Teaching Guide English - Oxford University Press for Early Learners... · English for Early...

Pre-NurseryEnglishEarly LearnersEnglish

Liz Miles

Teaching Guide

Contents

Introduction iv

• HelpfulHints

• TeachingResources

• NotesonAssessment

Unit 1 Drawinglines 1

Unit 2 Hello,Goodbye 3

Unit 3 Families 9

Unit 4 Countingthings 15

Unit 5 Everydaythings 19

Unit 6 Colours 24

Unit 7 Shapes 31

Unit 8 Weather 36

Unit 9 Numbers 41

Unit 10 Animals 45

Unit 11 Morenumbers 50

Unit 12 Myalphabet 56

Unit 13 Lettersandwords 60

Unit 14 Storybooks 67

Unit 15 JackandtheBeanstalk 70

Unit 16 LittleRedRidingHood 73

Resourcesheets 77

Objectivesandassessments 100

Assessmentrecordsheet 103

Introduction

English for Early LearnersintroducesEnglishtoyoungchildrenthroughawiderangeoflistening,speaking,reading,andwritingactivities.Itisapre-primaryseriesofthreesetsofmaterialsforPreNursery,Nursery, andKindergartenagedchildren.ForeachstagethereisaStudentBookwithCD,TeachingGuide,andclassroomResources(includingflashcardsandwallcharts).Thematerialstakechildrenthroughfrombasicskillssuchasdevelopinghand-eyecoordinationandsoundingouttheEnglishalphabet,towritinglettersandwords,readingsimplesentenceswithsupport,andrecognisingrhymingwords.

ThematerialshavebeendevelopedwithafocusonPakistan’sNational Curriculum for Early Childhood Education (ECE) and England’s phonic-based English Curriculum. The ECE Expected LearningOutcomes linked to language and literacy competencies are at the core of this series. Objectivesthroughoutthelessonplansarebasedonthese,asaremanyofthesubjectareasforlearningEnglishvocabulary.ManylessonsoffertheopportunitytoteachcompetenciesinotherKeyLearningAreasoftheECE too, includingPersonalandSocialDevelopment,BasicMathematicalConcepts, theWorldAroundUs,andCreativeArts.

Theessentialvalueofplayisatthecoreofthisseries,incorporatingcountlessopportunitiestoexploretheEnglishlanguageinaplayfulcontextandthroughchild-ledactivities.Songs,rhymes,andstorieshavebeenincludedtofurthercapturetheinterestoftheyoungestofchildren,andtoofferlotsofopportunitiesforthemtoenjoythesharedexperienceofspeaking(orsinging)andlisteningtoEnglishlettersoundsandwords—buildingafoundationforfuturewriting.

Helpful HintsAsrecommendedinPakistan’sNational Curriculum for Early Childhood Education (ECE) theenvironment for learning should be pleasant and stimulating, and if possible, there should be learning corners forspecificactivities,andthestorageofrelevantresources.ThoseespeciallyrelevanttoteachingEnglisharecornersforlanguage,thelibrary,andart.LabellingthesecornersandresourcesintroducestheEnglishlanguagenaturallyintotheenvironment.Wherespaceallows,aspecificareashouldbeavailableforthechildrentogatherforsong,roleplay,storytime,andotherteacher-ledactivities.

Display areasfortheresourcessuppliedinthisseries(e.g.alphabetchartandposters)arevital.Itisalsoimportanttohaveareastodisplaychildren’sworkattractivelyandprominently.

TheteachingofEnglishinthisseriesusesaphonics-based approach,asrecommendedbytheEarlyYearsFoundationStageoftheEnglishNationalCurriculum.Phonicsinvolvesteachingthechildrenthesoundsof letters in theEnglishalphabet.Each letterhasbothanameandasound,and thephonicsapproachemphasizesthesoundinsteadofthename.Forexample,childrenareencouragedtosoundout‘a’asin‘apple’whenreading.Simple,consonant-vowel-consonant(cvc)wordsarereadbysoundingouteachletter,lefttoright,andthenblending(e.g.c-a-t).Childrenalsolearnhowtwoletters(ormore)canmakeonesound,forexample‘ck’(d-u-ck),‘oo’(b-oo-t)and‘sh’(sh-o-p).

Teaching Resources• TeachingGuides

• Wallcharts

• Flashcards

Teaching GuidesThe Teaching Guides follow the same lesson plan format, with suggested times for each section.However,theseplansshouldbeusedflexibly,andteachersareencouragedtoalterelementsaccordingtoindividuals’orwholeclassunderstanding.

• starter –teacher-ledopenertogainthechildren’sattentionandintroducethelessonfocus/topic• whole class–teacher-ledactivitiesinvolvingthewholeclassworkingtogether• group/paired/individual work – howmany childrenwork together in this section can be altered

accordingtopupilability;thissectionprovidesanopportunitytoassesschildren’sunderstanding

• review –areviewofthelessonprovidesachancetoassesswholeclassunderstanding,andelementscanberepeatedinthissectionasaresultofobservationsmadeduringgroup/paired/individualwork

Lessonobjectivesand linkedassessmentsareprovided foreach lesson.Resourcesarealso listed–includingtheResourcesheetswithintheTeachingBook.TheResourcesheetsshouldbephotocopiedandtheotherresourcesgatheredbeforethelessonbegins.ThechildrenwillneedtheirStudentBooksforthemajorityofthelessons.

Grids forPakistan’sEarlyChildhoodEducationcompetenciesandageneralassessmentsheetareattheendoftheTeachingGuide.Thesecanbephotocopiedforeachchildsothattheteachercanrecordchildren’sprogressandachievements.

Wallcharts (2)• Alphabetwallchart

• Rhymingwords

Flash cards (48)Lettercardsandpicturecards.

Eachlessonplanindicateswhenandhoweachresourceshouldbeused.However,thesecanalsobeusedimaginativelybyteachers,andforrevisionaccordingtoindividualchildren’sandclassneeds.

Student BookTheStudentBookcontainsawiderangeofactivitiessuitableforthelevel,includingwritingpractice,andreferencematerialthatthechildrencanreturnto,suchasrhymestoreadwithsupportinUnits3,6,8,10,11,and13,andnumbers0to10inUnits4and12.Thealphabetonpage90canbeusedtorecordlearning,andalsoas referencewhenrevising lettersounds inclassor thehome.Unit1activitiesarereferredtoinvariousunits.

Individualchildrenwillworkontheactivitiesatdifferentspeeds,somayneedadditionaltimetocompletetheactivities.

Allchildrenarelikelytoneedsupportinunderstandingwhatisrequiredofthemforeachactivityatthislevel.Beforestartingwork,ensureallthechildrenunderstandtheinstructions.Circulatetochecktheirprogress.

Interactive CD with Student BooksEachStudentBook isaccompaniedbyan interactiveCD.TherearenineTopicsontheCDwhicharebasedontheunitstaughtinthetextbook.AdditionalstoriesandactivitiesarealsoincludedontheCD,whichwillhelpstudentstoreviseandlearntheconceptstaughtinclass.

CD contents

Topic1–Myalphabet Unit12

Topic2–Learntowrite(onlylowercaseletters)

Topic3–Families Units2and3

Topic4–Numbers Units4,9,and11

Topic5–Colours Units5and6

Topic6–Shapes Unit7

Topic7–Weather Units8

Topic8–Lettersandwords Unit13

Topic9–Storytime Units14,15,and16

Notes on AssessmentDuringthelessonsmakementalnotesonelementschildrenfinddifficultsothattheycanreturntotheactivity.TheStudentBookswillprovideagoodrecordoftheirwritingprogress.

TheRecordSheetsattheendoftheTeachingGuidecanbephotocopiedandcompletedforeachchild.Theassessmentfocusesarebasedonindividuallearningoutcomesandtheskillstaughtacrosseachunit.

Line work lessonNote:ThelineworkexercisesinUnit1ofthePupilBookcanbeincorporatedintoanylessonsthroughouttheyeartohelppupilswithletterformationorforrevision.ThefollowinglessonplancanbeusedwheretheteacherfeelspupilswouldbenefitfromwholelessonsthatfocusonjustlineworkinUnit1.

Objectives• Topractisehand-eyeco-ordination• Todeveloppencilcontrol

• Topractisedrawinglinesandprepareforletterformation

Resources• Sandtrays

• Dough,Plasticine,orclayformodelling

• Colouredpapertocutout

• Child-safescissors• StudentBooks

• Arangeofpencils,pens,paints,crayons,andpaper

Starter (5 minutes)1. Explaintothechildrenthattheyaregoingtolearntodrawlines,whichwillhelpthemdrawandwrite

lettersneatly.

2. Ask thechildren to tellyouwhatkindof lineyouaredrawing in theair (e.g.straight,curved,etc.accordingtothefocusofthelesson).Askthechildrentocopyyour‘airdrawing’whilerepeatingthenameoftheline.(e.g.straight,curved,zigzag,wavy)

Whole class (20 minutes)1. Askthechildrentoworkingroupssothateachgroupcancreatethechosenlinesby:

a) usingafingertoformthelineinthesand-tray. b) modellingthelinewithdough.

c) cuttingoutshapesincorporatingthelinetype.

(Note:Formorecomplexlines,thechildrencanusepaintsandcrayonstocreatecolourfuldesignsinstead.)

2. After about 5minutesask the children tomove round so that theyareusingadifferentmedium.Continuetillallthechildrenhavegotachancetousethedifferentmedia.

3. Displaythepapershapesordesignswiththecorrectlabel,e.g.‘Shapeswithstraightlines’.

Individual work (10 minutes)1. GivethechildrentheirStudentBooksandaskthemtocompletetherelevantactivityfromUnit1.

Unit 1 Drawinglines

Review (5 minutes)Askthechildrentocreateadesignincorporatingallthetypesoflinestheyknow.

AssessmentDotheydemonstrategoodhand-eyecoordination?Cantheyidentifydifferenttypesoflinescorrectly?

Cantheycopylinesneatly?

Unit Hello,Goodbye

Lesson 1Objectives• Tointroducegreeting:hello

• Tousepens,crayons,etc.

• Toencouragechildrentolistenwithconcentrationandrepeatnewwords

Resources• Resourcesheet1:Beforethelessonphotocopythesheetoncardandcutitout.

• Abagorboxbigenoughtohidethecut-outpuppetin

• StudentBook

• Arangeofcrayons,pens,orpaintswithbrushes

Starter (5 minutes)1. Explaintothechildrenthatyourfriendhascometoschooltoday.Explainthatheisapaperbearand

theyneedtolearnhowtogreethimbeforehearrives.

2. Explainthatwehavetosay‘Hello’,whenwemeethim.Encouragethechildrentosay,Hello.

Whole class (20 minutes)1. Sayhellotoeachchild,followedbytheirname,andencouragethemtoreplywithahello,followedby

yourname.

2. Tellthechildrenthatprincesandprincessesinstoriesboworcurtsywhentheysayhello tothekingorqueen.Showthechildrenhowtobowandcurtsy,sayinghelloatthesametime.

3. Askthechildrentostandinpairs, inacircle.Explainthateachmemberofthepairwillgreeteachother,andsayhello.Sayhello(followedbythepupil’sname)toeachchildinturn,encouragingeachtogreetbackandthensitdown.Iftheyremembertocurtsyorbow,praisethem.

4. NowtakeoutBillybear(Resourcesheet1)andencouragethechildrentosayhellotothepuppet.Showthepuppetwhisperinginyourear,thenbowingtotheclass.Explainthatheissayinghello.

5. TellthechildrenthathisnameisBilly.Encouragethechildrentosayhello, Billy.

6. ExplainthatBillyhasbroughtabookforthemwhichhasapictureofBillytocolour.LeaveBillyoutondisplay.

Individual work (10 minutes)1. GivethechildrentheirStudentBooksandshowthemhowtofindActivity9.Providethemwithpaints,

pens,orcrayonsandencouragethemtocolourthepictureofBilly.

2. Asyoucirculate,pointtotheword‘Hello’inthebookandrepeatasyoupointtoit.Helpthemtoholdpensandcrayonscorrectly.

Review (5 minutes)Askthechildrentoexchangegreetingswiththechildnexttothem.

AssessmentDothechildrensayhelloclearly?

Dotheyshoweye-handcoordinationastheycolourthepicture?

Lesson 2Objectives• Tointroducethealphabetsong

• Toreviseuseofhello

Resources• Alphabetwallchart

• CD:Myalphabet,Topic1

• Resourcesheet1:Beforethelessonphotocopythesheetoncardandcutitout.

• Flashcardsa-z(hiddenaroundtheclassroombeforethelesson)• Resourcesheet2:Beforethelessonphotocopythesheetoncardandcutthemoutsothatthereis

oneletterforeachchild.

Starter (5 minutes)1. Re-introduceBillybear,encouragingthechildrentosayhelloasaclass.

Whole class (20 minutes)1. PointtothealphabetwallchartandexplaintothechildrenthattheyaregoingtolearntheEnglish

alphabet.

2. TellthechildrenthatBillyisgoingtoteachthemthesong.

3. PlayTopic1ontheCDandencouragethechildrento join inthesong.Point toeachletteronthealphabetchart.

4. Show thechildren the flashcard for ‘a’.Say thesound.Explain thatyouhave lost the restof thealphabet.CantheyfindthemforBilly?

5. Demonstratefindinganotherlettercard.Sounditout.

6. Encouragethechildrentohuntforthelettersuntilyouhavethemall.Thankthem,andpretendBillyhasthankedthemtoo.

Individual work (10 minutes)1. Givealetter(Resourcesheet2)toeachchildthenaskthechildrentocolourthemin.

2. Displaytheirletters.

Review (5 minutes)Singthealphabetsongtogether.

AssessmentDothechildrenattempttosoundouttheletters?

Cantheyexplainthatthealphabetisasetofletters?

Dothechildrensayhelloclearly?

Canthechildrencolourinsidetheboundariesoftheirletter?

Lesson 3Objectives• Tointroducegreeting:goodbye

• Tohelpstudentstousepens,crayons,etc.

Resources• Resourcesheet1:Beforethelessonphotocopythesheetoncardandcutitout.

• AbagorboxbigenoughtohideBillyBearin

• Asmallbagtobeusedasthepuppet’sgoingawaybag

• StudentBooks

• Arangeofcrayons,pens,orpaintswithbrushes

Starter (5 minutes)1. ShowBillybear(Resourcesheet1).Encouragethechildrentosayhello.

Whole class (10 minutes)1. Askthechildrenwhattheysaywhentheyaregoingaway.Askforideasandthenaskthemtolisten.

Waveandsaygoodbyeandwalkawayfromthechildren.Thenturnback,andsayhelloasyouwalkbacktoyourdesk.Repeatseveraltimes,sotheygetusedtolinkinggoodbyewithleavingandawave.

2. ShowBillyBearandhisbagtothechildren.Explainthatheisgoingawayonholidayfortheday,andtheymustwave,andsaygoodbye.

3. HoldBillyBearinonehandandwavewiththeotherhand,sayinggoodbye.Encouragethechildrentowaveandsaygoodbyetoo.

Individual work (15 minutes)1. GivethechildrentheirStudentBooksandshowthemhowtofindActivity10.Providethemwithpaints,

pens,orcrayonsandencouragethemtojointhedotstocompletethepicture.

2. Asyoucirculate,pointtothewordgoodbyeinthebookandrepeatit.

3. Helpthemtoholdpensandcrayonscorrectly,andaskthemtocolourthepicturewhentheyhavefinishedthelines.

Review (10 minutes)Playagamewiththechildren,tellingthemtosaytherightword:hello or goodbye.Goinandoutoftheroom,wavinggoodbyeasyouleave,andsmilingasyoucomeinagain.Repeatquicklyformorefun.

AssessmentDothechildrensaygoodbyeclearly?

Dotheylinkhellotoarrivingandgoodbyetowavingandleaving?

Dotheyshowhand-controlastheycolourinthepicture?

Lesson 4Objectives• Tolearnthequestion‘What is your name?’

• Topractiseansweringthequestion

• Topractisedrawinglines

• CD:Families,Topic3

• Namecardforeachchild

• Sheetsofplainpaper

• StudentBooks

Starter (5 minutes)1. PlayTopic3ontheCDandintroducethebearfamily.

Whole class (20 minutes)1. ExplaintothechildrenthatBillyBearwantstoknowtheirnames,sotheymustintroducethemselves.

2. Demonstratelisteningtohim,andsayingBilly asks: What is your name? My name is ….[addyourname].

3. Giveeachchildtheirnamecard.EncourageeachchildtolistentoBilly’squestion(viayou)andtousethesentence,My name is …,andtoshowandsaytheirnametothebear.Dancethebearupanddownalittleinresponsetothename.

Individual work (10 minutes)1. Explainthatlotsoflettershavestraightlines.Pointtoafewexamplesonthealphabetchart,and

drawsomeontheboard.Explainthatdrawingstraightlineswillhelpthemlearntowrite.AskthechildrentorevisittheirworkonActivities1and2intheirStudentBooks.Theycandrawsimilarlinesonsheetsofpaper.

Review (5 minutes)Askthechildrentotaketurnstowalkaroundtheclassroomandtapsomeoneontheshoulder,thenaskthequestion:What is your name?andtheotherchildshouldanswer,My name is …,sayingtheirnameandpointingattheirnamecard.Circulatetocorrecttheirpronunciationifnecessary.

AssessmentDothechildrenjoininwiththealphabetsong?

Dothechildrenusefullsentencestoaskandanswerthequestion?

Lesson 5Objectives• Torevisedrawingstraightandcurvedlines

Resources• StudentBooks

• Aballorothercurvedobject

Starter (5 minutes)1. Beginbysingingthealphabetsongtogether,pointingtotherelevantlettersonthewallchart.

Whole class (15 minutes)1. Tellthechildrentheyaregoingtodrawsomelinesintheair.Drawstraightverticalandhorizontallines

ontheboard.Askthechildrentodrawstraightlinesintheair.First,upanddownandthenlefttoright.Whendemonstrating,workasamirrorimage,i.e.drawingrighttolefttosothechildrenmovelefttoright.

2. Askthechildreniftheycanfindanystraightlinesintheroom,e.g.pointtopartsofthewindoworadoor.

3. Showthechildrenaballandaskifithasstraightlines.

4. Drawsomestraightandcurved lineson theboard.Point toeachoneandask thechildren if it isstraight.Ifitisstraight,tickit.Ifitiscurveddrawacross.Explainthatatickmeanssomethingisright,andacrossmeanssomethingiswrong.

Individual work (15 minutes)1. AskthechildrentocompleteActivity11,explainingthattheymustjointhedotstodrawstraightlines.

Review (5 minutes)Askthechildrentotaketurnstodrawastraightlineontheboard.

AssessmentDothechildrenjoininwiththealphabetsong?

Dothechildrenshowpencilcontrolwhendrawinglines?

Cantheydifferentiatebetweenastraightandcurvedline?

Lesson 6Unit 2 Assessment

Objective• Tore-visitactivitiesinUnit1

• StudentBooks

Starter (5 minutes)1. Praisethechildrenfortheirworkinthepreviouslessonsandfortheirdrawingandforlearningthe

alphabetsongandsomeEnglishwords.

Whole class (15 minutes)1. Askthechildreniftheyrememberthealphabetsong.PlayTopic1ontheCD.Encouragethemto

joinin.

2. ShowBillythebearappearingfrombehindadeskordoor.Sayhello,andencouragethechildrentojoinin.Demonstratethedialogue:Hello, What’s your name? My name is …’,betweenyouandthebear.Askchildrentovolunteertosayhello,andtoanswerthebear’squestion.

3. ExplainthatBillyhastogonow.Askthemwhattheyshouldsaywhensomeonegoes?(goodbye)EncouragethemtowaveandsaygoodbyeasyouputBillyaway.

Independent work (15 minutes)1. AskthechildrentoworkonActivity12,checkingthattheyarecarefullyfollowingthedots.

AssessmentDothechildrensingthealphabetsongwithconfidence?

ArethechildrenabletosoundoutHello, Goodbye, My name is …withconfidence?

Canthechildrendrawstraightlines?

Canthechildrenholdtheirpencilscorrectly?

Unit Families

Lesson 7Objectives• Todrawstraightandslantinglines

• Todrawcircles

• Tointroducenewvocabulary

Resources• Myalphabetwallchart

• Thebearfamilywallchart

• Aselectionofbooksormagazineswithpicturesoffamilygroups(humanoranimal)

• StudentBooks

Starter (5 minutes)1. PlayTopic1ontheCD,pointingtotherelevantlettersonthewallchart.

Whole class (20 minutes)1. Look togetheratActivity13 in theStudentBook.Point toeachcharacterandsay,Let’s read the

words: mother, father, brother, sister.Pointtothemagainandsoundoutthewords,emphasisingtheinitiallettersoundofeach.

2. Explain thewords sister and brother.Point to the bear family poster and identify the namesandrelationships(mother,father,brother,sister).

3. Discussotherfamilygroupsusingthepicturesinthebooksandmagazines,encouragingthechildrentoidentifymum,dad,andbabyorbabies

4. Askthechildrentolookthroughbooksandmagazinesandtoholduptheirhandiftheyfindamum,dad,orababy.

Individual work (10 minutes)1. AskthechildrentocompleteActivity13.

Review (10 minutes)Askthechildrentoexchangethegreeting,hellowiththechildnexttothem.

Giveoutsheetsofpaperandaskthechildrentopractisedrawingdifferentlines.(straight,wavy,zigzag,etc.)Explainthattheywillneedtodrawallkindsoflinessothattheycanlearntowritethelettersofthealphabet.

AssessmentDothechildrenrememberandusethenewvocabularycorrectly?

Dotheyshowhand-controlastheycompletethedrawingactivities?

Lesson 8Objectives• Todrawcurvesandcirclesorovals

• Tocolourintheshapes

Resources• CD:Myalphabet,Topic1

• Drawingandcolouringpens,pencils,andpaints

• StudentBooks

• PlaydoughorPlasticine,orasandtraywithsticks

Whole class (15 minutes)1. Drawcurvesandcirclesontheboardandexplainthattheyarecalledcurvesandcircles.

2. Askthechildrentoidentifyanycurvesorcirclestheycanfindintheroom.

3. AskthemtolookatActivity14intheStudentBookandpointtotheballoons.

4. Gatherthechildrenattablestotaketurnstodrawcirclesandcurvesonsheetsofpaperandmouldplaydoughorplasticineintocirclesandballsordrawtheshapesinthesandwithastick.

Individual work (15 minutes)1. AskthechildrentocompleteActivity14,encouragingthemtoaddtheirownballoons.

Review (5 minutes)Askthechildrentodrawcurvesandcirclesintheairoronpaper.

AssessmentCanthechildrendrawcirclescorrectly?

Dotheycolourwithintheboundarylineswhencolouringin?

Lesson 9Objectives• Torevisethealphabet

• Tointroduceclothesvocabulary

• BillyBear(Resourcesheet1)wearingcut-outhatfromResourcesheet3• StudentBooks

• Somecolourfulclothes

Whole class work (15 minutes)1. ShowBillywiththehat,tothechildrenandaskwhatheiswearing.Teachtheword‘hat’andtheother

clothesnames.

2. AskthechildrentoturntoActivity15intheirbooksandteachthemthewordsfortheclothes.(socks,dress,trousers,hat,etc.)

3. Askthechildrentopointtotheirownclothesandsaywhattheyarewearing.

Individual work (10 minutes)1. AskthechildrentocarefullycolourtheitemsinActivity15.

2. Asyoucirculate,pointtodifferentclothesandask:What is it?promptingthemtoanswerincompletesentences.

Review (5 minutes)Reviewtheclothesvocabulary,pointingtoclothesthechildrenandBillyarewearing.Takeoutclothesfromthebagandaskthemtonamethem.

AssessmentDothechildrenusethenewvocabularycorrectly?

Lesson 10Objectives• Tointroducevocabularyrelatedtobodyparts

• Myalphabetwallchart

• Billythebearpuppet(Resourcesheet1)

Starter (10 minutes)1. PlayTopic1ontheCD.Pointtotherelevantlettersonthewallchart.

Whole class (15 minutes)1. Explaintothechildrenthattheywilllearnthenamesofthepartsofthebody.

2. ShowthemtheBillybearpuppetandpointtothedifferentpartsandaskthemtonamethem.(eyes,nose,ears,hands,legs)

Individual work (10 minutes)1. Asyoucirculate,pointtodifferentpartsandhelpthechildrentonamethem.

Review (5 minutes)Reviewtheirbodyvocabularybyaskingthemtopointtothedifferentpartsoftheirbodyasyoucallouteachword.

AssessmentCanthechildrennamesomepartsofthebodycorrectly?

• Toreviseclothesvocabulary

• StudentBooks

• Paper,paintsetc

Starter (10 minutes)1. PlayTopic1ontheCD.Encouragethechildrentorepeatthesentences:aisforant,etc.

Whole class and individual work (15 minutes)1. AskthechildrentolookatActivity16intheStudentBook.Cantheynamethepeople?(Mum,Dad)

2. Talkaboutwhattheyarewearing,askingchildrentonametheitemsofclothing.

Individual work (10 minutes)1. Giveeachchildasheetofpaperandaskthemtodrawanitemofclothingandcolouritusingpaints

orcrayons.Displaytheirworkinclass.Entitlethedisplay‘Clothes’andlabeleachitem.

Review (5 minutes)AskthechildrentocompleteActivity16.

AssessmentDothechildrensoundoutthelettersinthealphabetcorrectly?

Dothechildrenremembertheclothesvocabulary?

Cantheydrawarecognisableitemofclothing?

Lesson 12Objectives• Torevisefamilyvocabulary

• Tolearnarhyme

• Topractisecolouringthecircles

Resources• CD:Families,Topic3

• StudentBooks

Starter (10 minutes)1. Beginbyrevisingfamilyvocabulary.

2. Askandanswerquestionsaboutthechildren’sfamilies.Encouragethechildrentorecallthewordsmum,dad,brother,sister,andbaby.Focusonthe/m/beginning‘mum’.

Whole class (10 minutes)1. PlayTopic3ontheCD.AskthechildrentolistentotherhymeandlookatthepictureinActivity17.

2. Discussabouthowthemoonappearswhenitistimeforbed.

3. Askthechildrentojoinintherhymeastheylistentoitagain.

4. Writemoonontheboard,anddrawamoon.Pointtothe‘m’andsounditout.Askiftheyhaveheardanotherwordbeginningwith‘m’.Pointto‘mum’andsoundouttheword.

Group and class work (10 minutes)1. Askthechildrentoworkingroupstofindasmanycirclesastheycaninthepicture.

2. Jointogetherasaclassandidentifyallthecirclesinthepicture.

Review (10 minutes)AskthechildrentocompleteActivity17.

AssessmentDothechildrenattempttojoinintherhyme?

Cantheyidentifythecirclesinthepicture?

Dotheysingtherhyme?

Dotheyshowincreasinghand-controlastheypractisecolouring?

Lesson 13 Unit 3 Assessment

Objective• Tore-visitactivitiesinUnit3

Resources• CD:Families,Topic3

• StudentBooks

• Sheetsofplainpaper,pencils,crayons

• Resourcesheet4:BeforethelessonphotocopythesheetoncardandcutthemoutsothattherearemultiplecopiesforthechildrentoplaySnap!ingroups.

Starter (10 minutes)1. PlayTopic3ontheCD.Askthechildrentolistentotherhymeandjoininsingingit.

Whole class and independent work (20 minutes)1. Givethechildrensheetsofplainpaperandaskthemtodrawsomeoralloftheirfamilymembers.

Suggesttheystartwiththeirparentsorgrandparents.

2. Createawalldisplayofthechildren’sworkandentitleit‘Myfamily’.

Group work (10 minutes)1. ShowthechildrenhowtoplaySnap,usingthecardsfromResourcesheets4.

AssessmentDothechildrenrememberwordsfromtherhyme?

Dotheydemonstrategoodhand-controltodrawpicturesoftheirfamily?CanthechildrenplaySnap!andtaketurnstoputthecardsdown?

Lesson 14Objectives• Tolearnthenumbers1to5

• Tostarttofocusonindividualsoundsofthelettersinthealphabet

• BillyBearpuppetfromResourcesheet1

• Aselectionoffivetoys,orfivetoybricksinabag(anyitemthechildrencanpickupeasily)

• StudentBooks

• Paperandpencils

Starter (5 minutes) 1. PlayTopic1ontheCDandaskthestudentstojoininthesinging.Pointtotherelevantlettersonthe

wallchart.

2. Go back and point to the ‘m’ and ask if anyone knows which sound this makes. Sound it out ‘m’ andpointtotheword‘mum’.Soundouttheword,emphasisingthefirstletter.

Whole class (20 minutes)1. PretendthatBillyiswhisperinginyourear.Explainthathewantstolearntocount.

2. Encouragethechildrentocount1–5onthefingersofonehand,puttingtheirthumbup,theneachfingerafterwardsastheysaythenumbers.

3. Tell thechildrenyouneedtheirhelp tocount the toys inyourbag.Takeoutoneata timeas thechildrencountthem.

4. Putbackvaryingnumbersofthetoysandcountwhatisleftwiththechildren.

5. Takeoutdifferentnumbersoftoysandaskvolunteerstocountthem.

6. LooktogetheratActivity18intheStudentBook,countingtheobjectsandpointingtothenumberdigitandhowitcorrespondstothenumberofobjects.

Individual work (5 minutes)1. Give the children theirStudentBooksandask them to count eachobject inActivity 18quietly to

themselves.

2. Givethemsheetsofpapersotheycandrawsomeobjectsoftheirownandaskafriendtocountthem.

Review (10 minutes)Playagamewiththechildren,tellingthechildrentoholdup1–5fingersasyoucalloutrandomnumbersonetofive.

AssessmentDotheybegintolinkthenumberswiththenumbersofobjects?

Canthechildrencountthenumbers1–5incorrectsequence?

Unit Countingthings4

Lesson 15Objectives• Tointroduceordinalnumbersfirst,second,third,fourth,andfifth

Resources• Flashcards1–5

• CD:Numbers,Topic4

• Resourcesheet5:Beforethelessonphotocopythesheetoncardandcutthemoutsothatthereisonecopyfortheactivity.

• Aselectionofitemsforchildrentocountupto5(e.g.5bricks,5dolls,5sticks)

• StudentBooks

Starter (5 minutes)1. Askthechildrentocalloutthenumberasyouholdadigitcardup.Repeatthenumbersiftheclassis

lesssureof.

2. PlayTopic4ontheCD.

Whole class (20 minutes)1. Explaintothechildrenthattheyaregoingtohavearace.Onepersonwillcomefirst(showthemthe

‘1’cupfromResource5),anothersecond(showthemthe‘2’cup),andanotherthird(showthemthe‘3’cup).

2. Holdaraceoutsideintheplayground–itcouldbeahoppingorrunningrace.

3. Whentheraceisoverholda‘cup-giving’ceremonytothethreefasteststudents.Explainthatthenexttwoplayerswerefourthandfifthinline.

Review (5 minutes)Askthechildrentotaketurnstopickupthenumberofobjectsaccordingtothenumbercardyoushow.

AssessmentDothechildrenuseordinalnumbers1st,2nd,and3rdcorrectly?

Dothechildrenremembernumbers1–5inthecorrectsequence?

Dotheypickupthecorrectnumbersofobjects?

Lesson 16Objectives• Torevisecounting1–5

• Resourcesheet6:Beforethelessonphotocopythesheetoncardandcutthemoutsothatthereisonefishforeachchild.

• Crayons

• Shortpiecesofstring

• Abucket

• StudentBooks

Starter (5 minutes)1. Startthelessonbyaskingthechildrenhowoldtheyare.Askindividualstopickupthecorrectflash

Whole class (20 minutes)1. Tellthechildrentheyaregoingtoplayacountinggame.

2. GiveeachchildafishfromResourcesheet6tocolourin.

3. Help thechildrentopierceahole ineachfishandtiea lengthofstringorcotton.Cutsomemoresimilarlengthsofstringorcotton.

4. Putthefishinthebucketwiththestringshangingovertheedge;droptheotherstringsintoo,withtheendshangingout.

5. Askthechildrentotaketurnstofindafishbychoosingastringtopull.

6. Counthowmanyfishthechildrenhaveintheend.

Review (5 minutes)Askthechildrentotaketurnstopickaflashcardandcalloutthenumberfortherestofthechildrentoholdupthecorrectnumberfingers.

AssessmentCanthechildrencounttheirfish?

Canthechildrenreadthenumbercardscorrectly?

Objective• To re-visitactivitiesinUnit4• Usepolitewords:please, thank you

• Playdough,Plasticine,orasandtray

• Flashcards1–5

• StudentBooks

Whole class and Group work (25 minutes)1. Askthechildrentotaketurnstomodeldifferentdigits,ortodrawtheminsand.Askthemtoreferto

theflashcardsfortheshapeofthedigits.

2. Askeachchildinthegrouptodrawupto5objectsonapieceofpaper.

3. Askthechildreninthegrouptoswappapers,andcounttheobjects.Doeseveryoneinthegroupagreeonthenumberofobjectsoneachsheet?

4. Ifthereistime,setoutobjects(e.g.5dolls,5bricks,5paperfish)andencouragechildrentorole-playshopkeeperandshopper.Theshopperpointstoasetofobjectsandasksforanumberofitems.(1–5)Theshopkeeperthencountsoutthecorrectnumber.Usethisasanopportunitytoteachthewordspleaseandthank you.

Independent work (10 minutes)1. AskthechildrentocompleteActivity20,countingtheobjectswhentheyhavefinishedthelinework.

AssessmentCanthechildrencountitemscorrectly?

Dothechildrenrememberthealphabetsong?

Dotheyshowanunderstandingthatonelettermakesonesound?

Canthechildrendrawwithmoredexterity,andholdtheirpencilscorrectly?

Dothechildrenusepolitewords:please,thankyou?

Lesson 18Objectives• Torevisethealphabetandfocusonlettersoundsa,b,c,d

• Resourcesheet7:Beforethelessonphotocopythesheetoncardandcutthemoutsothatthereisonecopy.

• StudentBooks

2. Return to the beginning of the alphabet and focus on a, b, c, d. Encourage the children to repeat thesentences:a is for ant, b is for bag, c is for cat, d is for door.Donotusetheletternamesatthisstage.Soundoutthefocuslettersphonetically.

Whole class (15 minutes)1. ShowthechildrenthetoypicturesfromResourcesheet7andnameeach,emphasisingtheinitialletter.

2. Explainthephrase,‘My favourite is …’AskBillythebear:Which is your favourite toy? andpretendthatthebearrepliesviatheteacherbywhisperinginteacher’sear:My favourite toy is the ball.Showtheballpicturetotheclass.

3. Encouragechildrentocometothefrontoftheclassandchooseacardtoshowtotheclassandsay:My favourite toy is ….Helpthechildrenwiththeirvocabulary.

4. ExplainActivity22andhelpthechildrentonameeachitem.

Individual work (10 minutes)1. AskthechildrentocompleteActivity22.Theycancopyoneofthepicturesordrawadifferenttoy.

Review (5 minutes)Askthechildrentoshowwhattheyhavedrawnandnamethetoyinacompletesentence:‘My favourite toy is…’

AssessmentDothechildrensoundoutthelettersthealphabetcorrectly?

Dotheyusethenewvocabularycorrectly?

EverydaythingsUnit 5

Lesson 19Objectives• Torevisethelettersoundsa,b,c,d

• Totracenumbers1–5

• Resourcesheet8:Beforethelessonphotocopythesheetoncardandcutthemoutsothatthereisonecopy.

• StudentBooks

Starter (10 minutes)1. Looktogetheratthealphabetwallchart.Askvolunteersorthewholeclasstosoundoutthelettersa,

b,c,andd.Thenencouragetheclasstorepeatafteryou:a is for ant, b is for bag, c is for cat, d is for door.

Whole class (15 minutes)1. ShowthechildrenthepictureoffruitsfromResourcesheet8andnameeachemphasisingtheinitial

letter.

2. Explainthephrase,Do you like …?AskBillythebear:Do you like lemons? andpretendthatthebearrepliesviatheteacherbywhisperinginteacher’sear:Yes.Showthelemoncardtotheclass.RepeatforallthefruitswithBillysayingyestoallbutthelastcardyoupickup.

3. Askindividualchildren:Do you like …?andencouragethemtosayyes or noandtonodorshaketheirhead.

4. LookatActivities23withtheclassandhelpthechildrentonameeachfruit.

Review (5 minutes)AskthechildrentolooktogetheratActivity23andnamethefruitandcountthem.

AretheyabletoanswerthequestionwithYesorNo?

Dotheyremembernumbers1–5?

Cantheytracethenumbersaccurately?

Lesson 20Objectives• Torevisethelettersoundsa,b,c,d

• Resourcesheets7and8:Beforethelessonphotocopythesheetsoncardandcutthemoutsothatthereareplentyofcardsforeachgroup.

• StudentBooks

Starter (10 minutes)1. Looktogetheratthealphabetwallchart.Askvolunteersorthewholeclasstosoundoutthelettersa,

b,candd.Thenencouragetheclasstorepeatafteryou:a is for ant, b is for bag, c is for cat, d is for door.

Group (15 minutes)1. Giveoutcopiesofthecardstoeachgroup.Chooseonechildineachgrouptorole-playashopkeeper.

Explain that theothers in thegroupare shoppers.The shopkeeper laysout the cards (Resourcesheets7and8)onthetable.

2. Demonstratehowtogoina‘shop’(useadeskasafocuspoint)andsay:Please may I have 1/2/3/4/5 …?Nameatoyorfruitfromthecards.

3. Demonstratehowtheshopkeepercountsoutthecorrectnumberofcardsfortheshoppertocheckandthentakeaway.TheshoppersaysThank youthenmimeshandingovermoney.

4. Thiscanbedoneasaclassactivityifthechildrenareuncertainabouttheirroles.

Review (5 minutes)PlayTopic4ontheCD.

Dotheyusenumbers1–5correctly?

Cantheytracethenumbersaccurately?

Objective• To re-visitactivitiesinUnit5

• Resourcesheets7and8:Beforethelessonphotocopythesheetoncardandcutthemoutsothatthereareplentyofcards.

• Paper,pencils,andcrayonsorpaints

Starter (10 minutes)1. EncouragethechildrentosingthealphabetwithoutlisteningtotheCD.Cananyofthechildrensound

outa,b,c,anddandcompletethesentences:a is for …; b is for …; c is for …; d is for ….

Whole class (20 minutes)1. Scatterthefruitandtoycardsoutandaskchildrentocomeandchoosetheirfavouritefruitortoy.

2. Thenaskindividualchildren:Which is your favourite?Encouragethechildtoanswer:Myfavouriteisthe(thentonametheitem).

3. Askindividualchildren:Do you like …?Andencouragethemtoanswerthequestionwith‘Yes’or‘No’andanodorshakeofthehead.

Independent work (10 minutes)1. Askthechildrentodrawtheirfavouritefruitortoy.Challengethemtowritethefirstlettertheirfavourite

beginswith.Offersupport.

AssessmentDothechildrenremembermostofthelettersounds?

Arethechildrenabletousethenewvocabularywithconfidence?

Canthechildrendrawneatly?

Answer key

ColoursUnit 6Lesson 22Objectives• Torevisethealphabetandfocusonlettersoundse,f,g,h

• Tointroducenamesofcolours

• CD:Myalphabet,Topics1and5

• Thebearfamilyposter

• StudentBooks

2. Returntothebeginningofthealphabetandrevisea,b,c,andd.(e.g.a is for ant …)

Whole class (15 minutes)1. Askthechildrentofocusone,f,g,andh.Helpthemtosay:e is for egg, f is for fox, g is for gate,and

h is for hat.

2. ShowtheBillybearpuppetandlethimwhisperinyourear.Tellthechildrenthathewantstoknowthechildren’sfavouritecolours.Pointtotheposterandaskchildrentocomeandpointtotheirfavouritecolour.Tell them thecolourword for their choice,andencourage them tosay,e.g.Yellow is my favourite colour.

3. Say:Guess which colour is Billy’s favourite. Point to a colour and say, e.g.Orange is Billy’s favourite colour.

Individual work (10 minutes)1. AskthechildrentocarefullycolourtherainbowinActivity25.

2. Asyoucirculate,pointtodifferentcoloursandask:What colour is this?promptingthemtoanswerasnecessary.

3. Askthemwhattheirfavouritecolouris,andencourageafullsentenceresponse:My favourite colour is ….

Review (5 minutes)Review theircolourvocabulary,pointing to thecolourson theposter,andasking them tocallout thecolour.Repeatquicklyformorefun.

AssessmentDothechildrensoundoutfocuslettersaccurately?

Dothechildrenusesomeofthecolourwords?

Dotheyshowhand-controlastheycolourtherainbow?

Lesson 23Objectives• Torevisethealphabetandfocusonlettersoundse,f,g,h

• Torevisefruitandcolourvocabulary

Resources• CD:Myalphabet,Topics1

• Resourcesheet8

• StudentBooks

Starter (5 minutes)1. PlayTopic1ontheCD.

2. Returntothebeginningofthealphabetandfocusona,b,c,d,e,f,g.Encouragethechildrentorepeatthesentences:a is for ant,etc.

Whole class (20 minutes)1. RemindthechildrenofthenamesoffruitsusingcardsfromResourcesheet8.

2. Holdupafruitcardandaskvolunteerstonamethefruitanditscolour.

3. Repeatforallthefruits.

Individual work (10 minutes)1. AskthechildrentocolourthefruitsinActivity26.Explainwhatcolourtheyneedforeachfruit,and

nameit.Liningthecrayonsupinthecorrectorderwillhelp.

Review (5 minutes)Askthechildrentosaywhichistheirfavouritefruitandwhichistheirfavouritecolour.

AssessmentDothechildrensoundoutthelettersofthealphabetcorrectly?

Dothechildrennamethefruitanditscolourcorrectly?

Cantheydrawarecognizablefruit?

Lesson 24Objectives• Torevisethealphabetandfocusonlettersoundse,f,g,h

• Tointroducethecoloursofthetrafficlightsandwhattheymean

• Resourcesheet9:Beforethelessonphotocopythesheetoncardandcutthemoutsothatthereisonecopy.Colouronesignaltoshowtheredlight,thesecondtoshowtheyellowlight,andthethirdtoshowthegreenlight.

• StudentBooks

2. Returntothebeginningofthealphabetandfocusona,b,c,d,e,f,g.Encouragethechildrentorepeatthesentences:a is for ant,etc.

Whole class (20 minutes)1. PlayTopic5ontheCDandintroducetheconceptoftrafficlights.Talkabouthowtheyhelppeopleto

crosstheroadsafely.Teachthechildrentochantthefollowingrhyme.

Redatthetop

RedsaysSTOP!

Greenbelow

GreensaysGO!

Yellowinthemiddle

YellowsaysWAIT!

2. Demonstratewithvolunteerchildrenhowtofollowthetrafficlightsignalswiththehelpofactions.Stop(stopwalking)onred,Go(walk)ongreen,andWait(standstill)onyellow.UsethetrafficlightsfromResourcesheet9.Usethecolourwordsandcommandsuntilthechildrenarefamiliarwiththem.

3. Letallthechildrenwalkoutsideorintheclassroom,andfollowthecommandaccordingtothetrafficsignalthatyoushow.

Individual work (10 minutes)1. Explainthatlotsoflettershavestraightlines.Pointtoafewexamplesonthealphabetchart,anddraw

someontheboard.Explainthatdrawingstraightlineswillhelpthemlearntowrite.

2. Askchildrentodrawstraightlinesonsheetsofpaper.

Review (5 minutes)AskthechildrentocompleteActivity27.Helpthemtoformticksandcrossescarefully.

AssessmentDothechildrensoundoutthelettersthealphabetcorrectly?

Canthechildrenexplainhowdifferentcoloursofthetrafficlightstellthemtododifferentthings?

Dotheyshowingimprovedhandcontrol,e.g.indrawingticksandcrossesandcolouringin.

Lesson 25Objects• Towritelettesi,j,k,l

• Toreviselettersounds

• StudentBooks

2. Returntothebeginningofthealphabetandtellthechildrentheyaregoingtobegintowriteletters.

3. Explainthatthefirstlettersthattheywilllearntowritehavestraightlines.Encouragethechildrentodrawstraightlinesintheairwiththeirfingers,lefttoright,down,andslanting.

4. ShowthechildrenhowtowritethelettersbyplayingTopic2ontheCD.

Whole class and group work (20 minutes)1. Writethelettersi,j,k,andlontheboard,demonstratinghowtowritethem.

2. Ask,What sounds these letter make.Pointtoeachonthealphabetwallcharttodiscoverthesoundswiththechildren(i is for ink, j is for jug, k is for king, l is for log).

3. Askchildrentoformthelettersontheboardorinatrayofsand.Encourageeverychildtohaveago.Ifnecessary,splitthechildrenintogroupstoplayatformingtheletters.Encouragethemtosoundoutthelettertheyareforming.

Individual work (10 minutes)1. ThechildrencompleteActivity28.Encouragethemtosoundoutthelettereachtimetheyhaveformed

Review (5 minutes)Askthechildrentoreadthelettersontheboard.

Childrencandothewritingpracticeinclassorashomework.

AssessmentDothechildrensoundouttheletterscorrectly?

Canthechildrenformthelettersi.j.k.lcorrectly?

Lesson 26Objects• Towritelettersv,w,x,z

• StudentBooks

Starter (5 minutes)1. Returntothebeginningofthealphabetandtellthechildrentheyaregoingtowriteletters.

2. Explainthatthenextsetoflettersthattheyarelearning,havestraightlines.Encouragethechildrentodrawstraightlinesintheairwiththeirfingers,lefttoright,down,andslanting.

3. ShowthechildrenhowtowritethelettersbyplayingTopic2ontheCD.

Whole class and group work (20 minutes)1. Writethelettersv,w,x,andzontheboard,demonstratinghowtowritethem.

2. Ask,What sounds these letter make.Pointtoeachonthealphabetwallcharttodiscoverthesoundswiththechildren(v is for van, w is for window, x is for x-ray, z is for zebra).

3. Askchildrentoformthelettersontheboardorinatrayofsand.Encourageeverychildtohaveago.Ifnecessary,splitthechildrenintogroupstoplayfullyexperiment,formingtheletters.Encouragethemtosoundoutthelettertheyareforming.

Individual work (10 minutes)1. ThechildrencompleteActivity29.Encouragethemtosoundoutthelettereachtimetheyhaveformed

Review (5 minutes)Askthechildrentoreadthelettersthattheyhavewritten.

Childrencandothewritingpracticeinclassorashomework.

Canthechildrenformtheletterscorrectly?

Lesson 27 Objectives• Torevisethealphabetandfocusonlettersoundsa-h• Torevisenewvocabulary

Resources• CD:Myalphabet,Topics1and5

• Smallpiecesofcardpaper

Starter (5 minutes)1. Begin by pointing to the letters on the alphabet chart and asking children to sound them out as

individuallettersandbylinkingthemtothepictureonthechart,e.g.k is for king.

Whole class (15 minutes)1. Askthechildrentohelpyouidentifythecoloursonthewallchart.Pointtothecoloursandaskthemto

saytheword.

2. Focusonthetrafficlightsandholduponetrafficlightinturn,askingthechildrentotellyouthecolourandthecommand.

3. Ask:Can you remember how to write any letters? Askvolunteerstotryformingoneoftheletterstheyhavelearned.Ifnecessary,writethemontheboardforthechildrentocopy.

Independent work (10 minutes)1. Askthechildrentowritethelettersonacardindifferentcolours.Displaytheirworkentitled,Letters

withstraightlines.

Review (10 minutes)ChildrencompleteActivity30.

AssessmentDothechildrenrememberthelettersounds?

Cantheynamethecolourscorrectly?

Canthechildrendrawneatstraightlines,andformtheletterscorrectly?

Objectives• Toreviselettersoundsa–h

• Tolearnanewsong

• CD:Colours,Topics1and5

• Resourcesheet10:Beforethelessonphotocopythesheetoncardandcutthemoutsothatthereisoneshoeforeachchild.

• StudentBooks

Starter (15 minutes)1. PlayTopic1ontheCDencouragingthechildrentorepeatthesentences:a is for ant,etc.

2. Askafewvolunteerstowriteanylettersontheboard.

3. Beginbypointingtothelettersa–lonthealphabetchartandaskchildrentolinkthemtothepictureonthechart,e.g. k is king.

Whole class and individual (15 minutes)1. PlayTopic5ontheCD.IntroducethechildrentotheLittle Betty Bluesong–listeningandsingingit

asaclass.

2. GiveashoecardfromResourcesheet10toeachchildandaskthechildrentofindthechildwhohasthematchingshoe.Howquicklycantheyfindtherightperson?

Review (10 minutes)Askthechildrentosingthepoem,LittleBettyBluewithactions.

AssessmentDothechildrensoundouttheinitiallettersinthealphabetcorrectly?

Canthechildrenwritesomeletterscorrectly?

Canthechildrenmakeaconfidentattemptatsoundingoutthenewrhyme?

Answer key

ShapesUnit 7Lesson 29Objectives• Torevisethealphabetandfocusonthelettersoundsi,j,k,l

• Tointroducenamesofshapes:circle,square,triangle

• Billybearpuppet(Resourcesheet1)

• StudentBooks

• Cardpapercutoutindifferentshapes

• StudentBooks

Starter (10 minutes)1. PlayTopic1ontheCD.Pointtotherelevantlettersonthewallchart.Returntothebeginningofthe

alphabetandrevisea–h.(e.g.a is for ant …)

2. Returntothelettersi,j,k,landsoundouttheletterphonetically(e.g.i is for ink …).Alwayssoundoutthefocuslettersphonetically.Encouragethemtowritei,j,k,andlintheairastheysaytheletters.

Whole class (15 minutes)1. PlayTopic6ontheCD.

2. ShowBillythebearpuppetandpretendheiswhisperinginyourear.Tellthechildrenthathewantstoknowaboutshapes.Askchildreniftheycannameanyshapes.Helpthemtoidentifyandnametheshapessquare,circle,andtriangle.

3. Showthemsomeshapesandaskthechildrentonamethem.

2. Asyoucirculate,pointtodifferentshapesandask:What shape is this?promptingthemtoanswerasnecessary.

Review (5 minutes)Reviewtheshapevocabulary.Showthemthecardcutoutsandaskthemtonametheshapes.Repeatquicklyformorefun.

AssessmentDothechildrensoundoutfocusletterscorrectly?

Canthechildrennamesomeshapescorrectly?

Dothechildrensoundoutlettersi,j,k,laccurately?

Dothechildrenrememberhowtoformsomeofthelettersintheair?

Lesson 30Objectives• Torevisethealphabetandfocusonlettersoundsi,j,k,l

• Toreviseshapeandnumbervocabulary

• ToIntroducethewordsinandout

• Cardboardboxesandtoystoputinthem

• StudentBooks

alphabetandrevisea–h.Encouragethechildrentorepeatthesentences:a is for ant,etc.

Whole class and individual work (15 minutes)1. Usetheboxestoteach‘in’and‘out’byputtinganyobjectsinandout,andsayingtheobjectisin/out

thebox.

2. Askchildrentoputatoyinabox,ortakeitout.Encouragechildrentofollowthecommands.

Individual work (10 minutes)1. Revisethenumbers1–5.

2. AskthechildrentocompleteActivities33and34.Iftheyhavetime,askthemtodrawmoreshapesonaplainsheetofpaperandcolourordecoratethemwithpatterns.

Review (5 minutes)Askthechildrentopointoutsquare,circular,andtriangularobjectsintheclassroom.

AssessmentCanthechildrensoundoutthelettersofthealphabetcorrectly?

Dothechildrenusetheshapeandnumbervocabularycorrectly?

Cantheydrawrecognisableshapes?

Lesson 31Objectives• Towritelettersm,n,u,y• Toreviselettersounds

Resources• Alphabetwallchart• CD:Myalphabet,Topic1• Sandtraywithsticks• StudentBooks

alphabetandrevisea–l.(e.g.a is for ant …)

2. Tellthechildrentheyaregoingtolearnhowtowritesomemoreletters.

3. Explainthattheselettersaremadeofcurvedandstraightlines.

4. Encouragethechildrentodrawstraightlinesintheairwiththeirfingers,lefttoright,down,andslanting;thencurvedlines,sotheyunderstandthedifferentstrokes.

Whole class and group work (15 minutes)1. Writethelettersm,n,u,andyontheboard,demonstratinghowtowritethem.2. Ask:What sounds do these letters make?Pointtoeachletteronthealphabetwallcharttodiscoverthe

soundswiththechildren(m is for mat, n is for net and u is for umbrella).3. Askchildrentoformthelettersontheboardorinatrayofsand.Encourageeverychildtohaveago.If

necessary,splitthechildrenintogroupstoplayfullyexperiment,formingtheletters.Encouragethemtosoundoutthelettertheyareforming.

Individual work (10 minutes)1. ThechildrencompleteActivity35.2. Encouragethemtosoundoutthelettereachtimetheywriteit.

Review (5 minutes)Askthechildrentoreadthelettersontheboard.Childrencancompletethewritingpracticeathome.

AssessmentDothechildrensoundouttheletterscorrectly?Dothechildrenformtheletterscorrectly?

Lesson 32Objectives• Towritef,h,r,t• Toreviselettersounds

• Sandtraywithsticks• StudentBooks

2. Tellthechildrentheyaregoingtolearnhowtowritesomemoreletterswithstraightlinesandcurves.

3. Encouragethechildrentodrawstraightlinesintheairwiththeirfingers,lefttoright,down,andslanting;thencurvedlinessotheyareremindedofthedifference.

Whole class and group work (15 minutes)1. Writethelettersf,h,r,andtontheboard,demonstratinghowtowritethem.

2. Ask:What sounds do these letters make?Pointtoeachletteronthealphabetwallcharttodiscoverthesoundswiththechildren.(f is for fox, h is for hat, r is for rat, t is for tap)

3. Askthechildrentoformthelettersontheboardorinatrayofsand.Encourageeverychildtohaveago.Ifnecessary,splitthechildrenintogroupstoplayfullyexperiment,formingtheletters.Encouragethemtosoundoutthelettertheyareforming.

Individual work (10 minutes)1. ThechildrencompleteActivity36.

2. Encouragethemtosoundoutthelettereachtimetheywriteit.

Childrencancompletethewritingpracticeathome.

Dothechildrenformtheletterscorrectly?

Objectives• Toreviselettersoundsa–l

• StudentBooks

• PlaydoughorPlasticine

Starter (10 minutes)1. Askthechildrentosoundoutandreadthelettersfromthealphabetwallchart.Howmanyletterscan

theysoundoutwithoutprompting?

Whole class and group work (20 minutes)1. Writethelettersf,h,m,n,r,t,u,andyontheboard,andaskchildrentotaketurnstocopyoneofthe

lettersontheboard.

2. Workingingroupsofeight,askeachchildtoformm,n,u,y,f,h,r,ortfromPlasticineorplaydough.Swapthelettersandaskiftheycannametheirfriend’sletter.

Individual work (10 minutes)1. ThechildrencompleteActivity37.Encouragethemtonamethelettersandthepictures.

Dothechildrenformtheletterscorrectly?

Answer Key

WeatherUnit 8Lesson 34Objectives• Torevisethealphabetandfocusonlettersoundsm,n,o,p

• Tointroduceweathervocabulary

• Resourcesheet11:BeforethelessonphotocopythesheetoncardandcutitoutsoitcanbeheldovertheBillybearpuppet.

• Resourcesheet12:Beforethelessonphotocopythesheetoncardandcutitoutsothatthereisoneset.

• StudentBooks

alphabetandrevisea–l.(e.g. a is for ant …)

2. Returntothelettersm,n,o,andpandsoundouttheletterphonetically(e.g.i is for ink …).Alwayssoundoutthefocuslettersphonetically.Encouragethemtowritem,n,o,andpintheairastheysaythesounds.

Whole class (15 minutes)1. PlayTopic7ontheCD.ShowtheBillybearpuppetwiththeumbrella(Resourcesheet11).Discuss

whyhehasanumbrella.(Hethinksitisgoingtorain./Itisraining.)Whatelsewouldheneedintherain?Revisewordslikecoatandhat.

2. Showthechildren theweathersymbols fromResourcesheet12.Tell theclass theword foreachweathertypeandaskthemtorepeatafteryou.

2. Asyoucirculate,pointtodifferentitemsandrevisethevocabulary-umbrella,rain,andbear.

Review (5 minutes)Reviewtheweathervocabulary,holdinguptheweathercards,andaskingthemtonametheweather.Repeatquicklyformorefun.

AssessmentDothechildrensoundoutfocuslettersaccurately?

Dothechildrenidentifysomeoftheweatherwordscorrectly?

Dotheyshowhand-controlastheytracethepattern?

Lesson 35Objectives• Torevisethealphabetandfocusonlettersoundsm,n,o,p

• Toreviseweathervocabulary

• Tointroducethesentence:Today, the weather is …

• Resourcesheet12:Beforethelessonphotocopythesheetoncardandcutitoutsothateachgrouphasatleasttwosets.

• StudentBooks

alphabetandrevisea–l.(e.g. a is for ant …)

2. Returntothelettersm,n,o,andpandsoundouttheletterphonetically(e.g.i is for ink …).Alwayssoundoutthefocuslettersphonetically.Encouragethemtowritem,n,o,andpintheairastheysaytheletters.

Whole class and group work (15 minutes)1. PlayTopic7ontheCD.Holduptheweathercards(Resourcesheet12)andaskthemwhichcard

showstoday’sweather.Encouragethemtoanswerinacompletesentence- Today the weather is sunny, snowy, windy,etc.emphasisingthe‘y’attheendofeachweatherword.

2. OrganizethechildreninsmallgroupsandshowthemhowtoplaySnap!usingtheweathersymbolcards.EncouragethemtosaywhatweatherisshownonthecardaftertheysaySnap!

3. Ifpossible,startadisplaytobecompletedoveraweek.Pinalabelonthewallforeachday,teachingthechildrenthedaysoftheweek.Foreachdayputupthemostrelevantweathercard/s.

Individual work (10 minutes)1. Ask the children to complete Activity 39. Ask them to describe the pictures using the weather

vocabulary.

Review (5 minutes)Askthechildren:What is your favourite weather?Encouragethemtoanswerinacompletesentence.

Dothechildrenusetheweathervocabularycorrectly?

Cantheycolourandtraceneatly?

Lesson 36Objectives• Towritec,o,s

• CD:Learntowrite,Topic2

Starter (10 minutes)1. Tellthechildrentheyaregoingtolearnhowtowritesomemoreletters.Explainthattheselettersare

madeofcurvedlines.Encouragethechildrentodrawsnakeshapes,curves,arcs,andcircles.

Whole class and group work (15 minutes)1. Writethelettersc,o,andsontheboard,demonstratinghowtowritethem.

2. Ask,What sounds these letters make.Pointtoeachletteronthealphabetwallchartandreinforcethesoundswiththechildren.(c is cat, o is for orange, and s is for sun)

Individual work (10 minutes)1. AskthechildrentocompleteActivity40.Encouragethemtosoundoutthelettereachtimetheywriteit.

Askthechildrentoreadthelettersonthewallchart.

Dothechildrenwritetheletterscorrectly?

Lesson 37Objectives• Towritea,e,g

Starter (10 minutes)1. Tellthechildrentheyaregoingtolearnhowtowritesomemoreletters.Explainthattheseletters

aremadeofcurvedlines.Encouragethechildrentodrawsnakeshapes,curves,arcs,andcircles.

Whole class and group work (15 minutes)1. Writethelettersa,e,andgontheboard,demonstratinghowtowritethem.

2. Ask,What sounds these letters make.Pointtoeachletteronthealphabetwallchartandreinforcethesoundswiththechildren.(a is ant, e is for egg, and g is for gate)

Objectives• Toreviselettersa–p

• StudentBooks

Starter (5 minutes)1. Askthechildrentosoundoutandreadthelettersfromthealphabetwallchart.Howmanycanthey

soundoutwithoutprompting?

Whole class and group work (15 minutes)1. Writethelettersa,c,e,g,o,andsontheboard,andaskchildrentotaketurnstowriteoneofthe

lettersontheboard.

2. Workingingroupsofsix,askeachchildtoforma,c,e,g,o,orsusingPlasticineorplaydough.Swapthelettersandaskiftheycansoundtheirfriend’sletterout.

Individual work (15 minutes)1. AskthechildrentocompletethewritingpracticeandActivity42anddiscusstheirwork.

Answer key

NumbersUnit 9Lesson 39Objectives• Torevisethealphabetandfocusonlettersoundsq,r,s,t

• Torevisenumbers1to5

Resources• CD:Numbers,Topics1and4

• Aselectionoftoys

• StudentBooks

• Flashcards1–5

Starter (10 minutes) 1. PlayTopic1ontheCD.Pointtotherelevantlettersonthewallchart.Returntothebeginningofthe

alphabetandrevisea–p.(e.g.a is for ant …)

2. Returntothelettersq,r,s,andtandsoundouttheletterphonetically(e.g.q is for queen …).Alwayssoundoutthefocuslettersphonetically.Encouragethemtowriteq,r,s,andtintheairastheysaytheletters.

Whole class (15 minutes)1. PlayTopic4ontheCDandaskthestudentstocountthenumbersontheirfingers.

2. Encouragethechildrentocount1–5onthefingersofonehand,puttingtheirthumbup,thenanotherfingerafterwardsastheysaythenumbers.

3. Tellthechildrenyouneedtheirhelptocountsometoys.Takeoutoneatatimeasthechildrencountthem.

4. Showdifferentnumberoftoysandaskthechildrentocounteachiteminsuccession.

Individual work (5 minutes)1. Give the children their StudentBooks and ask them to use their fingers to count the objects and

completeActivity43.

2. Givethemasheetofplainpapersotheycandrawafewobjectsoftheirownandaskafriendtocountthem.

Review (10 minutes)Showdifferentnumbercardstothechildrenandaskthemtosaythenumberandholdup1–5fingers.

Dotheybegintolinkthenumberswiththenumbersofobjects?

Canthechildrencountthenumbersfrom1–5incorrectsequence?

Lesson 40Objectives• Torevisenumbers1to5

• Todrawpictures

• Aselectionofitemsforchildrentocountupto5

• StudentBooks

Starter (10 minutes)1. Askthechildrentocalloutthenumberasyouholdupadigitcard.Repeatthenumbersiftheclassis

lesssureof.

Whole class (20 minutes)1. Askthechildrentodescribetheirhousesandsayhowmanywindowsordoorstheyhave.

2. Explaintothechildrenthattheywillnowdrawahouse.AskthemtocompleteActivity44.

Review (10 minutes)Askthechildrentotaketurnstopickupthenumberofobjectsaccordingtothenumbercardyoushow.

AssessmentDotheybegintolinkthenumberswiththenumbersofobjects?

Canthechildrencountthenumbersincorrectsequence?

Canthechildrenfollowinstructionsanddrawaccordingly?

Lesson 41Objective• Towriteb,d,p,q

Starter (10 minutes)1. Tellthechildrentheyaregoingtolearnhowtowritesomemoreletters.Explainthattheselettersare

madeofcurvesandstraightlines.Encouragethechildrentodrawstraightlinesandcurves,arcs,andcircles.

Whole class and group work (15 minutes)1. Writethelettersb,d,p,andqontheboard,demonstratinghowtowritethem.

2. Ask,What sounds these letters make?Pointtoeachletteronthealphabetwallchartandreinforcethesoundswiththechildren.(b is bag, d is for dog, p is for pot, and q is for queen)

• Flashcards1–5

• StudentBooks

• Plasticineorplaydoughorasandtraywithsticks

Starter (5 minutes)1. PlayTopic1ontheCD,pointingtotherelevantlettersonthewallchart.Howmanycantheysound

outwithoutprompting?

theflashcardsfortheshapeofthedigits.

2. Writethelettersb,d,pandqontheboard,andaskchildrentotaketurnstowriteoneofthelettersontheboard.

3. Workingingroupsofsix,askeachchildtoformab,d,porqusingPlasticineorplaydough.Swapthelettersandaskiftheycansoundtheirfriend’sletterout.

Independent work (10 minutes)1. AskthechildrentocompletethewritingpracticeandActivity46anddiscusstheirwork.

Canthechildrenwritetheletterscorrectly?

Dothechildrencountitemscorrectly?

Answer key

AnimalsUnit 10Lesson 43Objectives• Torevisethealphabetandfocusonlettersoundsu,v,w,x,y,z

• Tointroduceanimalvocabulary

• Torevisenumbers

• Flashcards1-5• StudentBooks

alphabetandrevisea–t.(e.g.a is for ant …)

2. Returntothelettersu,v,w,x,y,andzandsoundoutthelettersphonetically,e.g.u is for umbrella, v is for van, w is for web, x is for x-ray, y is for yarn, and z is for zebra.Alwayssoundoutthefocuslettersphonetically.Encouragethemtowriteu,v,w,x,y,zintheairastheysaytheletters.

Whole class (15 minutes)1. Revisenumbersonetofivebyholdinguptheflashcardsandaskingchildrentocountandsayhow

manyobjectsorreadthenumber.

2. Tellthechildrentheyaregoingtolearnsomeanimalwords.Askthechildrentonamesomeanimals.Explainthatsomeanimalsliveonfarmsandsomeinthewild.

3. Talkaboutafewfarmanimals,andhowtheyaredifferentfromwildanimals.

2. Asyoucirculate,pointtodifferentanimalsandhelpthechildrentonamethem.Askwhichanimalsarefarmanimals.

Review (5 minutes)Askthechildren:Which is your favourite animal?Encouragethemtoanswerinacompletesentence.

AssessmentDothechildrensoundoutfocusletterscorrectly?

Dothechildrenrememberandusesomeoftheanimalnames?

Dotheycountandusethenumbersintheactivitycorrectly?

• Toreviseanimalnamesandnumbers

• Tointroduceanewpoem

• Sheetsofpaper

Starter (10 minutes)1. PlayTopic1ontheCD.Pointtotherelevantlettersonthewallchartandexplainthattheyhavelearnt

thecompletealphabetnow.

Whole class work (15 minutes)1. Askthechildrentonamesomefarm,andwildanimals.

2. Talkaboutafewofthewildanimalsandhowtheyaredifferentfromfarmanimals.

3. ReadthepoemLittle Miss Muffetwithactionsandexplainwhathappensintherhyme.

4. Repeatthepoemandencouragethechildrentojoininandsingwithactions.Repeatseveraltimes.

Review (5 minutes)Askthechildrentosingthepoemoncemore.

Canthechildrensingthepoemwithactions?

Lesson 45Objective• Toreviseanimalnames

• StudentBooks

Starter (5 minutes)1. PlayTopic1ontheCD,pointingtotherelevantlettersonthewallchart.Howmanycantheysound

outwithoutprompting?

Whole class and Group work (25 minutes)1. Writethelettersh,m,c,d,andgontheboard,andaskchildrentonamesomeanimalsbeginningwith

thesesounds.

2. Workingingroupsoffive,askeachchildtoformah,m,c,d,orgusingPlasticineorplaydough.Swapthelettersandaskiftheycansoundtheirfriend’sletterout.

Independent work (10 minutes)1. AskthechildrentocompleteActivity49.

• Flashcards1-5• PlaydoughorPlasticine,orasandtraywithsticks

• StudentBooks

Whole class and Group work (25 minutes)1. Askthechildrentotaketurnstomodeldifferentdigits,ortodrawtheminsand.Askthemtocheckthe

flashcardsfortheshapeofthedigits.

AssessmentCanthechildrencountitemscorrectly?

Answer key

Lesson 47Objectives• Tointroducethenumbers6to10

• Revisenumbers1–5

• Tostarttoidentifylettersandsoundsinwords

Resources• Billybearpuppet

• Aselectionof10toys,or10toybricks(anyitemthechildrencanpickupeasily)inabag

• StudentBooks

• Paperandpencils

Starter (5 minutes)1. Beginbysayingthealphabetphoneticallytogether,pointingtotherelevantlettersonthewallchart.

2. Gobackandpoint to random letterson thewallchart tosee if thechildren remember thesounds.Promptwiththelinkedwordifnecessary.

2. Encouragethechildrentorecallcounting1-5onthefingersofonehand.Thenhelpthemtocountupto10usingbothhands.

3. Tell thechildrenyouneedtheirhelp tocount the toys inyourbag.Takeoutoneata timeas thechildrencountthem.

4. Put back varying numbers of toys and countwhat is leftwith the children, counting each item insuccession.

5. Takedifferentnumbersoutandaskvolunteerstocountthem.

6. LooktogetheratActivity51intheStudentBook,countingthecreaturesandpointingtothenumberdigitandexplaininghowitcorrespondstothenumberofobjects.

Individual work (10 minutes)1. AskthechildrentousetheirfingerstocounteachobjectinActivity51quietlytothemselves.

2. Givethemasheetofpapersotheycandrawsomecreaturesoftheirownandaskafriendtocountthem.

Review (10 minutes)Playagamewiththechildren,tellingthemthatyouwillcalloutanumberfrom1to10,andtheyhavetoholdupthatmanyfingers.

MoreNumbersUnit 11

AssessmentCanthechildrenidentifythenumbers?

Dotheybegintolinkthenumberswiththenumbersofobjects?

Canthechildrenrememberthenumbersinthecorrectsequence?

Lesson 48Objectives• Topractisethenumbers6to10

• Tointroducetheconceptofzero

Resources• Numbercards0to10

• Aselectionofitemsforchildrentocountupto10(e.g.10bricks,10dolls,10sticks)

• StudentBooks

Starter (10 minutes)1. Askthechildrentocalloutthenumberasyouholdadigitcardup.Repeatthosetheclassislesssureof.

2. Showthemafewitemsandthenstartputtingawayoneitematatimetillyouhavenothingleft.Askthemtocounthowmanyyouhave.Studentsmightsaythatyoudon’thaveanything.Explainthatitmeansyouhavezeroitems.

3. Showthe0cardandaskthemtorepeatthewordzero.

Whole class (20 minutes)1. Explain to thechildren that theyaregoing tostand inorder from1 to10.Tenpupilscome to the

teacherandtakeanumbercard,thentheymustorganizethemselvesinarow,inthecorrectorderfrom1to10asquicklyaspossible.

2. Repeatuntileverystudenthashadachance.Usingatimercouldcreatemorefun.

Individual work (5 minutes)1. AskthechildrentocompleteActivity52oftheirStudentBook.

Review (5 minutes)Askthechildrentotaketurnstopickupthenumberofobjectsyoushowonthecard.

AssessmentDothechildrenusethenumbers0to10correctly?

Canthechildrenremembernumbersintheircorrectsequence?

Lesson 49Objectives• Totracenumbers1-10

Resources• Numbercards1-10• CD:Numbers,Topic4• PlaydoughorPlasticine,orasandtraywithsticks

• StudentBooks

Whole class and Group work (25 minutes)1. Askthechildrentotaketurnstomodeldifferentdigits,ortodrawtheminsand.Askthemtocheckthe

wallchartfortheshapeofthedigits.2. Writethenumbers1to10ontheboard,andaskchildrentotaketurnstowriteoneofthenumberson

theboard.3. Working in groups of five, ask each child to formany two letters usingPlasticine or play dough.

Ensurethatthechildrenchoosedifferentnumberssothattheycompleteallnumbers1–10.Swapthenumbersandaskiftheycanreadtheirfriend’snumber.

Review (5 minutes)Askthechildrentoreadthenumbersontheboard.

AssessmentDothechildrenreadthenumberscorrectly?Canthechildrentracethenumberscorrectly?

Lesson 50Objectives• Tointroduceannewsong

• Tointroducefeelingsvocabulary

• Toencouragestudentstolistenwithconcentrationandrepeatnewwords

Resources• Resourcesheet13:Beforethelessonphotocopythesheetoncardandcutthemoutsothatthereis

onecopyfortheteacher.• Resourcesheet14:Beforethelessonphotocopythesheetoncardandcutthemoutsothatthereis

onecopyforeachpair.• StudentBooks

Starter (10 minutes)1. Makea sad face and say that you are feeling sad.Repeat showing happy, angry, and surprised

expressions.

2. ShowthechildrenthesadexpressionsfromResourcesheet13.Tellthechildrenthatyouwillteachthemasongtomakeeverybodyfeelhappyandshowthemthehappyfacefromthesameresourcesheet.

Whole class (15 minutes)1. GiveResourcesheet14toeachpairofchildren,whichhasthelyricsofthesong.

2. Singthesongtogether,teachingthemtheactionstocopy.

3. Askhowthechildrenfeelnow.

2. Asyoucirculate,ensuretheyunderstand‘angry’and‘surprised’.Askthemtomakefacesforthe4expressions,andsay:I am … angry/surprised/happy/sad.

Review (5 minutes)Askchildrentotaketurnstomakeaface.Cantheotherchildrenguessthefeeling?

Dothechildrenfollowtheactionsandjoininthesong?

Dotheyshowhand-controlastheydrawtheexpressions?

Lesson 51Objectives• Tointroduceanewrhyme

Resources• CD:Numbers,Topic4

• StudentBooks

Starter (5 minutes)1. Askthechildreniftheyeverfeelhungryandteachwhatthewordmeans.

2. PlaythepoemPat-a-cakeinTopic4ontheCD.

Whole class (20 minutes)1. IntroducetherhymebyshowingthemthepictureinActivity55.Thebearsarehungrysotherhymeis

aboutbakingacakeforthem.

2. Playthepoemagain,encouragingthechildrentojoinintheactions.

3. Writewordsfromtherhymeontheboard(pat,baker,man,bake,put,baby,me).Readthewordsemphasisingtheinitialletters.Cantheyfindeachletteronthealphabetwallchart?

4. Write‘p’and‘b’intheboardandaskwhatsoundstheymake.AskthemtocircleallthepsandbsintherhymeintheirbooksinActivity55.

Individual work (10 minutes)1. Askthechildrentodrawacakewiththeirownnameorinitialletteroftheirnameonit.Displaytheir

pictureswiththerhyme.

Review (5 minutes)Askthechildrentosingtherhymeagain.

Canthechildrensoundoutandrecognizetheletterspandb?

Dothechildrensingtherhymewithconfidence?

• Playdough,Plasticine,orasandtray

• Numbercards0to10

• StudentBooks

Starter (5 minutes)1. PlayTopic4ontheCDpointingtotherelevantnumbersonthewallchart.

thenumbercardsfortheshapesofthedigits.

AssessmentDothechildrencountitemscorrectly?

Cantheywritethedigitscorrectly?

Answer key

MyalphabetUnit 12Lesson 53Objectives• Torevisethealphabet

• Torevisealphabeticalorder

• StudentBooks

2. Thenrandomlypointtoanyletteronthechartandaskthechildrentosaythelettersoundandthewordonthechart,e.g.k – k is for king

Whole class (15 minutes)1. Open thebookatActivity57,andask thechildren to take turns to readeach letterandname the

picture.Repeatifnecessarysothatallthechildrengetachance.

2. Challengethechildrentoreadthealphabetbackwards,pointingateachletteronthealphabetchart:z,y,x,w,etc

2. Asyoucirculate,ensuretheyuseActivity56asareferencetohelpthem.

Review (5 minutes)Askchildrentotaketurnstoreadthelettersofthealphabetfromthewallchart.

HomeworkAskthechildrentocompleteActivity58.

AssessmentDothechildrenjoininandsingthealphabetsong?

Canthechildrenwritethelettersofthealphabetinthecorrectorder?

Cantheyreadthelettersofthealphabetbackwards?

Lesson 54Objectives• Torevisethealphabeticalorder

• Tolinkalettertotheirname

• Tofindtheinitiallettersofwords

• Resourcesheet15:Beforethelessonphotocopythesheetoncardandcutouttheletterssothatthereisoneletterforeachchild.

• StudentBooks

Starter (10 minutes)1. WriteBillyontheboardandemphasizeb,andaskthechildrentofindbonthealphabetwallchart.

2. Askthechildrentheirnamesandaskthemtofindtheinitialletteronthewallchart.Writethelettersontheboard.

Whole class (15 minutes)1. GiveeachchildaletterfromResourcesheet15.Repeatlettersiftherearemorethan26childrenin

theclass.

2. Askthechildrentoorganizethemselvesinalphabeticalorder,accordingtothelettertheyhave.

3. Checktheorderwiththechildren,askingthemtosoundouttheirletterandcheckthepositiononthealphabetchart.

Review (5 minutes)Giveouttheletterstothechildrenagain.PlayTopic1ontheCDandaskthechildrentoholduptheirletterwhenitissung.

HomeworkAskthechildrentocompleteActivity60.

AssessmentCanthechildrenarrangethelettersincorrectalphabeticalorder?

Canthechildrenwriteletterscorrectly?

Cantheynametheinitialletterintheirnames?

Objectives• Toreviselettersounds

• Torevisethealphabeticalorder

• Towritelettersa-z

• Children’sbookswithdifferentsizedtext

• StudentBooks

• Flashcardsa-z

2. AskthechildrentosingthealphabetsongwithouttheCDandseehowfasttheycansingitforfun.

Whole class and Group work (20 minutes)1. Showtheflashcardletterstothechildreninrandomorderandaskthemtoreadtheletter.

2. Thenwiththechildren’shelp,putupthecardsontheboardinthealphabeticalorder.

Individual work (10 minutes)1. AskthechildrentocompleteActivity61.Ifrequiredchildrencantakehelpfromthealphabetchartor

theflashcards.

AssessmentDothechildrennamethelettersofthealphabetcorrectly?

Canthechildrenwritethelettersa-z?

Answer key

Lesson 56Objectives• Torecognizeinitialsoundsinwords

• Torecognizefinalsoundsinwords

• Toextendvocabulary

Resources• CD:Lettersandwords,Topic8

• Selectionofpercussioninstrumentsoranytins,etc.thatthechildrencanusetomakesounds

• Flashcardsa-z• StudentBooks

Starter (10 minutes)1. Givethechildrentheirinstrumentsandexplorethedifferentsoundstheycanmake.

Whole class (15 minutes)1. BringoutBillybearandpretenditisplayinganinstrument.Pretendhewhisperstoyouandexplain

thathewantstowritethesoundsdown.

2. Letthechildrentaketurnstoplayaninstrumentandthenwriteawordontheboardthatmatches.UsewordsfromActivity62:bing,bang,bong,ping,pong,dong,ding,ring,ping.

3. AsktheclasstohelpBillyreadsomeofthewords.Soundoutallthe–ongwordsfirst,then–ingwords,andthen–angwords.

2. Asyoucirculate,pointouthowthewordshavethesameendings,–ing,–ong,and–ang.

Review (5 minutes)Askchildrentotaketurnstochooseaninstrumenttomakeeachsoundwordontheboard.Helpthemtoreadtheirword.

AssessmentCanthechildrenrecognizeinitialsoundsinwords?

Canthechildrenrecognizefinalsoundsinwords?

LettersandwordsUnit 13

Lesson 57Objectives• Toreviseinitialsoundsofwords

• Tomatchobjectstolabels

• Labels for familiar items in theclassroom,bigenough for thechildren tosee fromallpartsof theclassroom,e.g.cup,bag,mop,mat,pen,box,book,paper,crayons,etc.

• StudentBooks

Starter (10 minutes)1. Askthechildrentosoundoutthelettersfromthealphabetwallchart,singingthesongiftheywish.

Whole class (15 minutes)1. TellthechildrenthattheyaregoingtoplayISpy.Usethealphabetchartfirst,sayingI Spy with

my little eye, something beginning with, e.g. k. (Thechildrenhavetoanswer‘king’andpointtothepicture.)

2. Continueusingotherletters.Then,broadentheactivitywithlabelleditemsintheclassroom.

Individual work (15 minutes)1. AskthechildrentocompleteActivity63.Asyoucirculateaskthemiftheycanspotthewordswiththe

sameendings.

Review (5 minutes)PlayIspyagainbriefly,usingthealphabetwallchart.

AssessmentDothechildrensoundoutinitialletterscorrectly?

Canthechildrenreadthelabelsandmatchthemtothecorrectitems?

Lesson 58Objectives• Tointroduceanewrhyme

• Tofocusoninitialsounds

Resources• CD:Lettersandwords,Topic8

• StudentBooks

Starter (10 minutes)1. PlayTopic8ontheCD.Askthechildrentolistentothepoem,andthenexplainwhatishappeningby

pointingtothepicturesinActivity64.

Whole class (15 minutes)1. Teachtherhymetothechildren,repeatingituntiltheyarefamiliarwithit.

2. AsaclassworktogetheronActivity64.Readthewordsslowlyandhelpthechildrentonametheinitiallettersandtracethem.

3. Singtherhymeagain.WriteJillandhillontheboard.Pointoutthattheyhavethesameendingandsoundthesame.Explainthatthismeanstheyrhyme.

Individual work (10 minutes)1. Ask the children to completeActivity 64.Asyou circulate ask the children to readeachwordby

soundingandblendingtheletters.

Review (5 minutes)AskthechildrentoreadaloudsomeofthewordsinActivity64.

AssessmentDothechildrenreadtherhymecorrectly?

Canthechildrenreadthenewwordsandsaytheinitialsounds?

Lesson 59Objectives• Toreadwords

• Totraceletters

Resources• Resourcesheet16:Beforethelessonphotocopythesheetoncardandcutthemoutsothatthereis

onesetforeachpair.

• StudentBooks

Starter (5 minutes)1. Writesome–atwordsontheboard:rat,cat,andmat.Pointoutthesameendings.Helpthechildrento

soundoutthewords.Explainthatthesewordsrhyme.

Whole class and group work (15 minutes)1. Writelog,dog,fox,box,bag,andragontheboardandseeifthechildrencanspotthewordswiththe

sameendings.

2. Showthechildrenhowtousethecards(Resourcesheet16)tomakenewwords.Askthemtowritedownthewordstheymake.

Individual work (15 minutes)1. AskthechildrentocompleteActivity65.Offersupportasyoucirculateandencouragethemtoread

thewords.

Review (5 minutes)AskindividualchildrentoreadsomewordsfromActivity65.

AssessmentCanthechildrenreadthenewwordscorrectly?

Canthechildrentracethewordscorrectly?

Canthechildrenspotthewordswiththesameendings?

Note:Otherrhymingwordscanbetaughtusingthesamelessonplan,andResourcesheets17and18.

Lesson 60Objectives• Tomatchobjectstolabels

• Toreviseinitialsounds

• Labelsforfamiliaranimalnames,e.g.cat,cow,rat,hen,etc.displayedontheboard

• StudentBooks

Starter (10 minutes)1. Askthechildrentosoundoutthelettersfromthealphabetwallchart,singingthesongiftheywish.

Whole class (15 minutes)1. TellthechildrenthattheyaregoingtoplayISpy.Usingthelabelsdisplayedontheboard,say:I Spy

with my little eye, the word cow, andthechildrenhavetopointtothecorrectlabel.

2. Continueusingtheotherlabels.

Individual work (15 minutes)1. AskthechildrentocompleteActivity66.Asyoucirculateaskthemtoreadthewordsandnamethe

initialsounds.

Review (5 minutes)PlayI spyagainbrieflyusingthealphabetwallchart.

Homework AskthechildrentocompleteActivity67.

Objectives• Toreviseinitialsoundsinwords

• Tomatchinitiallettertotheendinglettersandcompletewords

• Labelsandmatchingpicturesforsomefamiliarthree-letterwordse.g.van,mat,cat,pen,pan,cow,etc.

• Flashcardsa-z• StudentBooks

Starter (10 minutes)1. Showthelabelsandaskthechildrentoreadeachletterandthenblendtheletterstoreadtheword.If

theyfacedifficulty,helpbyshowingtherelatedpictures.

2. Holdupflashcardsr,bandpinturn,andaskiftheycanthinkofawordbeginningwiththatletter.Cantheythinkofwordsotherthanthoseonthealphabetchart?

Whole class (20 minutes)1. TellthechildrenthattheyaregoingtoplayISpy.Usingthelabelsdisplayedontheboard,say:I Spy

with my little eye the word . Thechildrenhavetopointtothecorrectlabel.

2. Continueusingtheotherlabels.

3. Whenreadingeachword,emphasizethesoundofeachletterandhowtheycanbeblendedtoreadthecompleteword.

Individual work (10 minutes)1. AskthechildrentocompleteActivity68.Asyoucirculateaskthemtoreadthewordsandnamethe

initialsounds.Youcansuggesttheylookatthealphabetchartforcluesiftheyarestruggling.

Review (5 minutes)PlayI spyagainbrieflyusingthealphabetwallchart.

Homework AskthechildrentocompleteActivity69.

Canthechildrenmatchinitiallettertotheendingletterstocompletethewords?

Answer key

Lesson 62Objectives• Tointroducethepartsofabook

• Todiscussfamiliarstories

Resources• Afewcolourfulstorybooksofdifferentsizes

• Resourcesheet19:Beforethelessonphotocopythesheetoncardandcutthemoutsothatthereisonesetforeachgroup.

• StudentBooks

Starter (10 minutes)1. Askthechildrenabouttheirfavouritestories.

Whole class and group work (15 minutes)1. ShowthechildrenastorybookandintroducethemtosomeofthepartsusingthelabelsfromResource

sheet19.

2. Askthechildrentoformgroupsandgiveeachgroupasetofbooksandcopiesof thelabelsfromResourcesheet19.Askthemtolaythebooksonthetableandplacethelabelsonthemtoshowthedifferentparts.Someofthebookscanbekeptopen,andsomeclosed.

3. Askthechildrentolookattheworkoftheothergroupsanddiscusscorrectlabelsandthosethatneedchanging.Praisetheireffortsandanythatarerightatthisstage,asthevocabularyisfairlyunfamiliartothem.

Individual work (10 minutes)1. AskthechildrentocompleteActivity70.Asyoucirculateaskthechildrentotalkaboutthestoriesthey

arefamiliarwith.

Review (5 minutes)AskthechildrentodescribethepicturesinActivity70.

AssessmentCanthechildrenlabelthepartsofabookcorrectly?

Dothechildrenusethenewvocabularycorrectly?

Canthechildrentalkaboutstoriestheyhaveread?

StorybooksUnit 14

Lesson 63Objectives• Totalkaboutstories

• Togiveopinions

Resources• Afewstorybooksthechildrenhaveread

• StudentBooks

Starter (10 minutes)1. Askchildrentosaywhichistheirfavouritestoryandwhy.

Whole class (10 minutes)1. Talkaboutbooksorstoriesthechildrenarefamiliarwith.

2. Discusssomefamiliarcharacters.Writeafewtitlesontheboard.

Individual work (15 minutes)1. AskthechildrentocompleteActivities71and72.Offersupportinwritingthetitle.

Review (5 minutes)Takevotestofindoutthemostfavouritestory.

AssessmentCanthechildrendiscusstheirfavouritestories?

Dothechildrenwritenewwordswithcorrectspellings?

Canthechildrenusenewvocabularycorrectly?

Objectives• Totalkaboutstories

• Togiveopinions

• Todrawanddesignbookcovers

Resources• Sheetsofpaperandsomedrawingmaterials

• Storybooks

• Resourcesheet19:Beforethelessonphotocopythesheetoncardandcutthemoutsothatthereisonesetforeachgroup.

• StudentBooks

Starter (10 minutes)1. RevisethepartsofabookusingthestorybooksandlabelsfromResourcesheet19.

2. ChildrencompleteActivity73.

Individual work (30 minutes, can be carried over to the next lesson)1. Explainthattheyaregoingtomakeaclassdisplayentitled:Whatisastorybook?

2. Givechildrenachancetodrawanddesignbookcovers,illustrations,andfavouritecharacters.

3. DisplaytheworkwiththerelevantlabelsfromResourcesheet19.

AssessmentCanthechildrendiscusstheirfavouritestories?

Dothechildrenwritenewwordswithcorrectspellings?

Canthechildrenusenewvocabularycorrectly?

Canthechildrendrawanddesignbookcovers?

Answer key

Lesson 65Objectives• Tointroducenewvocabulary

• Toencouragechildrentolistenwithconcentration

• Todiscussandretellastory

Resources• CD:Storytime,Topic9,Jack and the Beanstalk

• Resourcesheet20:Beforethelessonphotocopythesheetoncardandcutthemoutsothatthereisonesetfortheclass.

• StudentBooks

Starter (5 minutes)1. Ask the children about their favourite stories. Ask if anyone knows anything about Jack and the

Beanstalk.

Whole class work (20 minutes)1. PlayTopic9ontheCD.

2. Discussandidentifythemaincharacters,Jack,Mum,andthegiant.

3. GivesomechildrenacardeachfromResourcesheet20.Askthemtowalkandactasiftheyareoneofthecharacters.

4. Playthestoryagain.

Individual work (10 minutes)1. AskthechildrentolookatthepicturesandtellthestorytotheirfriendasinstructedinActivity74.As

youcirculateaskthechildrentotellyouaboutthestory.

Review (5 minutes)Writethefollowingwordsontheboard:Jack,Jill,Mum,Dad,princess,giant,dog,andcow.Ask:Whichofthesecharactersareinthestory,Jack and the beanstalk?

AssessmentCanthechildrenexplainandretellthestory?

Cantheyidentifythemaincharacters?

Lesson 66Objectives• Toencouragechildrentolistenwithconcentration

• Todiscussandretellastory

• Tosequenceeventsinastory

JackandtheBeanstalkUnit 15

• StudentBooks

Starter (15 minutes)1. PlayTopic9ontheCD.Askthechildreniftheycansay,‘Fee fi fo fum’likethegiant.Letthemrepeat

fasterandinagruffvoiceforfun.

Whole class and individual work (20 minutes)1. Discussthemaincharacters,Jack,Mum,andthegiantandencouragethechildrentosayonedialogue

foranyonecharacter.

2. Askthemtodrawoneofthecharactersonpaper.

Review (5 minutes)Holdaclassvoteonthechildren’sfavouritecharacter.

AssessmentCanthechildrendiscussandretellastory?

Dotheyusenewvocabulary?

Cantheysequenceeventsinastory?

Objectives• Toretellastory

• Torole-playcharactersandmimeastory

• Tosequenceeventsinastory

• StudentBooks

Starter (10 minutes)1. PlayTopic9ontheCD.Encouragethechildrentojoininwiththegiant’s‘Fee fi, fo-fum’.

Group work (30 minutes)1. Organizethechildreningroupsofthree,andaskthemtotaketherolesofMum,Jack,andthegiant

toactoutthestory.

Individual and paired work (10 minutes)1. AskthechildrentocompleteActivity75andthenaskthemtocomparetheiranswerswithafriend.

AssessmentCanthechildrenretellastory?

Canthechildrenrole-playcharactersandactoutastory?

Canthechildrensequenceeventsinastory?

Answer key

Lesson 68Objectives• Tointroduceanewstory

• Toroleplaycharactersandactoutastory

Resources• CD:Storytime,Topic9,Little Red Riding Hood

• Resourcesheet21:Beforethelessonphotocopythesheetoncardandcutthemoutsothatthereisonecardforeachchild.

• StudentBooks

Starter (5 minutes)1. Askthechildrenifanyonehasheardthestory,Little Red Riding Hood.

2. ExplainthatLittle Red Riding Hoodisstoryaboutasmallgirlwhogoestohergrandma’shouseandmeetsawolfontheway.

Whole class work (20 minutes)1. PlayTopic9ontheCD.

2. Identifyanddiscussthemaincharacters,Mum,LittleRedRidingHood,thewolf,thewoodcutter,andGrandma.

3. GivethemthecardeachfromResourcesheet21.Askthechildrentoreadthenameonthecardandrole-playthatcharacter.

Individual work (10 minutes)1. AskthechildrentocompleteActivity76.Asyoucirculateaskthechildrentotalkaboutthestory.

Review (5 minutes)AskthechildrentoreadActivity77inpairs.

AssessmentCanthechildrendiscusssomepartsofthestory?

Cantheyidentifythemaincharacters?

Canthechildrenrole-playcharactersandactoutastory

Lesson 69Objectives• Todiscussastory

• Toencouragestudentstolistenwithconcentration

• Tosaydialoguesfromthestory

LittleRedRidingHoodUnit 16

• Resourcesheet21:Beforethelessonphotocopythesheetoncardandcutthemoutsothatthereisonecardforeachchild.

• StudentBooks

2. Askthechildrentosaysomedialoguesfromthestory.

Whole class work (15 minutes)1. DistributethecardsfromResourcesheet21andaskthechildrentoreadthewords.

2. Askpairstotaketherolesof thewolfandLittleRedRidingHood.Cantheyrememberanyof thedialogueatGrandma’shouse?

Individual work (10 minutes)1. Ask thechildren tocompleteActivity78.Offersupportandhelp themread thewords if they face

difficulty.

Review (5 minutes)Holdaclassvoteonthechildren’sfavouritecharacterinthisstory.

AssessmentCanthechildrendiscussthestory?

Dotheyusenewvocabularycorrectly?

Canthechildrensaydialoguesfromthestory?

Lesson 70Objectives• Totalkaboutstories

• Totalkaboutstorycharacters

• StudentBooks

Starter (10 minutes)1. Askchildrentonametheirfavouritecharacterinanystoryandsaywhytheylikethatcharacter.

2. EncouragethechildrentojoininwiththedialoguesbetweenLittleRedRidingHoodandthewolf.

Review (10 minutes)Askchildrentotalkabouttheirfavouritecharacter.

AssessmentCanthechildrentalkaboutstories?

Canthechildrentalkabouttheirfavouritecharacters?

Objectives• Torevisitastory

• Torole-playcharactersandactoutastory

Resources• CD:Storytime,Topic9,JackandtheBeanstalk

• StudentBooks

Starter (10 minutes)1. PlayTopic9ontheCD.Encouragethechildrentojoininwiththegiant’swords.

Group work (15 minutes)1. Organizethechildreningroupsoffour,andaskthemtotaketherolesofMum,Jack,oldman,andthe

giant,androle-playthestory.

2. Encouragetheuseofstorylanguage.

Review (5 minutes)Askthechildrentodescribeanyonecharacterfromthestory.

AssessmentDothechildrenrememberthestory?

Dothechildrenrememberanyspokenwordsfromthestory,andusethem?

Canthechildrenrole-playcharactersandactoutastory?

Answer key

Resourcesheet1

Resourcesheet2

Resourcesheet3

Resourcesheet4

brother sister

fathermother

Resourcesheet5

Resourcesheet6

Resourcesheet7

doll bricks

book rope

ball bear

car aeroplane

Resourcesheet8

apple banana

mango lemon

orange pear

Resourcesheet9

Resourcesheet10

Resourcesheet11

Resourcesheet12

cloudy

stormy

Resourcesheet13

Resourcesheet14Ifyou’rehappyandyouknowit,clapyourhands.Ifyou’rehappyandyouknowit,clapyourhands.Ifyou’rehappyandyouknowit,thenyourfacewillsurelyshowit.Ifyou’rehappyandyouknowit,clapyourhands.

Ifyou’rehappyandyouknowit,stampyourfeet.Ifyou’rehappyandyouknowit,stampyourfeet.Ifyou’rehappyandyouknowit,thenyourfacewillsurelyshowit.Ifyou’rehappyandyouknowit,stampyourfeet.

Ifyou’rehappyandyouknowit,shoutHurray,Hurray!Ifyou’rehappyandyouknowit,shoutHurray,Hurray!Ifyou’rehappyandyouknowit,thenyourfacewillsurelyshowit.Ifyou’rehappyandyouknowit,shoutHurray,Hurray.

Ifyou’rehappyandyouknowit,doallthree,Hurray!Ifyou’rehappyandyouknowit,doallthree,Hurray!Ifyou’rehappyandyouknowit,thenyourfacewillsurelyshowitIfyou’rehappyandyouknowit,doallthree,Hurray!

Resourcesheet15

Resourcesheet16

Resourcesheet17

Resourcesheet18

Resourcesheet19

front back

spine page picture

beginning endcover

word storytitleletter

Resourcesheet20

Jack Mum

Resourcesheet21

LittleRedRidingHood

grandma

wolfwoodcutter

Objectives and assessments

National Curriculum for Early Childhood Education – Language and Literature (Key Learning Area and Competencies) ThetablebelowshowswhichcompetenciesfromthePakistancurriculumarecoveredintheunitsofwork.Thesewillprovideahelpfulfocusforassessingthechildren’sprogresssothattheyeachachieveabroadrangeofsuccessinListeningandSpeaking,ReadingandWritingskills.Areasrequiringadditionalworkorrevisionwillalsobecomeapparent.

Language and Literature

Listening and SpeakingUnit1

Competency1:Childrenwillengageinconversationwithothersandtalkconfidentlyaboutmattersofimmediateandpersonalinterest

Competency2:Childrenwithdescribeobjects,eventsandtheirplansfortheday

Competency3:Childrenwillenjoylisteningtostoriesandpoemsandmakinguptheirownstoriesandrhymes

ReadingUnit1

Competency4:Childrenwillenjoybooksandhandlethemcarefully

Competency5:Childrenwillunderstandhowbooksareorganized

Competency6:Childrenwillrecognizefamiliarwordsinsimpletexts

WritingUnit1

Competency7:Childrenwillusepictures,symbols,andfamiliarlettersandwordstocommunicatemeaning,showingawarenessofsomeofthedifferentpurposesofwriting

National Curriculum for Early Childhood Education – Language and Literature (Key Learning Area and Competencies)

Unit10

Unit11

Unit12

ReadingUnit7

Unit10

Unit11

Unit12

WritingUnit7

Unit10

Unit11

Unit12

National Curriculum for Early Childhood Education – Language and Literature (Key Learning Area and Competencies)

Unit14

Unit15

Unit16

ReadingUnit13

Unit14

Unit15

Unit16

WritingUnit13

Unit14

Unit15

Unit16

Assessment record sheet

Teacher: Year

Child’sname: Class

Unit Assessmentfocuses Achievement Y = Yes S=moresupportrequired

Teacher’snotes

Drawinglines Candrawhorizontalstraightlines Candrawverticalstraightlines Candrawslantingstraightlines Candrawzigzaglines Candrawvariedstraightlinestoformpatterns Candrawcurvedlines Candrawvariedcurvedlinestoformpatterns

Hello,Goodbye

UsesthewordsHelloandGoodbye Cancolourthingsusingadequatehandcontrol Cancolourpictureswithinboundaries Usesfullsentencestoaskandanswerquestions. Candrawstraightlinestocompletepictures

Families Remembers and uses vocabulary related to families,clothes,everydaythings

Candrawcurvesandcircles Singsrhymesandpoems Canusecorrectlysomevocabularyinrhyme

Countingthings

Countsfromonetofiveinsequence Uses ordinal numbers first, second, third, fourth, andfifth

Candrawandtracepatternswithimproveddexterity

Everydaythings

Expressespreferencesandlikesanddislikes Remembersandusescorrectlynewvocabulary Canreadandwritenumbers1-5 Answersquestionswithyes/no

Colours Remembersandsingsanalphabetsong Canidentifyandnamesomecolours Canexplainuseofcoloursontrafficsignals Canreadandtracelettersi,j,k,l,v,w,x,z Canrecognizeinitialsoundsi,j,k,l,v,w,x,z

Teacher’snotes

Shapes Remembersandsingsanalphabetsong Can identifyandnamesimpleshapes:circle,square,triangle

Candrawsimple2Dshapes Canreadandtracelettersm,n,u,y,f,h,r,t Canrecognizeinitialsoundsm,n,u,y,f,h,r,t

Weather Remembersandrepeatssimplerhymes Remembersandusesvocabularyrelatedtoweather Canidentifysimpleweathersymbols Canreadandtracelettersc,o,s,a,eg Canrecognizeinitialsoundsc,o,s,a,eg

Numbers Cancountobjectsandwritenumbers1-10 Candrawandcoloursimpleshapesandobjects Canreadandtracelettersb,d,p,q Canrecognizeinitialsoundsb,d,p,q

Animals Learnsvocabularyrelatedtoanimals Learnsnumbersongsandrhymes Cancountandwritenumbers1-10 Cannamesomeanimals Canidentifyinitialsoundsinwords

Morenumbers Cancountandwritenumbers1-10 Candrawandcountobjects Cantalkaboutfeelingsandexpressions Singsrhymesandsongs

Myalphabet Singsandlearnsanalphabetsong Cansoundoutinitiallettersinwords Canexplainanduse thealphabetical orderof lettersa-z

Canwritea-zinalphabeticalorder

Lettersandwords

Canreadandidentifyrhymingwords Learnsnewvocabulary Linksobjectstotheirlabels Remembersinitiallettersoffamiliarwords Learnsandsingssimplenurseryrhymes Canreadandsoundoutrandomlettersa-z Canspellsomecvcwords Cancopynewwordscorrectly

Teacher’snotes

Storybooks Canlookatanddiscussavarietyofbooks Listenstoanddiscussesstories Expressespreferences

JackandtheBeanstalk

Listenstoanddiscussesastory Learnsnewvocabulary Cansequenceeventsinastory Canexpressopinions Cantalkaboutstories/characters

LittleRedRidingHood

Listensto,discusses,andretellsastory Learnsnewvocabulary Cantalkaboutstories/characters Canidentifygoodandbadcharactersinstories Canwritelettersa-zinalphabeticalorder

Teaching Notes

Teaching Guide English - Oxford University Press for Early Learners... · English for Early...

Documents

Basic English Grammar: For English Language Learners (Basic English Grammar for English Language Learners)

Word Generation: Helping English Language Learners ... Generation: Helping English Language Learners ... Helping English Language Learners Strengthen Academic Vocabulary in the

Early Learners 082621

English Language Learners

Early Learners Early Learners - Scholastic

Teaching English Learners Early Mathematics (TEEM) Table ...Teaching English Learners Early Mathematics (TEEM) A. Significance Summary. With Teaching English Learners Early Mathematics

Stories and Early Literacy: English for Very Young Learners

English Language Learners English Language Learners ...forms.hmhco.com/.../Journeys_ELL_Newcomer_Teachers_Guide_Sam… · English Language Learners Newcomer Teacher’s ... The Newcomer

Dual Language Learners in the Early Years: Getting …...National Clearinghouse for English Language Acquisition Dual Language Learners in the Early Years: Getting Ready to Succeed

Early Learners

Elementary English Learners

Starting Early Learners on the Right Trackecommerce-prod.mheducation.com.s3.amazonaws.com/unitas/...English Language Learners at multiple levels of proficiency. 4 Themes and Literature

ELA Early Learners

Effective Early Literacy Skill Development for English ...caheadstart.org/RI/7.JFarver.pdfEffective Early Literacy Skill Development for English Language Learners: An Experimental

Sobrato Early Academic Literacy Project A Preschool -Third grade pilot for Spanish-Speaking English Learners

Nurturing Early Learners - ECDA

Oregon English Learners Statewide Strategic Plan … English Learners . Statewide Strategic Plan ... Oregon Department of Education ... instructional program for English Learners

Teaching English to Children - Teach International · Teaching English to Children 1 ... (3-5 years), Early Learners (6-8), Middle School Learners (7-9), Upper School Learners (10-12)

English Language Learners Early Childhood Teacher & Leadership

Strategies for English Learners - SAGE Publications · PDF filefor English Learners includes teaching vocabulary strategies they can apply ... English Learners need to learn more English