inclusivity.TOPIC 2: SAFETY IN THE HOME (4 HOURS)

Dangers at homeWhen cookingWhen washingLighting and electricityOutside areasMedicinesPoisonous substances – types and recognising warning symbols

Keeping safe when home alone.Emergency number card.

TOPIC 3: MY BODY (6 HOURS)Different parts of my body.Different parts of my body which move.Parts of my body that I cannot see – include lungs, heart, stomach, brain, skeleton.The five senses and their uses – touch, smell, sound, sight and taste.

TOPIC 4: KEEPING MY BODY SAFE (4 HOURS)Safe and unsafe situations and places – such as waiting for transport, alone in shopping areas.‘Yes’ and ‘no’ feelings.Practising saying ‘no’.Protecting our bodies from illness.

Covering mouth and nose when sneezing or coughing.Never touching another person’s blood.Washing fruit and vegetables before eating.Making water safe to drink.

RELIGIOUS DAYS AND OTHER SPECIAL DAYS (2 HOURS)2. CREATIVE ARTS

Creative games and skills.Improvise and interpret.Create in 2DCreate in 3D (constructing).

3. PHYSICAL EDUCATIONLocomotor.Perceptual motor.Rhythm.Co-ordination.Balance.Spatial orientation.Laterality.Sports and games.





LIFE SKILLSGRADE 1

TERM 3

WEEK

CONTENT COMMENT

1. BEGINNING KNOWLEDGE AND PERSONAL AND SOCIAL WELL-BEING

TOPIC 1: MY COMMUNITY (4 HOURS)

Places in my community – include buildings and places where we meet.

People in my community – people who help me, people who sell things, other people I know.

Looking after facilities in my community- such as telephones, public transport and public toilets.

Keeping places clean – include using bins and not littering.TOPIC 2: PETS (2 HOURS)

Animals we can keep as pets.

How to look after pets at home – include shelters, food, water, animal cleanliness.

Treating animals appropriately – such as giving exercise, not teasing, not locking in a car.

TOPIC 3: MANNERS AND RESPONSIBILITIES (2 HOURS)

Greeting people we know and greeting strangers.

Waiting my turn.

Listening to others.

Sharing.

Showing kindness.

Being honest.

Respecting other people and what belongs to them.Note: Use role play. Consolidate manners and responsibilities throughout the year.TOPIC 4: PLANTS AND SEEDS (4 HOURS)

Why we need plants – include food, shade, shelter for animals.

What plants look like – roots, stems, leaves, flowers.

Different plants – similarities and differences.

Seeds and where they come from.

What plants need to grow.

Growing a plant from a seed – such as a bean or lentil.TOPIC 5: FOOD (6 HOURS)

Foods we eat.

Where different foods come from: fruit, vegetables, dairy, meat.

Healthy eating

Healthy and unhealthy foods.

Healthy choices and the right amount of food.

Storing food – fresh, tinned, dried, frozen.RELIGIOUS DAYS AND OTHER SPECIAL DAYS (2 HOURS)

2. CREATIVE ARTS

Creative games and skills.

Improvise and interpret.

Create in 2D

Create in 3D (constructing).3. PHYSICAL EDUCATION

Locomotor.

Perceptual motor.

Rhythm.

Co-ordination.

Balance.

Spatial orientation.

Laterality.

Sports and games.


LIFE SKILLSGRADE 1

TERM 4

WEEK

CONTENT COMMENT

1. BEGINNING KNOWLEDGE AND PERSONAL AND SOCIAL WELL-BEINGTOPIC 1: HOMES (4 HOURS)

Types of homes – include flat, houses, shacks, traditional homes.Homes to suit different weather conditions.What different homes are made of – include wood, mud, bricks, tin, stone, hardboard, plastic.

TOPIC 2: PICTURE MAPS (4 HOURS)Finding places and things on a picture map.Finding the way from one place to another (use words such as: along, over, under, up, down).Finding where on a picture map events in a story happened.

Note: A picture map is drawing to show where things are located in a given area. Picture maps develop geographical skills of location, distance and space.TOPIC 3: WATER (4 HOURS)

Uses of water – home and school.Ways water is wasted.Ways of saving water.Safe and unsafe drinking water.Storing clean water.

TOPIC 4: THE SKY AT NIGHT (4 HOURS)Changing from day to night.What the night looks like.The moon

What the moon looks like.When we can see the moon.How the moon seem to change shape

StarsA star burns like the sun (the sun is a star).

Note: It is possible to see the moon during the day. Include observation and drawing activities.RELIGIOUS DAYS AND OTHER SPECIAL DAYS (2 HOURS)CONSOLIDATION OF TOPICS AND ASSESSMENT (2HOURS)2. CREATIVE ARTS

Creative games and skills.Improvise and interpret.Create in 2DCreate in 3D (constructing).

3. PHYSICAL EDUCATIONLocomotor.Perceptual motor.Rhythm.




Co-ordination.Balance.Spatial orientation.Laterality.Sports and games.


MATHEMATICSGRADE 1

TERM 1

WEEK

CONTENT COMMENT

1. NUMBERS, OPERATIONS AND RELATIONSHIPS

NUMBER CONCEPT DEVELOPMENT

Count objects – counts objects to 10 reliably.

Count forwards and backwards any number between 1 and 20.

Recognise, identify and read number symbols 1 to 20.

Write number symbols 1 to 5.

Recognise, identify and read number names 1 to 5.

Writes number names 1 to 5.

Describes, compare and order up to 5 objects.

Describe, compare and order numbers to 5.

According to smaller than, greater than, more than, less than, is equal to.

Describe and order numbers: using the number line 1 to 5.

Place value.SOLVE - PROBLEMS IN CONTEXT

Problem solving techniques: Use the following techniques when solving problems and explain solutions to problems

Concrete apparatus.

Pictures to draw the story sum.

Number lines supported by concrete apparatus.

Addition and subtraction: practically solve word problems and explains solutions with answers up to 5

Grouping and sharing leading to division with whole numbers up to 5 and with answers that may include remainders

CONTEXT AND FREE CALCULATION

Techniques (method or strategies): use the following techniques when performing calculations:

Concrete apparatus.

Draw pictures.


Addition and subtraction:

Number range 1 to 5




Addition up to 5

Subtract from 5

Practice number bonds to 5

Mental mathematics: Number concept

Range 5

Order a given set of selected numbers.

Compares numbers.2. PATTERNS, FUNCTIONS AND ALGEBRA

Geometric Patterns

Copy and extend simple patterns using physical objects and drawings.

Number Patterns

Copy, extend and describe simple number sequence to at least 20.

Sequence should show counting forwards and backwards in 1s from any number between 1 and 20.

3. SPACE AND SHAPE

Position, orientation and views

Language of position.

Position and direction.

3-D Objects: Range of Objects

Recognise and name 3-D objects in the classroom and in pictures.

Ball shapes (Sphere).

Box shapes (Prisms).

Features of objects

describe, sort and compare 3-D objects in terms of: size and colour.4. MEASUREMENTS

Time

Passing of time.

Telling the time.

Length

Informal measuring.

Mass

Informal measuring.

Capacity / Volume

Informal measuring.5. DATA HANDLING

Collect and sort objects.

Represent sorted collection of objects.

Discuss and report on sorted collection of objects


MATHEMATICSGRADE 1

TERM 2

WEEK

CONTENT COMMENT




Count forwards and backwards any number between 0 and 50. Counts forwards in 10s, 5s, 2s and 50.









SOLVE - PROBLEMS IN CONTEXT


Concrete apparatus.






Building up and breaking down numbers.

Doubling and halving.

Addition and subtraction: practically solve word problems and explains solutions with answers up to 10.

Repeated addition leading to multiplication: Solve word problems and explains own solutions to problems involving repeated addition with answers up to 10.


Money: Recognises and identify the South African currency coins, 5c, 10c, 20c, 50c, R1, R2, R5. Solves money problems involving totals and change to R10 and in cents up to 20c.



Concrete apparatus.

Draw pictures.





Number range 1 to 10.

Addition up to 10.

Subtract from 10.

Use appropriate symbols (+, -, =, □ ).

Practice number bonds to 7.

Repeated addition leading to multiplication.

Repeated addition to 10.



Range 15.


Compares numbers.2. PATTERNS, FUNCTIONS AND ALGEBRA

Geometric Patterns


Create and describe own patterns with physical objects by drawing lines, shapes or objects.

Number Patterns



Counts forwards in 10s, 5s and 2s t 50.

Create and describe own patterns.3. SPACE AND SHAPE

2-D Shapes

Range of shapes: recognise and name 2-D shapes: circle, triangle and square.

Features of shapes: describe sort and compare 2-D shapes in terms of: size, colour, straight sides and round sides.

4. MEASUREMENTS

Time

Time is dealt with continuously during whole class teaching time.

Capacity / Volume


Collect and sort objects.

Represent sorted collection of objects.

Discuss and report on sorted collection of objects


MATHEMATICSGRADE 1

TERM 3

WEEK

CONTENT COMMENT




Count forwards and backwards any number between 0 and 80. Counts forwards in 10s, 5s, 2s to 80.












Place value: recognise the place value of numbers 11-15. Decompose 2-digit numbers into tens and ones.

Recognise the place value of numbers 11 to 15.

Decompose 2-digit numbers into tens and ones.SOLVE - PROBLEMS IN CONTEXT


Concrete apparatus.





Addition and subtraction: practically solve word problems and explains solutions with answers up to 15.

Repeated addition leading to multiplication: Solve word problems and explains own solutions to problems involving repeated addition with answers up to 15.


Money: Recognises and identify the South African currency coins, 5c, 10c, 20c, 50c, R1, R2, R5. Solves money problems involving totals and change to R10 and in cents up to 20c.



Concrete apparatus.

Draw pictures.





Number range 1 to 15.

Addition up to 15.

Subtract from 15.


Practice number bonds to 9.

Repeated addition leading to multiplication.

Repeated addition to 15.



Range 15.


Compares numbers.

Rapid recall: number bonds to 5.

Use calculation strategies to add and subtract efficiently.

Put the larger number first in order to count on or to count back.

Number line.


Building up and breaking down.2. PATTERNS, FUNCTIONS AND ALGEBRA

Geometric Patterns



Number Patterns



Counts forwards in 10s, 5s and 2s to 80.

Create and describe own patterns.3. SPACE AND SHAPE

3-D Objects: Range of Objects

Recognise and name 3-D objects in the classroom and in pictures.

Ball shapes (Sphere).

Box shapes (Prisms).

Features of objects

Describe, sort and compare 3-D objects in terms of: size and colour.

Objects that roll.

Objects that slide.

Symmetry.

Recognise symmetry in own body.

Recognise and draw line of symmetry in 2-D geometrical and non-geometrical shapes.

4. MEASUREMENTS

Time

Time is dealt with continuously during whole class teaching time.

Length


Collect and organise data.

Represent data.

Analyse and interpret data.


MATHEMATICSGRADE 1

TERM 4




WEEK

CONTENT COMMENT

1. NUMBERS, OPERATIONS AND RELATIONSHIPSNUMBER CONCEPT DEVELOPMENT

Count objects – counts objects to 50 reliably.Count forwards and backwards any number between 0 and 100. Counts forwards in 10s, 5s, 2s to 100.Recognise, identify and read number symbols 1 to 100.Write number symbols 1 to 20.Recognise, identify and read number names 1 to 10.Writes number names 1 to 10.Describes, compare and order up to 20 objects.Describe, compare and order numbers to 20.According to smaller than, greater than, more than, less than, is equal to.Describe and order numbers: using the number line 0 to 20. Use ordinal numbers to show order place and position.Place value: recognise the place value of numbers 11-19. Decompose 2-digit numbers into tens and ones.

SOLVE - PROBLEMS IN CONTEXTProblem solving techniques: Use the following techniques when solving problems and explain solutions to problems

Concrete apparatus.Pictures to draw the story sum.Number lines supported by concrete apparatus.

Addition and subtraction: practically solve word problems and explains solutions with answers up to 20Grouping and sharing leading to division with whole numbers up to 20 and with answers that may include remaindersMoney: Recognises and identify the South African currency coins, 5c, 10c, 20c, 50c, R10 and R20.

Solves money problems involving totals and change to R20 and in cents up to 20c.CONTEXT AND FREE CALCULATION


Concrete apparatus.Pictures to draw the story sum.Number lines supported by concrete apparatus.

Addition and subtraction:Number range 1 to 20Addition up to 20Subtract from 20Use appropriate symbols (+, -, =, □ ).Practice number bonds to 10.

Repeated addition leading to multiplication.Repeated addition to 20.Use appropriate symbols (+, -, =, □ ).

Mental mathematics: Number conceptRange 15.Order a given set of selected numbers.Compares numbers.Rapid recall: number bonds to 10.Use calculation strategies to add and subtract efficiently.Put the larger number first in order to count on or to count back.Number line.Doubling and halving.Building up and breaking down.

2. PATTERNS, FUNCTIONS AND ALGEBRAGeometric Patterns

Patterns around us: identify, describe in words and copy geometric patterns in nature, from modern everyday life, from our cultural heritage.


Number PatternsCopy, extend and describe simple number sequence to at least 100.Sequence should show counting forwards and backwards in 1s from any number between 1 and 100.Counts forwards in 10s, 5s and 2s to 100.Create and describe own patterns.

3. SPACE AND SHAPEPosition, orientation and views

Language of position.Position and direction.

3-D Objects: Range of ObjectsRecognise and name 3-D objects in the classroom and in pictures.Ball shapes (Sphere).Box shapes (Prisms).

Features of objectsDescribe, sort and compare 3-D objects in terms of: size and colour.Objects that roll.Objects that slide.

2-D ShapesRange of shapes: recognise and name 2-D shapes: circle, triangle and square.Features of shapes: describe sort and compare 2-D shapes in terms of: size, colour, straight sides and round sides.

Symmetry.Recognise and draw line of symmetry in 2-D geometrical and non-geometrical shapes.

4. MEASUREMENTSTime

Passing of time.Telling the time.

MassInformal measuring.

5. DATA HANDLING

Collect and organise data.Represent data.Analyse and interpret data.

Download - Web viewListens to stories, rhymes, poems and songs with interest and acts out part of the story, song or rhyme

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