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Grade R Cycle 1 Treasures in my neighbourhood, Integration The Arts is…
Grade R Cycle 1
Treasures in my neighbourhood
English Home Language
Grammar Concept
Punctuation (. ! ?) recognize and know function orally EG7
Learners cut out the 3 punctuation marks and paste them on an ice cream stick. They will identify which punctuation mark goes with the sentence that is read out by the teacher by holding up the correct punctuation mark.
Listening and Speaking
Place 6 pictures in sequence and tell the story individually according to the pictures
Which of 4 words does NOT start with the same sound?
New rhyme with actions individually
Right side on own body
Learner listen to the teacher call out 4 words. They must identify which word does not start with the same sound. Learners complete the activity in their ISN
Show learners pictures of different careers and talk about it by prompting the learners through asking questions.
Phonological Awareness
Revision of sounds – s, a, t, i, p, n, c, k, e, h, r, m
Rhymes: The wheels on the bus and The dentist (all-in-one book)
Initial sounds:
Point to pictures of different transport. Which sounds do the words begin with? E.g. trains-
t
, car-
c
, bicycle-
b
, and airplane-
a
. Emphasise single sound words:
c
ar,
s
un,
b
at,
m
at,
c
at,
Singing/saying rhymes:
Read the rhyme first. The Dentist (pg. 121 all-in-one book) and The wheels on the bus.
Emergent Reading
Add: Eye-motor: peripheral vision with one eye, then with the other, then with both while standing on wide balancing beam.
Synthesise given speech syllables into words
Term 3 Sight words introduce: all, for, not, one, run, are, red, but, ate, see. (Morning ring)
Learners receive a piece of scrap paper and follow their teacher's instructions to fold a paper airplane.(who flies an airplane? a Pilot) They will use their plane to fly around using big movements from left to right, large waved up and down movements, large s-movements from top to bottom and lazy 8 movements. Learners must follow their movements with their eyes - first with 1 eye, then with the other, and then with both eyes. When they are done they will complete the ISN activity about occupations
Phonological awareness - Speech syllables:
Learners clap out words from the story (We are going to school by donkey cart) in speech syllables E.g. sam-my, don-key, grand-pa, child-ren, gran-ny, teach-er, dir-ty etc
Listening and speaking:
Learner and teacher-guided discussion: The front and back cover of the book. Read the title, Point to the words. Page through the book. Ask learners to look at the pictures and predict what the story is about.
Reading:
Read the story. Explain difficult concepts.
Describing the Character:
Learners say whether they like the story. Use short sentences to describe the character in the story. How long did it take learners to guess which character you are talking about? They must say only the character's name. Make a game of it. If he/she guesses wrong they are out for the next round. Can learners describe the character from the story? Give the learner an opportunity to tell the story to the class. Learners must then draw the character in their ISN.
Emergent Writing
Write letters s, a, t, i, p, n, c, k, e, h, r, m (uppercase and lower-case)
Cut out pictures with more complex outlines (10 piece puzzle)
Draw/paint stories/poems to convey the meaning of the story/poem
Draws pictures to convey a message about a personal experience, teacher adds a word or phrase to the drawing. (Informal Assessment)
Handwriting - Eye-hand coordination and hand-muscle development:
Learners make an ox wagon (transport long ago)
(integrated with Art and Sciences)
Draw a picture to convey meaning about the poem Taxi
Writing /tracing patterns
Draw a picture of something that happened during the holiday.
(Informal Assessment)
Mathematics
Numbers, Operations and Relationships
Concept 1:
Addition up to 10
Counting as above, but expect learners to estimate with reasonable accuracy to 5
Reinforce recognition of number 1, 2, 3, 4 AND 5 (number concept, number symbols and number names
Reinforce ordinal counting up to fifth
Practice the concept of which number before/after/between (up to the number 5)
Special attention to number operations (addition, subtraction, groups of) up to number 5
Learners first estimate then count the number of wheels on each vehicle and then count them. Use their fingers to show how many they counted. Then learners point out the correct number symbol that matches the number of wheels.
Learners do rote counting from 0 - 10. Add body movements and count in a way that imitates a train that is moving slowly/quickly/downhill etc. Give learners word sums and they must use concrete items to work out addition sums up to 10. When they have worked out the answer then they must put up their hand and tell their teacher their answer.
Number sequencing:
Learners receive number symbol/dots cards and number names. Learners must place number symbols and number names in the correct sequence.
Patterns, Functions and Algebra
Concept 2:
Math/STEAM integration: Matching Community Helpers and the items they use. MP7
Special attention to vocabulary regarding calculating addition and subtraction: add/take away how many altogether, how many left
Special attention to: many/more/just as much When doing grouping/sharing
Divide learners into groups. Place a pattern out in f front of the class (a learner, a chair, a learner, a chair) The groups must copy the pattern. Then the different groups must take turn making their own pattern for the class to copy. E.g. 2 learners, 1 chair, 2 learners, 1 chair. Learner bending/learner hands on head/learner bending/learner hands on head. etc.
Space and Shape
15-piece puzzle
Copy, extend and remember geometric up to 4 units regarding colour/shape/size
Reinforce colours yellow, red, blue, green, black, orange, and brown
Special attention to auditory patterns
Use up to 2 spatial concepts in 1 instruction. Use right side of learner’s body
Learners paint a train with 5 carriages using rectangles.
Learners receive 4 shapes (circle, triangle, square, rectangle) They must name the shape and how many sides/corners it has. They must use their shape to build a vehicle. (they can request more shapes if needed)
Measurement
Concept 3:
Time (daily routine and time we do certain activities) MT 1
Distance: near/far, just as near/far
Learners discuss time and daily routine. Draw their daily routine at school in their ISN
Learners look at the pictures and discuss near/far, just as near/far.
Data Handling
Revision: Learners work with money and identify the various coins
PSWD
What is a community?
(integrated with Listening and speaking English)
How can we help each other in the community? (Link to values and manners)
What is our responsibility towards our community? HIS 3.2
Explain why rules and responsibilities have been established (e.g. for protection and safety, for a fair division of work)
To keep it safe and clean.
Respecting people’s rights and property/belongings. HIS 3.6
Paying for services (Why do we pay for services?)
Different jobs in our community GEO 3.3
(e.g. storekeeper, hairstylist, mail carrier, farmer, teacher, police officer, fire-fighter, doctor, nurse, salesperson)
SD 16 Identify people who work in the community, and talk about what they do (e.g., farmer, game ranger, police officer, nurse, traditional healer, store clerk, engineer, baker)
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 (Note: Remind learners that a man or a woman can choose to do any job.)
Getting to school
Different kinds of transport
Transport long ago
Participates and engages in discussions relating to topics (Begining Knowledge & PSWD) (Informal Assessment)
The Arts
Visual Arts
Water colour/food colouring painting over pastels and salt VA 3
Complete any unfinished Design Indaba Art Master and Era artworks.
Learners make an ox wagon (transpoort long ago)
Performing Arts
Act out the story The very hungry caterpillar DR 7
Dramatize what learners must do if they get lost in a strange place
Incorporate information such as:
What to do if you get lost in a large place?
Safety rules in a strange place.
ICT
Look at the different jobs in our community online(Transport, health and services)
ICT 10Access different types of information from different sources
The Sciences
Transport people – bus driver
Transport long ago - Make a comparison poster of the transport long ago and today
https://www.youtube.com/watch?v=ias80qIlzqA
Value:
Love
-
Discuss the phrase “Love is…” as a class.
After the discussion learners draw what love is to them in the Love is... box in their ISN
Focus Story: Sydwell goes to nursery school
Eric the elf 's air balloon
Big Books: Everyone works hard.
Reading time with Ms Ramahada
Integration
The Arts is integrated with English, PSWD, Mathematics and Sciences
Integration
The Sciences is integrated with English, PSWD, Mathematics and ICT
Integration
English is integrated with Mathematics, PSWD, ICT and Sciences
Integration
Mathematics is integrated with English, PSWD and Sciences
