web viewlistens to a complex string of instructions and acts on them. ... ‘word’ ,...

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

HOME LANGUAGE – ENGLISHGRADE R

TERM 1

WEEK

CONTENT COMMENT

1. LISTENING AND SPEAKINGListens attentively to simple questions and announcements and responds appropriately.Listens to simple instructions and acts on them.Listens to and repeats rhythmic patterns and copies correctly.Listens without interrupting.Listens to short stories with enjoyment and joins.Sings simple songs and does actions.Recites simple rhymes and does actions.Listens to and recalls simple word sequences; in order.Develops skills to select and identify a specific sound.Talks about pictures in posters, theme charts, books etc.Tells stories and retells stories.

Uses visual and pictorial cues to make meaning of:Recognises and points out common objects in pictures.Participates in activities to perceive objects in the foreground and the background.Plays games such as ‘Where is it?’Distinguishes between the shape of different letters and words.Arranges pictures in such a way that they form a story.Remembers what the eyes have seen in a memory game.

2. READING: EMERGENT READING SKILLSDevelops correct eye movements.Participates in directionality activities.Holds the book the right way up and turns pages correctly.Uses pictures to predict what the story is about.Pretends to read and adopts a ‘reading voice’.Recognises own name and names of at least five other children in the class.Matches words to objects and named items such as name cards on tables, door, window.

Begins to make meaning of written textUnderstands that print communicates meaning: a word can represent one’s own name.Understands that written words refer to spoken words.‘Reads’ high frequency words: own name, common brand names such as SPAR, Coke, and television programme titles etc.

2. EMERGENT WRITING: HANDWRITINGDevelops fine-motor skills for strengthening hands.Develops fine-motor control to strengthen fingers.Develops fine-motor control: uses scissors to cut fringes on paper mats etc.Develops eye-hand co-ordination.Develops directionality: moves parts of the body to the left or right, up or down etc…Crosses the mid-line.Forms letters in various ways using the whole body.Traces simple outlines of pictures and patterns.Uses a range of writing tools.

3. EMERGENT WRITING

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

Draws pictures to convey messages.Understands that writing and drawing are different.‘Reads’ own writing: ‘reads’ what squiggles ‘say’.Role-plays writing in play situations: takes telephone message, writes a traffic fine etc.Copies known letters in own name.‘Writes’ from left to right and top to bottom.Contributes ideas for a class news book by means of drawings.



TERM 2

WEEK

CONTENT COMMENT

1. LISTENING AND SPEAKINGListens to two or three part instructions.Listens without interrupting, taking turns to speak.Listens to stories and acts these out.Tells stories and retells the stories of other children in own words.Sings songs, recites rhymes.Recites poems and rhymes and does actions to them in a group.Sequences pictures of a story.Participates in discussions and asks questions.Talks about pictures in posters, theme charts, books etc.Listens to and recalls, in order, simple word sequences such as big, beg, bag.

2. EMERGENT READING

Develops correct eye movement such as following a ball moved from left to right.

Develops directionality such as moving blocks from left to right and top to bottom.

Hold the book the right way up and turns pages correctly when ‘reading’.

Uses pictures to predict what the story is about.

Interprets pictures to make up own story: ‘reads’ the pictures.

Pretends to ‘read’ and adopts a ‘reading’ voice.

Understands that print communicates meaning.

Recognises own name and names of five other children in the class.

‘Reads’ theme related flashcards and captions in a group with the teacher.

Understands that written words refer to spoken words such as daily news.

‘Reads’ high frequency words: peer names, calendar and weather names.

Uses pictures to ‘read’ simple phrases or caption books.

Acts out parts of a story, song or rhyme.

Listens to and discusses stories and other texts read or told aloud.

Talks about texts such as stories using terms such as ‘beginning’, ‘middle’, ‘end’, ‘sound’, word’, ‘letter’, ‘rhyme’.

3. EMERGENT WRITING: HANDWRITING

Develops fine motor skills for strengthening hand muscles.

Develops fine-motor control by playing finger rhymes with finger actions.

Develops fine motor-control using scissors.

Develops eye-hand co-ordination.

Develops large muscle control.

Begins to form letters using finger painting, paint brushes, wax crayons.

Traces simple outlines of pictures, patterns and own names.

Copies patterns onto pegboards and copies patterns, words and letters onto paper.




Uses a range of writing tools.

Holds crayons correctly.

‘Writes’ using a correct sitting position.



TERM 3

WEEK

CONTENT COMMENT

1. LISTENING AND SPEAKINGListens attentively to questions and gives answers.Listens to announcements and responds appropriately.Listens to a complex string of instructions and acts on them.Listens without interrupting, showing respect for the speaker and takes turn to speak.Tells stories and retells other children’s stories in own words.Sings songs and rhymes and performs actions on own.Recites poems and rhymes and adds actions to them with growing confidence.Listens to longer stories and shows understanding.Sequences pictures of a story.Listens to and recalls in order simple word sequences.Talks about pictures in posters, theme charts, books etc.

2. EMERGENT READING

READING: Emergent Reading Skills

Develops eye movements.

Develops directionality: ‘reads’ a series of pictures or arrows from left to right and top to bottom.

Can match words to objects.

Uses pictures to understand simple phrases and sentences in a book.

Holds the book the right way up and turns pages correctly.

Interprets pictures to make up own story.

Distinguishes pictures from print.

Pretends to ‘read’ and adopts a ‘reading’ voice.

‘Reads’ high frequency words in the community.

Begins to recognise high frequency words used in the classroom: weather words, days of the week, peers’ names, months of the year.

‘Reads’ picture books with three or four predictable sentences.

Acts out a story, song or rhyme.

Recalls details and states main idea from a story.

Draws pictures of stories, songs or rhymes.

Discusses book handling and care.

Listens to, and discusses, stories and other texts read aloud.




Uses words like ‘sound’ , ‘word’ , ‘letter’, ‘rhyme, ‘beginning’, ‘middle’, ‘end’ when talking about text.

3. EMERGENT WRITING: HANDWRITING

Develops fine-motor skills for strengthening muscles.

Develops fine-motor control by playing more finger rhymes with finger actions

Develops motor-control using scissors to cut out bold outline pictures, shapes etc.

Develops eye-hand co-ordination.

Develops large muscle control.

Begins to form letters.

Traces simple outlines of pictures, patterns and own names.

Copies patterns onto pegboards and words and letters onto paper.

Holds crayons using an acceptable pencil grip and writes using a good writing position.

4. EMERGENT WRITING

Draws pictures to convey a message.

Understand that writing and drawing are different and begins to copy letters and numerals from the classroom environment.Role plays writing in play situations.Begins to write observing conventions of directionality: ‘writes’ from left to right, top to bottom of the page.Copies print from the environment when playing.Contributes ideas for a class news book.Uses writing tools with greater confidence and ease.



TERM 4

WEEK

CONTENT COMMENT

1. LISTENING AND SPEAKINGListens attentively to questions and gives answers.Listens to announcements and responds appropriately.Passes on messages.Listens to complex string of instructions and acts on them.Listens without interrupting, showing respect to the speaker and takes turns to speak.Listens to longer stories and shows understanding by answering questions related to the story.Tells stories and retells other children’s stories in own words.Sings songs and rhymes and performs actions on own with confidence.Recites poems and rhymes and adds actions to them with confidence.Sequences pictures of a story.Participates in discussions and asks questions.Listens to and recalls simple word sequences such as ‘spark’, ‘bark’, ‘cart’, ‘start’.Talks about pictures in posters, theme charts, books, etc.

2. EMERGENT READING

READING: Emergent Reading Skills

Matches words to pictures in print such as word-picture puzzle.

Interprets pictures to construct ideas.

Distinguishes pictures from print.

‘Reads’ personal texts such as sentences written by the teacher.

Begins to ‘read’ high frequency words seen in the classroom and at school: door, cupboard etc.

‘Reads’ picture books of increasing complexity.

Acts out a story, song or rhyme.

Recalls details and states main idea from a story.

Draws pictures of stories, songs or rhymes.

Discusses book handling and care.3. EMERGENT WRITING: HANDWRITING




Develops fine-motor skills for strengthening muscles.

Plays finger rhymes with finger actions.

Uses scissors to cut out bold outline pictures, shapes etc.

Plays ‘catch’ with bean bags.

Form letters with their bodies in pairs or on their own.

Forms letters using finger paint, paint brushes, wax crayons.

Traces simple outlines of pictures, patterns and own names where the correct starting point and writing direction are indicated on letters.

Copies patterns, words and letters.

Uses a range of writing tools.

Forms letters with a variety of writing tools.

Holds crayons correctly.

Forms some lower case letters correctly.


LIFE SKILLSGRADE R

TERM 1

WEEK

CONTENT COMMENT

BEGINNING KNOWLEDGE AND PERSONAL AND SOCIAL WELL-BEING1. TOPIC : ME

Personal details – name, age, address, contact number.What makes me special – include name, language/s, gender.Abilities and interest.

2. TOPIC : AT SCHOOLName of school, teacher, principal.Toilets and play areas.Rules and routines at school.

3. TOPIC : IN THE CLASSROOMWhere I keep my things in the classroom.Classroom rules.Working together in the classroom.How to show my feelings in the classroom.How to express what I feel.

4. TOPIC : BOOKSWhy we need books.Looking after books.Using books for information.Stories I like.Where I can find books.

5. TOPIC : DAYS OF THE WEEKDays of the week.What we do on different days.Yesterday, today and tomorrow.




4. TOPIC : MY BODYIdentify and name body parts – include how many of each.Functions of different body parts.Who may or may not touch my body.What my body needs to keep healthy.

6. TOPIC : HEALTHY LIVINGGood basic hygiene practices.Washing regularly.Cleaning teeth, hair, nails.Washing fruit before eating.Good toilet habits.Sleep.Exercise.

7. TOPIC : SUMMERThe weather in summer.How nature is affected.How animals are affected.How people are affected e.g. what we eat, wear, do, games we play.

8. TOPIC : SHAPES AND COLOURS AROUND USLook at and name different shapes.The shapes that make up different objects.Look at and name the different colours.Shades of colours – e.g. light, dark.


LIFE SKILLSGRADE R

TERM 2

WEEK

CONTENT COMMENT

BEGINNING KNOWLEDGE AND PERSONAL AND SOCIAL WELL-BEING1. TOPIC : HOME

Who lives at home.What do I do at home.Who works at home.Different jobs we do at home.

2. TOPIC : SAFETYHow to be safe at home.Safe places to be.Unsafe places to play.Being safe on the road.

3. TOPIC : FAMILYWho belongs to my family.Activities my family do together.Activities my family celebrate – e.g. wedding, good news, birthdays.

4. TOPIC : WEATHERWhat the sky looks like – include colour and clouds.Hot days, cold days, sunny days, rainy days, windy days – include what we wear on these days.

5. TOPIC : AUTUMNThe weather in autumn.How nature is affected.How animals are affected.How people are affected e.g. what we eat, wear, do, games we play.




4. TOPIC : SOUNDSounds we hear.What makes the sounds we hear.Music I like.How hearing keeps us safe.Looking after my ears.

6. TOPIC : SIGHTThings around me.Light, dark and shadows.How being able to see keeps us safe.Looking after my eyes.

7. TOPIC : TOUCHDifferent things feel different.Introduce new words: hard, soft, smooth, rough, cold, hot, warm, cool.Experiencing different temperatures and textures.

8. TOPIC : TASTES AND SMELLTastes and smells I like.Tastes that are new to me.Safety when tasting.Different smells around us.Where smells come from.


LIFE SKILLSGRADE R

TERM 3

WEEK

CONTENT COMMENT

BEGINNING KNOWLEDGE AND PERSONAL AND SOCIAL WELL-BEING1. TOPIC : WINTER

The weather in winter.How nature is affected.How animals are affected.How people are affected e.g. what we eat, wear, do, games we play.

2. TOPIC : TRANSPORTGetting to school.Different kinds of transport.Transport long ago.

3. TOPIC : JOBS PEOPLE DOWork relating to:

Transport e.g. train, truck and taxi drivers; traffic officers; pilots and crew.Health e.g. doctor, dentist, ambulance driver.Food e.g. shop keepers, waiters, baker, farmer.Services e.g. builder, plumber, electrician, painter.

4. TOPIC :WATERObjects that float and sink.Things that live in water.Mixing different things in water to change what it looks likes.Pouring and measuring water.Saving water.




5. TOPIC : FRUITDifferent types of fruit.Tastes and textures of fruit.Where fruit comes from.Colours and shapes of fruit.

4. TOPIC : VEGETABLESDifferent types of vegetables.Tastes and textures of vegetables.Where vegetables come from.Colours and shapes of vegetables.

6. TOPIC : DAIRY FARMINGDairy products and the animals they come from.How we get butter.

7. TOPIC : WOOL FARMINGA sheep farm.Where wool comes from.Uses of wool.

8. TOPIC : HEALTHY ENVIRONMENTThe importance of a clean environment.Ways in which people pollute the environment.The importance of recycling.


LIFE SKILLSGRADE R

TERM 4

WEEK

CONTENT COMMENT

BEGINNING KNOWLEDGE AND PERSONAL AND SOCIAL WELL-BEING1. TOPIC : SPRING

The weather in spring.How nature is affected.How animals are affected.How people are affected e.g. what we eat, wear, do, games we play.

2. TOPIC : BIRDSDifferent types of birds.General characteristics of a bird – feathers, two legs, beak, lays eggs.Birds that cannot fly – ostrich, penguin.Nests.

3. TOPIC : REPTILESDifferent reptiles – e.g. crocodile, snake, lizard.Characteristics of reptiles – cold-blooded, scaly body, lays eggs.Find out more about at least one reptile.

4. TOPIC : DINOSAURSDifferent dinosaurs.How dinosaurs lived.How we know about dinosaurs today.

5. TOPIC : WILD ANIMALS




What is a wild animal?Types of wild animals.Where we find wild animals.How wild animals live.

4. TOPIC : FINDING OUT ABOUT ONE WILD ANIMALChoose one wild animal to study.What the animal looks like.Where it lives.What it eats.Babies and where they are born.An additional interesting fact.

6. TOPIC : SPORTSport I like.Why we have rules in sport.Why playing sport is good for me.


MATHEMATICSGRADE R

TERM 1

WEEK

CONTENT COMMENT

1. NUMBER OPERATIONS AND RELATIONSHIPS

Counts objects – number range 1-5 one to one correspondence.

Counts forwards and backwards – number range 1, counts in one’s.

Number symbols – number range 1.

Describe, compare and order numbers – number range 1 identify and describes whole numbers up to 1. Learner knows his/her name.

Ordinal numbers – incidentally develop an awareness of ordinal numbers e.g. first , second.

Problem solving techniques – uses concrete apparatus e.g. counters.

Money – develop an awareness of South African money.2. PATTERNS, FUNCTIONS AND ALGEBRA

Geometric patterns:

Identify patterns in clothes, objects and environment.

Copy and complete patterns.

Copy patterns using body percussions.




Copy, complete and create own pattern.3. SPACE AND SHAPE

Position, orientation and views – the position of two or more objects in relation to the learner.

3-D objects: balls, boxes.

3-D objects: describes, sorts and compares 3-D objects and 2-D shapes according to:

Size.

Colour.

Shape.

Objects that roll.

Objects that slide.

2-D shapes: recognise, identifies and names two-dimensional shapes in the classroom and in pictures.

Display only learners symbol / photo for first 3 months of the year.

Introduce puzzles.

2-D shapes: figure-ground perception – geometric shapesa) Circleb) Trianglec) Squared) Rectanglee) Conservation of shapes

Circle – introduce circle.

Triangle – introduce triangle.

Square – introduce square.

Symmetry:

Identify body parts.

Head, nose, mouth, chin, neck, shoulders, arms, hand, fingers, chest, leg, knee, foot, toes.

4. MEASUREMENT

Time - Describes time of the day in terms of day or night. Sequence recurring events in own daily life.

Concepts of day/night, light/dark

Morning, afternoon, night.

Length – concretely compare and order objects describing length using appropriate language.Introduce : height chartMeasure with: hands, footprints, tape measure, long short, longer, shorter, tall, taller, tallest, estimate.

Long, short, tall, taller, tallest.

Introduces concept of length.

Height chart using hands / feet.4. DATA HANDLINGCollects and Sorts Objects

Collects physical object of a similar kind:Collects data of how many boys and girls.

Sort physical objects according to one attribute:Sorts data by letting learners stand in a boys and girls row.

Represent sorted collections of objects:

Make graph to represent data.Discuss and report on sorted collections of objects:

Read and interpret data.


MATHEMATICSGRADE R

TERM 2

WEEK

CONTENT COMMENT


Counts objects - number range 1-7 one to one correspondence.

Counts forwards and backwards - number range 1–4 counts in ones.

Number symbols – number range 2-4, two, three, four.

Describe, compare and order numbers – number range - identify and describes whole numbers up to 2, 3, 4. Learner knows house number.


Problem solving techniques – uses concrete apparatus e.g. counters.

Addition and subtraction – uses counters to orally solve problems 2, 3, 4.




Money – develop an awareness of South African money.

Addition and subtraction – orally solves addition and subtraction up to 4.2. PATTERNS, FUNCTIONS AND ALGEBRA

Geometric patterns:

Copy, extend and create own pattern.

Copy a given pattern.3. SPACE AND SHAPE

Position, orientation and views – the position of two or more objects in relations to the learner.


3-D objects: describes, sorts and compares 3-D objects and 2-D shapes according to:

Size.

Colour.

Shape.


Symbol, photo and learners name.

Puzzles (on-going).

2-D shapes: figure-ground perception – geometric shapesf) Circleg) Triangleh) Squarei) Rectanglej) Conservation of shapes

Circle – introduce circle. (Reinforce)

Triangle – introduce triangle. (Reinforce)

Square – introduce square. (Reinforce)

Symmetry:

Crossing the mid-line, performing action

Apply crossing during Life Skills.

Rhymes and songs.

Creative arts and activities.4. MEASUREMENT


Longest, shortest. Longer and shorter.

Reinforce the concept of length.

Learners check their growth since last term.4. DATA HANDLINGCollects and Sorts Objects

Collects physical object of a similar kind:Collects objects (leaves, twigs)

Sort physical objects according to one attribute:

Sorts the collected objects.Represent sorted collections of objects:

Draw graph of collected objects.Discuss and report on sorted collections of objects:

Read and interpret graphs using questions.


MATHEMATICSGRADE R

TERM 3

WEEK

CONTENT COMMENT







Number symbols – number range 5-7, five, six, seven.

Describe, compare and order numbers – number range - identify and describes whole numbers up to 5, 6, 7. Learner knows his/her home number and cell number.


Problem solving techniques – uses concrete apparatus e.g. physical number ladder.


Money – develop an awareness of South African money.


Geometric patterns:

Copy, extend and create own pattern with pictures.3. SPACE AND SHAPE

Position, orientation and views:

In relation to each other and one another.

In front of and behind.

On, on top, under, bottom and below.

Next to.

Middle.

Left and right.


3-D objects: describes, sorts and compares 3-D objects and 2-D shapes according to:a) Sizeb) Colourc) Shaped) Objects that rolle) Objects that slide


Display learners name on a label at least 6 months of the year.

Puzzles (on-going).

2-D shapes: figure-ground perception – geometric shapesk) Circlel) Trianglem) Squaren) Rectangleo) Conservation of shapes




Symmetry:

Crossing the mid-line, performing action

Apply crossing during Life Skills.4. MEASUREMENT

Length – concretely compare and order objects describing length using appropriate language.Introduce : height chart

Measure with: hands, footprints, tape measure, long short, longer, shorter, tall, taller, tallest, estimate.

Estimate length of various objects.

Estimate and measure using feet, hands, string etc.

Mass: concretely compares and orders objects using vocabulary to describeLight, heavy Lighter, heavier

Introduce concept of mass by comparing masses of different objects:Light, heavyLighter, heavier

Capacity/volume: works concretely comparing and ordering objects using appropriate vocabulary:a) Empty, fullb) A lot, a littlec) Less than, more than

Introduce the measuring concept of capacity comparing how much various containers hold e.g. empty/full, more than/less than, a lot/a little.

4. DATA HANDLINGCollects and Sorts Objects

Collects physical object of a similar kind:Pose questions who has the longest name – use name cards.

Sort physical objects according to one attribute:Sorts name cards – number of letters in each name.

Represent sorted collections of objects:Draw graph – number of learners with most letters in names.

Discuss and report on sorted collections of objects:Read and interpret data.


MATHEMATICS TERM 4




GRADE RWEE

KCONTENT COMMENT




Number symbols – number range 0-10, zero, eight, nine, ten.

Describe, compare and order numbers – number range - identify and describes whole numbers up to 0-10. Reinforce knowledge – age, house number, address, telephone number.


Problem solving techniques – uses concrete apparatus e.g. physical number ladder.



Geometric patterns:

Copy, extend and create own auditory pattern.

Copy noise pattern.3. SPACE AND SHAPE

Position, orientation and views:

In relation to each other and one another.

In front of and behind.

On, on top, under, bottom and below.

Next to, between, middle.

Middle.

Left and right.


3-D objects: describes, sorts and compares 3-D objects and 2-D shapes according to:a) Sizeb) Colourc) Shaped) Objects that rolle) Objects that slide


Display learners name on a label at least 6 months of the year.

Puzzles (on-going).

2-D shapes: figure-ground perception – geometric shapesa) Circleb) Trianglec) Squared) Rectanglee) Conservation of shapes




Symmetry:

Develop the awareness that is symmetry in objects.

Apply crossing during Life Skills.4. MEASUREMENT


Measure height of learner with a tape measure.4. DATA HANDLINGCollects and Sorts Objects

Collects physical object of a similar kind:Whose birthday is in which month.

Sort physical objects according to one attribute:Sorts data how do learners travel to school.

Represent sorted collections of objects:Make graph to indicate transport used by learners.

Discuss and report on sorted collections of objects:Read and interpret data most used mode of transport.

web viewlistens to a complex string of instructions and acts on them. ... ‘word’ ,...

Documents