MINISTRY OF EDUCATIONCURRICULUM GUIDE FOR …

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GUYANA

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MINISTRY OF EDUCATION

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CURRICULUM GUIDE FOR NURSERY YEAR 2

' TABLE OF CONTENTS I II ·f

Acknowledgements

Introduction j ii

Theme 1 : Myself and Friends Topics i) My Best Friend 1

ii) My Birthday 5

Theme 2 :My Family Topics i) Going out with my family 6

Theme 3 :My home Topics i) Things we have at home 9

Theme 4 :My School Topic i) People and Objects in my school 13

Theme 5 : Community Workers Topics i) The Baker 17

ii) Dentist 20

Theme 6 : Celebrations Topic i) Christmas 21

Theme 7 : Community Workers Topic i) The Postman 24

ii) The policeman· 27

iii) The Fisherman 30

Theme 8 : Plants in Our Environment Topic i) Plants 34

II) t How Pumpkins Grow 36

iii) Fruits 3 7

Theme 9 : Animals in Our Environment Topic i) Animals that live on land 38

ii) Animals that live in water 42

iii) Animals that fly 45

Theme 1 0 : Transportation in our Environment Topic i) Transportation on Land 48

ii) Transportation on~

Ri¥eJs vv :J<yJ. 52

iii) Transportation by Air. 55

ACKNOWLEDGEMENTS

Thanks are extended to the following persons for their involvement in the preparation of the Curriculum Guide - Nursery

Year 2.

1. Professor Jaipaul Roopnarine

2. Mr. Mohandatt Goolsarran

3. Ms. Juliet Sowdagar

4. Ms. Alexia Kwong

5. Ms. Claudith Thompson

6. Ms. Ingrid Trotman

7. Ms. Ingrid Barker

8. Ms. Patricia McPherson

9. Ms. Shondell Hercules

10. Ms. Lorraine Barker

11. Ms. Elizabeth DaCosta

12. Ms. Banmattie Persaud

13. Ms. Christina Persaud

Developed By : Florence Sukhdeo National Curriculum and Materials Advisor,

- Department of Child and Family Studies Unit.

~· yracruse University, New York.

-Director. National Centre for Educational Resource Development.

-Former Lecturer, University of Guyana.

- Former Lecturer, Cyril Potter College of Education.

- Lecturer, University of Guyana.

Guyana Representative - Caribbean Centre for Excellence in Teacher Training

-Lecturer, University of Guyana.

- H'3ad (ag) Curriculum Development and Implementation Unit.

- Curriculum Spec ialist

- Senior Mistress - Anna Regina Nursery School. Region 2.

-Senior Mistress - St. Gabriel 's Nursery School. Georgetown.

-Senior Mistress - Starters Nursery School. Georgetown.

-Nursery Field Officer/Head Mistress Enterprise Nursery School, Region 4.

- Head Mistress- No.2 Nursery, Canje, Region 6.

Basic Education Access and Management Support Programme.

IliTROI>"U~TIOli

The Nursery Curriculum has grown and changed since September, 197 6. We have gained new insights into

what nursery teachers need to know and do and we have applied them in this Curriculum Guide using the

Guyana Curriculum Standards as the base. These standards are in keeping with the Caribbean Standards.

Helping teachers to organize their classrooms into learning centres and using them effectively, is the first step in

implementing a Curriculum.

However, much more is required. Teachers need a scope and sequence of skills and concepts to be learned

with specific daily activities.

This curriculum guide is intended to help teachers implement these developmentally appropriate practices.

Since the Nursery Curriculum is based on themes which usually involve a Science or Social Studies thrust e.g

Animals in our Environment, teachers need to know how to purposefully incorporate Literacy, mathematics,

Health and Family Life Education, Music, Movement and Drama, Drawing and Painting and to have ongoing

daily routines and displays.

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Ongoing Daily Routines and Displays

It is strongly advised that teachers have morning routine at the beginning of the day. It can be done as the first mini-activity

during Arrival and Free Play. Children should take an active part in these routines, which will provide numerous opportunities

for developing Literacy and Numeracy.

Some suggested experiences

• Greeting children, Connect emotionally with each child

• The Attendance Chart or We are Here Chart.

As soon as children arrive at school they should select their name cards Year 1 children should have a photograph or a

drawing of himself or herself to give him/her a clue (The name should be written in bold script) Year 2 children should

have their names only written in bold script.

Each child should place his/her name Card on Chart. The teacher can see at a glance the children who are present

• The Daily Chart

Today is !Monda~

After discussing the day of the week children can take turns to put up, the day on the chart (Year 1)

Sing the Days of the Week Song (Tune: My Darling Clementine)

There are seven days

lll

There are seven days

There are seven days in a week

Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday

' T· lmP"t"''~,,

Year 2 Chart can be extended e.g.

Today is !Monda~

Yesterday was ISunda~

Tomorrow will be tfuesda~

• The Weather Chart

General weather conditions should be recorded each day.

,S ay

Year 1 children should have a pictorial weather chart with an arrow pointing to the weather e.g. rainy- sunny

Year 2 children should have the sentence. ~~--~----~--~~

Today is a lrain~ day <Jlift> / , :_ • ' Today is a ~ day I? 'V ~ !BJf~ Children can take turns to fix the weather each day.

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• The Birthday Chart

After discussing birthdays whenever there is a birthday the child's name and age can be placed on chart e.g.

Today is Pohnl's birthday.

He is [ouo year's old.

Each child can contribute by drawing a picture for the child who is celebrating his birthday

Staple the pages together and give the child a 'Birthday Book' as a gift.

A picture with a birthday cake and four candles can be placed on chart.

• The Calendar &\'e are in the month o~ ~eptembeo

• Pictographs

Birthdays - Number of children who have birthdays each month

e.g. September

•• II J····,. :~: ..

j

2 boys 2 girls

v

October

. . , ,,

II J'

2 boys 1 girl

Pictographs should relate to children's interests

Favourite animals

Favourite stories

Favourite rhymes

Favourite toys

Favourite colours

Favourite vehicles

• Symbols of Nationhood

Daily singing of the first stanza of the National Anthem

Reciting the Pledge Daily

Identifying the Flag of Guyana

VI

Identifying photographs of the President, Prime Minister and Minister of Education

Naming your village, town, estate, country

Naming your school

In addition to Charts and Photographs special displays should be set up throughout the year e.g.

• National Festivals

Mashamani - Phagwah

Christmas - Eid-ui-Fitr

Diwali - Eid-ui-Adha

• Displays related to current themes and topics

{Touch and Feel table. Materials, artefacts to explore freely to gain deeper concept understanding)

• Health and Family Life Education

Personal Hygiene

Discussing daily

Baths

Brushing teeth

Combing hair

Wearing clean clothes and shoes

Using 'humour puppets' and stories to model healthy habits

Vll

Road Safety/River Safety/Safety on Trails and Tracks

Discussing daily (using puppets and stories to emphasise safety)

Walking on the right hand side of the road

Crossing at the Pedestrian crossing

Safety precautions when travelling in vehicles on the road (keeping heads and hands inside,

wearing seat belts)

Safety precautions when travelling in boats (wearing life jackets)

Safety precautions when walking along trails (looking out for Snakes)

Daily Health Chats during Snack Time

Discussing daily nutritious snacks and observing children's snacks

Practising healthy habits

Washing hands before eating snacks

Using a table mat

Cleaning up after snack time

Using the toilet independently

Washing hands after using the toilet

Using 'Humour Puppets'. What happens when you do not take a bath, eat nutritious snacks.

Vlll

e.g.

Children can contribute to charts (Flannel Board) by cutting pictures and placing them in the

appropriate places.

Healthy Foods

'" ' '*' ·~) 1 ' ,

.~· 9 'j' i) ·;· ,,~!£ . ' ,,~-<·' ,,~<; ' '··~·y · l. .~,{··: -·~·····

Bananas

Not Healthy Foods

'f r ' f,. ' I •

t-1~1U~1t-,i~1 ~·~.-·~'··~'~

Sweets

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• Job Charts, give each child an opportunity to do tasks e.g.

Share Lunch Kits Water Plants Wipe Tables Share Place Mats

John Mary Jean Michael --------------

X

Theme Topic

: Myself and Friends : My Best Friend

Objectives Content/ Concepts

The child will : A best friend is the friend you - listen to, repeat and like the most.

dramatise short stories, New Vocabulary and nursery rhymes, sing Sentence Structures in short songs to acquire stories, Nursery rhymes Standard English songs related to theme/topic. vocabulary and sentence structures and I have a Best Friend develop phonemic I have a best friend awareness. Who is standing next to me.

Even though we are the best of friends I would still rather be me.

- identify rhyming sounds and initial consonant Sentence Structures sounds. Q: How many friends do you

have? - draw my best friend .

A: I have .. ... friends. - Cut out and paste on

chart. Q. Who is your best friend?

- copy sentence written by A. My best friend is ... .. .. ... . teacher. A best friend is someone we

like. - Discuss Helping a friend. My Best Friend Being kind. How to help my friend. Being courteous. How to take care of my friend. How to share. Free Oral Ex~ression. How to play. Tell me something about your

best friend

Creative Ex~ression Draw or paint your best friend.

Learning Experiences Materials Evaluation

Listening to short stories, Tape Recorder, Cassettes The child can: nursery rhymes, songs. Story books, - listen to and repeat short

Nursery Rhyme Books, stories, nursery rhymes Using dress up clothes for Stories, rhymes, songs about correctly. drama Friends.

- dramatise stories and Clapping to music. Dress up clothes for drama rhymes

Imitating actions Home-made percussion - answer questions in a instruments. sentence.

Dancing to music. - answer 'who' , 'what' ,

Identifying rhyming sounds Bulletin Board with 'how', 'when ', 'where', and same beginning sounds. photographs of friends. questions about stories.

Giving other words with the Crayons, paper, paste same ending sounds and Chart paper. - participate in discussion beginning sounds. on my friends.

Answering questions in - draw 'My best friend' Standard English.

- trace/ copy sentence Participating in discussion of written by teacher. 'My Best Friend'

- participate in group Drawing My Best Friend. activity.

Tracing/ copying sentence.

Working as a group to make Chart "Best Friends"

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Theme Topic

: Myself and Friends : My Best Friend


participate in discussion Shared Reading - Big Book of Big Book Cover, Title, M~ Friend and I pictures. p. 1 (picture)

I have a friend Listen as teacher reads Her name is Susy. Big Book

p. 2 (picture) Read with teacher. I have a friend

Her name is Susy. Read independently. She likes to run

Just like me. Use picture-clues to read picture-word cards. p. 3 (picture)

I have a friend Match letters to words. Her name is Susy.

She likes to walk Identify words with Just like me. rhyming sounds and same beginning sounds. p. 4 (picture)

I have a friend Answer questions in Her name is Susy. Standard English She likes to play

Just like me.

p. 5 skip p. 6 eat p. 7 climb p. 8 go to school.

Free Oral ExQression Tell me something that you like in the Big Book. Creative ExQression Draw or paint something that you like in the Big Book


Participating in discussion of Big Book The child can:-Cover picture, Title. Picture word-cards

Individual letters. - participate in discussion of Reading with teacher. Small Books. Big Book.

Reading independently. - read with teacher.

Reading picture-word cards. - read independently.

Matching letters to words. - answer questions on Big Book.

- match individual letters to words.

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Theme : Myself and Friends Topic : My Best Friend

Objectives Content/ Concepts Learning Experiences Materials Evaluation

- listen and repeat rhymes Maths Rhymes for developing Fixing inset trays with Height chart. - fix jigsaw puzzles 1-1 0. for developing Maths Maths concepts number/ numerals. 1-10. concepts. Seriation trays. - fix inset trays 1-1 0.

tall short Fixing inset trays according to - identify and count big small heights of objects Playdough, crayons, paint - fix seriation inset trays.

objects 1 - 1 0 number concepts Fixing number/numeral Language Experience Chart, - contribute to Language

- group objects jigsaws 1 - 10. Experience Chart. 1 - 10 News book

- make patterns with Comparing heights of self and - illustrate what he/she numbers 1 - 10 friends. Crayons. saw.

- add objects. Tracing templates of tall, Plastic corks, shells, seeds, - copy sentence written by short, big, small, children. drinking straws, thread teacher

- recognize patterns with spools. numbers 1 - 10

Illustrating news - use height charts Language Experience

News Copy-writing sentences. Going Out With My Friend

- use own language to Participating in Language report personal Sentence Structures Experience Chart, Daily experiences News.

My Friend and I went to - use Standard English the ........... ... ... .... .. ..... .. .

modelled by teacher.

- answer simple questions Free Oral Exgression Tell me something about a place you went with your best friend

Creative Exgression Draw or paint "My Best Friend and 1".

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Theme : Myself and Friends Topic : My Birthday


The child will: New Vocabulary and Listening to short stories, Tape Recorder, Cassettes The child can: - listen to, repeat and Sentence Structures in short nursery rhymes, songs. Story -Pink Pig's Birthday - listen and repeat short

dramatise short stories, stories Nursery rhymes, Party, stories, nursery rhymes, nursery rhymes, sing songs related to topic. Clapping to music. Song - Happy Birthday to songs. songs to acquire Standard Pretend Play you. - dramatise stories and English vocabulary and AnswP-r questions in Imitating actions rhymes sentence structures and Standa,d English. Dress-up Clothes. develop phonemic Imitate actions. Dancing to music. Home-made percussion - answer questions in awareness. Five Candles instruments. Standard English.

Five candles on my birthday Using dress up clothes for - identify rhyming sounds cake. Pretend Play - identify rhyming sounds.

and initial consonant Five candles burning bright. Nursery Rhymes sounds. Let's blow out the candles Identifying rhyming sounds and Birthday Charts - give other words with

- give other words with the Wh! Wh! Wh! Wh! Wh! same beginning sounds. same ending sounds. same beginning sounds. Until there is no light.

- give other words with the Phonemic Awareness Giving other words with same - give other words with same ending sounds. Rhyming Sounds ending sounds and beginning same beginning sounds.

- participate in discussion bright light sounds. Initial Consonant Sound - participate in discussion fake fandle Answering questions in on My Birthday. Sentence Structures Standard English Q: When is your birthday? - read Birthday Chart. A: My birthday is Using home-made percussion on ....... ...... instruments. Q~ How old are you? A~ I am .. ... years old Today is ...... .'s birthday . .. .. .. .. . is .. ...... years old. Free Oral Ex~ression Tell me something that you like in the rhyme. Creative Activi~ Draw or paint or model something that you like in the rhyme.

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Theme : Myself and Friends Topic : My Birthday

Objectives

listen to, repeat and dramatize Maths rhymes for developing Math Concepts.

cut dough model cake in halves, then quarters.

group, sort, match objects

draw 1 - 1 0 objects. add objects.

associate number with numeral 1 - 10 fix jig-saw puzzles

1 - 10

fix inset trays 1 - 1 0.

read words on Birthday Chart.

participate in discussion of Big Book

listen as teacher reads Big Book

participate in reading Big Book

read small book independ~ntly.

Content/ Concepts

Maths Concepts 1 - 10

Fractions halves, quarters

Eye-hand Co-ordination

Big Book Shared Reading. Pink Pig's Party p 1. (picture) Pink Pig had a birthday party. He invited his three friends Blue Bird, Yellow Duckling and White Rabbit.

p. 2 (picture) Pink Pig waited for Blue Bird. She did not come. So he ate a quarter of the birthday cake.

p. 3 Pink pig waited on Yellow Duckling .. .......

p.4 Pink pig waited on White Rabbit. ... ....... . Free Oral Expression Tell me about something you like in the Big Book.

Creative Expression Draw or paint or model something that you like in the Big Book

Learning Experiences

Listening to, repeating and dramatizing short stories, nursery rhymes and songs.

Sorting, matching , grouping objects

Matching numerals to numbers.

Fixing jig saw puzzles 1 - ·iQ.

Counting candies on Birthday Chart.

Making play dough cake, (round and square) and cutting in halves and quarters.

Participating in discussion of Big Book.

Listening to teacher read Big Book.

Reading with teacher.

Using picture clues to read words

Matching letters to words.

Materials

Tape Recorder, Cassettes Story- Pink Pig's Party, Song- Happy Birthday to you.

Home-made percussion instruments.

Birthday Chart

Jig-saw puzzles 1 - 1 0

Inset trays 1 - 10

Play dough, knife.

Plastic corks, beads, seeds, shells, drinking straws.

Big Book, Small Book, Picture Word Cards.

Evaluation

The child can: -- listen and repeat short

stories, nursery rhymes, songs.

- sing alphabet song.

count by rote 1-10.

Group, sort, match objects.

recognize numerals 1 - 10

make patterns with numbers 1 - 1 0

recognize halves and quaiters.

participate in discussion.

listen as teacher reads

participate in shared reading.

- read independently using picture clues.

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Theme : My Family Topic : Going out with the Family

Objectives

The child will:-- listen to and repeat

short stories, nursery rhymes, action songs related to theme/topic to acquire Standard English vocabulary and develop phonemic awareness.

- answer questions in Standard English.

- identify rhyming sounds and initial consonant sounds.

- sort, match, classify animals/ Fruits/ vegetables according to shape, size colour.

fix number/numeral jig saws.

Content/ Concepts

Each family is different. Some families are made up of a father, mother and children. Some families have a mother and children or a father and children. New Vocabulary and Sentence Structures in short stories, nursery rhymes, action songs related to topic. Pretend Play. I went to the Farm p. 1 (picture) I went to the farm And what did I see? Five little baby birds Looking at me. (continue with six .. .. ..... and seven .. .. .. Farm can be substituted with market , fair and zoo) Phonemic Awareness Rhyming Sounds see me Initial Consonant Sounds ~aby _Qirds Sentence Structures Q. Where did you go with Mommy/Daddy? A. I went to the Farm/ market/ zoo. Maths Concepts 1 - 1 0 Size, shape, colour Free Oral Expression. Tell me about something you like in the rhyme Creative Expression Draw or paint or model something you like in the rhyme.


Listening to, repeating, dramatizing, short stories, nursery rhymes, listening to and singing action songs.

Clapping to music.

Using dress up clothes for drama. Dancing to music. Identifying rhyming sounds and beginning sounds. Imitating actions

Answering questions in Standard English. Grouping, sorting, matching objects.

Counting objects 1- 1 0. Matching equal sets.

Fixing number/ numeral jigsaws 1 - 10.

Fixing numbers 1 - 1 0

Drawing objects to match numerals

Classifying fruits/ vegetables/ animals according to shape, size and colour.

Materials

Tape Recorder, Cassettes Story books, Nursery Rhymes.

Home-made percussion instruments.

Dress up clothes

Number/ numeral jig-saws 1 - 10.

Number/ numeral inset trays 1 - 10.

Large numerals for tracing.

Number charts, number/numeral jig-saws.

Templates of fruits, animals and vegetables

Evaluation

The child can: -- listen and repeat short

stories, nursery rhymes

sing songs.

dramatise stories and rhymes.

answer questions Where?, Why?, When? What?, How?

count by rote 1 - 10

match number/ numeral

1 - 10.

- recognize numerals 1 - 10

- make patterns with number 1 - 10.

- classify fruits, animals, vegetables according to shape, size and colour.

- group, sort, match objects.

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Theme Topic

: My Family : Going out with the Family


count animals/ fruits Number Concepts 1 - 10 1 - 10

Rote counting 1 - 10 fixnumber/ numeral jig- Group, sort, match objects saws 1 - 10 Sentence Structures

Q. What did you see? draw what he/she saw on trip. A. I saw a .................. .. ...

copy/ write Q. What do you like? sentence- read sentence.

A. I like the ................. .. .. . trace/copy numerals 1 - 10 Number Concepts.

count by rote 1-10 Number Patterns.

Free Oral Ex~ression. - identify and count objects Tell me about some place you

1 - 10 went with your family

- count animals/ Creative Ex~ression fruits 1-10 Draw or paint or model you

- identify and count and your family objects 1-1 0

- make patterns with numbers 1 - 1 0

- recognize patterns with numbers 1 - 10


Matching numerals to Number charts. The child can:-numbers 1 - 10 Number/numeral jig-saws - fix number/numeral jig-

Paper, crayons. saws to 10. Reading number charts.

-Grouping, sorting, matching

count by rote to 10.

objects - answer questions in Standard English.

Counting by rote to 1 0 - trace/copy sentence.

Fixing number/numerals jig-saws. - use picture clues to read

word/sentences Using picture clues to read Plastic corks, shells, beads, words and sentences. seeds - make patterns with

numbers. Making patterns with numbers. - count objects 1 - 10

- group, sort, match objects

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Theme : My Family Topic : Going out with the Family


The child will:- Shared Reading Participating in discussion on Big Book, The child can:-- participate in discussion Going Out With Mother Big Book. Small Book, - participate in discussion.

of Big Book p. 1. (picture) Picture-Word Cards, I went to the Zoo. Listening to teacher read Big Picture/Word jig saws. - participate in shared

- listen as teacher reads And what did I see? Book. reading. Big Book One little macaw

Looking at me. Following sequence from left- - read independently using

- participate in reading Big p. 2. (picture) to-right. picture clues. Book I went to the Zoo.

And what did I see? Reading with teacher. - fix picture/ word - read Small book Two little monkeys jig- saws.

independently. Looking at me. Using picture clues to read independently.

p. 3 (picture) - use picture-clues to read I went to the Zoo. Using picture-clues to read

picture-word cards. And what did I see? picture-word cards. Three little snakes

match letters to words. Looking at me.

Matching letters to words. -

identify words with p. 4 (picture)

Identifying words with - I went to the Zoo. rhyming sounds and And what did I see? rhyming sounds and same same beginning sounds. Four little turtles ending sounds

Looking at me. - answer questions in

Standard English p. 5 (picture) I went to the Zoo. And what did I see? I

Five little parrots Looking at me. Free Oral ExQression. Tell me about something that you like in the Big Book Creative ExQression Draw or paint or model something you like in the Big Book.

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Theme : My Home Topic : Things in My Home

··-· ..... -···-· -- -··-··· -·· ····-···-· --· --······-···· ·- ... ···- ····-··-· ······-··-··- ···-·-··· ·-·-· -· ... ·--·· -·--· Objectives Content/ Concepts Learning Experiences Materials Evaluation

The child can:-The child will:- A home is a place where you live Listening to, repeating, Tape recorder, - listen to, repeat, - listen to, repeat and with your family. dramatizing short stories, Cassettes, dramatise short stories,

I dramatise short stories, New Vocabulary and Sentence nursery rhymes, singing Nursery Rhyme Books, nursery rhymes. nursery rhymes, sing Structures in short stories, action songs. Story Books. - Dramatise stories and action songs related to nursery rhymes, action songs, rhymes. theme/topic to acquire related to topic. Dramatising stories and Dress up clothes for drama Standard English Nurserv Rh~me rhymes - sing songs Vocabulary and develop We Will Build A Little House. Home-made percussion phonemic awareness. Clapping to music. instruments. - identify rhyming sounds

We will build a little house and same beginning - participate in discussion With posts so very tall Imitating actions. Diorama with models of sounds

of Realia, models in A little sloping roof equipment and furniture for diorama and large wall And a garden wall Dancing to music. bedroom, sitting room and - participate in discussion Two big gates that open wide pictures of things in the And two tiny little windows kitchen. of Realia models, home. We can peep inside Identifying rhyming sounds pictures of things in the

We can build a little table tall- wall, wide- inside, Large wall pictures. home. - answering questions in Big enough for two Words with same Nursery Rhymes Charts

Standard English; Who? Two cozy little chairs beginning sounds; garden 1. We will build a little - answer questions in What? Where? Why? One for me and one for ..Y.Q.!,L -gate, house. Standard English. When? How? Phonemic Awareness 2. I can help do dishes.

Rhyming Sounds Answering questions: 3. Sing a song of - identify rhyming sounds. - identify rhyming sounds. Tall wall wide inside Who? What? Where? washing up. Initial Consonant Sounds Why? When? How? - identify same beginning - identify same beginning garden gate Which? In Standard 4. I looked into my house, sounds.

sounds Sentence Structures English. And what did I see? Q. Who will build a little house? A. We will build a little house. Field trips around the Two little chairs Free Oral ExQression. environment to observe Looking at me Tell me about something you like different types of homes in the rhyme for Language experience Two little chairs can be Creative ExQression Charts

substituted for any furniture in Draw or paint or model something that you like in the your environment, rhyme.

e.g Two little hammocks.

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Shared Reading The child will :- Grandmother's House Participating in discussion Big Book; The child can:-- participate in p. 1. (Picture) of Big Book, "Grandmother's House" - participate in discussion

discussion on Big When Susy went to her Grandmother's house, of Big Book. Book, Cover, Title, Oh! What did she see? Picture Word Cards Pictures. p. 2 (Picture) - listen as teacher reads

A bed that was big, Listening to teacher read Big Book. A bed that was small, - listen as tea.:her And that was all. Big Book. reads Big Book. p. 3 (Picture) - read with teacher.

When Susy went to her Grandmother's house, Reading with teacher. - read with teacher. Oh! What did she see? - read independently.

p.4 (Picture) Reading independently. - read independently. A table that was round - identify rhyming sounds,

A table that was square Identifying rhyming words; small-all. - read picture-word And that was all. all - small and same

cards. p. 5 (Picture) beginning sounds; big - - identify same beginning When Susy went to her Grandmother's house, bed, sounds, bed - bowl-Oh! What did she see? - match letters to p.46 (Picture)

words. A chair that was red Identifying big and small - identify rhyming sounds A chair that was yellow objects Answering and same beginning

- use picture clues to And that was all. questions Who? What? sounds. read words. Why? Where? When?

You can substitute hammock for bed How? - identify big and little - identify words with depending on your environment. objects.

rhyming sounds and Sentence Structures same beginning - answer questions in

sounds. Q. Who went to her grandmother's house Standard English. A. Susy went to her grandmother's house

- identify big and little - use picture clues to read objects beds, Free Oral Exgression. Answering questions words. chairs, tables, Tell me about something you like in the bowls, spoons. Big Book

Creative Expression Draw or paint or make something that you like in the Big Book.

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The child will:- Each home has different Modelling with play dough. Play dough. The child can:-- model things in the things. - model with play dough.

home with play dough. Things in my home: Tracing around templates. Templates of things in the home. - trace around templates.

- trace around templates Bed, chair, table, stove, Colouring within outlines. of objects in the home plates, spoons, pots, Crayons, paper, - colour within outlines.

hammock, garbage bin Cutting and pasting paper in old magazines pages, - cut and colour within outlines. scissors, paste. - cut and paste bits of

outlines. Sentence Structures paper within outlines. Drawing things in the home. Bits of sponge and

- cut and paste paper in This is a bed. clothes clips for painting. - Create "something in his outlines. Painting things in the home. home"

This is a hammock. Powder colours (paint) - draw things in the home.

Upper and lower case letters Using scrap materials for Local scrap and discarded - paint things in the home, of the alphabet. creating things in the home materials in the environment.

TimAhri Readers - copy/write

words/sentences under Animal Friends Paper, drawings and paintings. Copying/writing words or Crayons.

Free Oral Ex~ression. sentences. Copy/write words or - read words or Tell me about the things you sentences.

sentences. have in your home.

- create "something in his Creative Ex~ression home" Draw or paint or model Timehri Readers

something that you like in your home. Animal Friends

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Theme Topic

: My Home : Things in My Home


The child will:- New Vocabulary and Sentence - listen to, repeat and Structures in Math stories, rhymes,

dramatise Math finger plays, songs and games for stories, nursery counting to 10. rhymes, finger plays, Nursery Rh~e • Shapes songs, games for counting to ten. I am a circle,

- identify things in their Roundl~pie

home with geometric I am a triangle, shapes, Three sides have I.

e.g. clock face -circle, 0 window - rectangle. I am a square,

My sides are four. - use cut-out shapes to 0 make a house.

I am a rectangle - place models of Shaped like a door.

objects in the home in different positions on Begin to understand spatial model and identify relationships positions. GJ I under I answer questions in -

I behind II in front of I Standard English.

- Use shape pieces to Sentence Structures make objects of his Q:- Where is the chair? choice. A:- The chair is in the house.

Free Oral Expression. - Play outdoor games- Tell me about something that you

jumping in tyres- like in the rhyme jumping out of tyres. Creative Expression

Use the shapes to make something you like.


Listening to, repeating, and Number Rhymes, The child can:-dramatizing Math stories, Math Stories, Songs - listen to, repeat and rhymes, finger plays, songs Finger plays, Games. dramatise Math stories, and games for counting to 10. rhymes, finger plays, Identifying things in their Geometric shapes of different games for counting to homes with geometric textures, colours and sizes ten. shapes.

Model of a house. - group, sort, match Grouping, sorting, matching objects. objects Models of chairs and tables.

- identifying things in their Using cut-out shapes to make Models of furniture equipment homes with geometric a house. in different positions. shapes. Placing objects in different positions on a model of a - use cut-outs to make house and identifying Plastic corks, shells, beads, collage of a house. positions. seeds Answering questions in - place objects in different Standard English. positions and identify Field trips around the school positions. environment to observe different shapes on buildings. - answer questions in

Standard English. Using shape pieces to make objects of his choice.

~ 12

Theme Topic

: My School : People and Objects in My School


The child will:- A school is a place for learning. - listen to, repeat, and New Vocabulary and Sentence

dramatise short stories, Structures in short stories, nursery nursery rhymes, sing rhymes, sing action songs, related action songs, related to to theme/ topic. theme/ topic to acquire Pretend Play/Drama Standard English I looked in the Cu~board . Structures and I looked in the cupboard vocabulary and develop And what did I see?

phonemic awareness. Six big books With pictures for me. (continue with seven, eight, nine and ten)

- participate in Phonemic Awareness discussion of people Rhyming Sounds and objects in my see me school. Initial Consonant Sounds

Qig QOOkS - answer questions in Sentence Structures Standard English,

Q. Who are the people in your Who? What? When? school? Where? Why? How? A· We have teachers and

children in our school. Q. What kinds of things do you

- identify labels of have in your school? objects in classroom. A. We have chairs, tables, plants,

- locate and talk about fishes. information on charts Labels- chair, table. in classroom.

Free Oral Ex~ression.

Tell me about something you:; . e i!, the rhyme Creative Ex~ression Draw or paint or model something that you like in the rhyme.


Listening to, repeating, and Tape recorder, The child can:-dramatizing short stories, Cassettes, - listen to, repeat, nursery rhymes. Story books, dramatise short stories,

Nursery rhyme books. nursery rhymes, sing Listening to and singing songs. action songs. Home-made percussion

instruments. - identify rhyming sounds Clapping to music. and same beginning

sounds. Imitating actions Dress up clothes for Pretend

play. - discuss people and Dancing to music. objects in school.

Dramatising stories and nursery rhymes.

- answer questions in Discussing people and Standard English. objects in my school

Naming the people and objects. - Dramatise stories and

nursery rhymes A walk in the school environment to observe people and objects.

Associating words with Labels of objects in - identify objects in objects in classroom. classroom. classroom,

13

Theme : My School Topic : People and Objects in My School

Objectives

locate and talk about information on charts in classroom.

recognize that information can be found on charts and pictographs.

i

Content/ Concepts

Daily chart, Weather Chart, Birthday Chart, Alphabet Chart

Aa I I Bb

apple I I bat

Cc

cat

Attendance Chart, Pictographs, Number/Numeral Charts.

1 one

3 three

2 two

I Realia (real objects)


Recognizing that information may be found on charts, pictographs, changing information on Charts.

I Sunny I to I Rainy I

~ ~9 /I

I Mondaj 14 Tuesdaj

Materials

Daily Chart, Weather Chart, Birthday Chart, Alphabet Chart, Attendance Chart, Pictographs.

Number/Numeral Charts.

Picture- word cards Labels in the classroom Plants, flowers, seeds, shells, stones, aquarium.

Evaluation

associate labels with objects in classroom.

read labels.

Read charts.

14



- count the number of Count objects in classroom; tables, Counting objects in classroom. Plastic beads, seeds, The child can :-tables and chairs in chairs, books, plants, count the shells - count objects in classroom. teachers in school. Grouping, sorting objects classroom.

- count the number of Count the children in his Counting teachers. - count people e.g. teachers in the school. class/group. teachers, children.

Counting children. - count the children in Identify shapes of objects in school I - identify shapes of objects

his class/group. -circles, squares, triangles, Identifying shapes in the Number Charts 1-10. in school. rectangles. school.

- identify shapes in - use number chart to school- circles, Number Rhyme Using number charts to count count forward and squares, triangles, One, two, three, four forward and backward. backward. rectangles. Teacher's waiting at the door

e.g. round table, square Five, six, seven, eight Identifying quantities - identify quantities table. Run to School and represented by numerals represented by numerals.

Don't be late. 1 -10.

Identify quantities represented by numerals 1 -10. Adding objects.

Free Oral Ex~ression. Taking away objects.

Tell me about something you like in the rhyme

Creative Ex~ression Draw or paint or model something that you like in the rhyme.

15



- participate in Shared Reading Participating in discussion of Big Big Book - participate in discussion of Big Big Book Book. My School discussion of Big Book. Book, Cover, Title. Ann went to School Picture Word Cards

p 1. (picture) Listening to teacher read Big - listen attentively as - listen as teacher Ann went to school Book. teacher reads Big

reads Big Book. And what did she see? Book. Using Picture Clues to read

- read with teacher. words. - follow left-to-right p. 2 (picture) sequence.

- read independently. A teacher that was tall , Reading with teacher. - Read with teacher, - Read independently,

- use picture-clues to A teacher that was short, Reading independently. read picture-word A teacher that was tiny, cards. And that was all. Using picture-clues to read

picture-word cards - trace/copy words

p3 (picture) Identifying words with same - match letters to Ann went to school beginning sounds

words. And what did she see?

I Identifying words with same

- identify words with p. 4 A boy that was tall ending sounds. rhyming sounds p. 5 A girl that was tall

I - identifying words with p. 6 A table that was big A table that was small

same beginning sounds A table that was tiny And that was all

Continue with a chair, cupboard depending on the objects in your classroom. Free Oral Exgression. Tell me about something that you like in the Big book Creative Exgression Draw or paint or model something that you like in the Big Book.

16

Theme : Community Workers Topic : The Baker


The child will:- A baker is a person who bakes Listening to, repeating and Tape recorder, The child can:-- listen to, repeat and bread and cakes. dramatizing short stories, Cassettes, - listen to, repeat,

dramatise short New Vocabulary and Sentence nursery rhymes. Nursery Rhyme dramatise short stories stories, nursery Structures in short stories, nursery Books, rhymes, sing songs to rhymes, songs related to Dramatising stories and - nursery rhymes. acquire Standard theme/topic. nursery rhymes. Home-made Percussion English vocabulary and Pretend Play. Listening to and singing Instruments. - sing songs. sentence structures The Baker action songs. and develop phonemic Tell me , Mr. Baker Imitating actions Picture of a Baker. - identify rhyming awareness. Tell me what you do Clapping to music. sounds and same

I bake and sell Dancing to music. beginning sounds. - participate in Big brown bread Experience Chart on Field Trip

discussion on the And coconut buns as well Identifying rhyming sounds - participate in picture Baker. Thank You Mr. Baker and initial consonant discussion.

Thanks for all you. sounds. - answer questions in - Draw what he/she has

Standard English. Phonemic Awareness Answering questions in seen on field trip to the Rhyming Sounds Standard English. baker shop.

- talk about experiences sell well on Field Trip to Baker. Initial Consonant Sounds Going on a field trip to a - Talk about experiences

Qig Qaker bakershopforlanguage on field trip to the - draw what he has seen Sentence Structures Experience Chart baker shop.

on field trip. Q. Have you ever been to a baker shop? Discussing picture of a - Dress up materials for

- copy sentence written A. Yes, I have been to a baker baker. drama. by teacher shop.

No, I have never been to a Participating in making baker shop. experience charts on field Picture Discussion - The Baker trip. Free Oral Ex~ression. Tell me about something that you We went to the baker shop. like in the rhyme We saw .... ..... .... .. .... .. ... . Creative Ex~ression Draw or paint or model something that_y_ou like in the rhyme.

17



- model bread, buns with A nutritious snack. Modelling with playdough. Play dough - model bread, buns with playdough play dough.

Pictorial recipes. Counting number of objects. Ingredients for a nutritious - draw bread, buns snack, bread, cheese, butter, - count models.

Measurement capacity. Preparing a nutritious snack. fresh fruits, water, sugar. - count the number of i) 1 cup Cheese sandwich. - draw bread, buns.

buns. ii) 2 cups. Pictorial recipe. Counting slices of bread. - copy sentence written

- Make cheese Recipe Plastic beads, seeds, shells by teacher.

I sandwiches (cooking Grating cheese. Plastic drinking straws. experiences) Measure - prepare a nutritious

Cutting slices into triangles. snack. - mix butter and cheese. i) 1 cup

ii) 2 cups Grating fresh fruits. - read pictorial recipe. - Spread mixture on a iii) 3 cups

slice of bread. Measuring water, sugar.

- Cut bread in triangle. Reading pictorial recipe.

- Prepare fresh fruit drink.

- Measure water- 1 cup, 2 cups, 3 cups.

- Measure sugar - 1 cup, 2 cups, 3 cups.

- Use cookie cutters to cut sandwiches in circles.

18



The child will:- Shared Reading - Big Book Participating in discussing of Big Big Book, Picture-word cards. - participate in - participate in The Baker's Sho~ Book. discussion.

discussion of Big p. 1 (picture) Book, Cover, Title, I went to the baker Listening to teacher read Big - listen as teacher reads Pictures. And what did I see? Book. Big Book. i

- listen as teacher p. 2 (picture) Using picture clues to read - fix picture-word reads Big Book. Six brown bread sentences fluently. jig -saws.

Looking at me. . read with teacher. - match words to

p 3. (picture) Using picture clues to read sentences. . read independently. I went to the baker picture word cards .

And what did I see? - match letters to words. - use picture clues to Tracing/copying words

read words. p. 4 (picture) Picture Sentences Cards

Seven coconut buns Identifying words with same . match letters to Looking at me. beginning sounds .

words. p. 6 eight pine tarts. Identifying words with same p. 8 nine cheese rolls. ending sounds. p. 10 ten beef patties.

Free Oral Ex~ression. Tell me about something that you like in the Big Book Creative Ex~ression Draw or paint or model something that you like in the Big Book.

19

Theme Topic

: Community Workers : The Dentist


The child will:- Pretend Play - listen to, repeat and New Vocabulary and Sentence

dramatise short Structures in short stories, stories, nursery nursery rhymes, songs related rhymes, sing songs to to theme/topic acquire Standard English vocabulary and Rhyme sentence structures Brush ~our Teeth. and develop phonemic Brush, brush, your teeth, awareness. Brush them everyday.

Up and down - Identify rhyming And all around

sounds and same That's the correct way. beginning sounds

Phonemic Awareness - Participate in Rhyming Sounds

discussion of the day-way dentist.

Initial Consonant Sounds - Answer questions in Day - down

Standard English Free Oral Exgression

- Talk about experiences Tell me how you take care of on their visit to the your teeth. dentist.

- Pretend Play -The Dentist

--


Listening to, repeating and Tape recorder, The ... :·. ,J can:-dramatizing short stories, Cassettes, - listen to, repeat, nursery rhymes. Nursery Rhyme dramatise short stories,

Books, nursery rhymes, Listening to and singing action - sing songs. songs. Home-made Percussion Imitating actions Instruments. - identify rhyming Clapping to music. sounds and initial Dancing to music. Picture of a Dentist consonant sounds

Dressing up clothes for sounds. Identifying rhyming sounds and Pretend Play. initial consonant sounds. - participate in picture

discussion. Answering questions in Standard English. - dress up for Pretend

play. Pretend play - dressing up as a Dentist Going on a field trip to a dentist for Language Experience Chart

[_ -------- --

20

I

Theme Topic

: Community Workers : The Dentist


The child will:- A dentist is a doctor who takes - participate in care of people's teeth.

discussion of Big Shared Reading - Big Book Book, Cover, Title, The Dentist Pictures.

p. 1. ( picture) - listen as teacher A little boy went to the dentist.

reads Big Book. And sat down in his chair.

- read with teacher. p. 2. (picture) And the dentist said, "Why

- read independently. does it hurt and where?"

- use picture clues to p. 3 (picture) read words. And the little boy said, "I'll tell

you the truth. - match letters to I have a little hole in my tooth."

words. p. 4 (picture)

- answer questions in And the dentist said, "Open Standard English. your mouth wide, So that I can

see inside." - fix number/numeral

jig-saws 1 - 1 0 Timehri Readers

- match similar sets of Animal Friends numbers and dramatise Maths Number Concepts rhymes. 1 - 10

Free Oral Exgression. - copy numerals Tell me about something that

you like in the Big Book - draw sets to match

numerals.


Listening to teacher read Big Big Book, Picture-word cards, - participate in Book. Word cards, Letter cards discussion.

Following sequence left to right.

D - listen as teacher reads

Big Book. Participating in discussion of Big Book. [;;] - fix picture-word

jig- saws. Using picture clues to read sentences fluently. match words to I

~ -

sentences. Answering questions in standard English. - match letters to words.

Fixing jig-saw puzzles 1 -- 1 0 Picture Sentences Cards

- fix number/numeral jig-saws.

Drawing sets to match numerals. Plastic corks, beads, seeds, - group, sort, match

Grouping, sorting, matching shells drinking straws. objects objects.

- add objects Adding objects.

- take away objects Taking away objects This is a dentist

Timehri Readers

Animal Friends.

Number/numeral jig-saws

21

Theme T .

Celebrations Ch.

Objectives

The child will :-- listen to, repeat short

stories, nursery rhymes, action songs related to theme/ topic to acquire Standard English and develop Phonemic Awareness.

- participate in discussion of Christmas Diorama or pictures.


- talk about how the family celebrates Christmas.

- trace around templates of toys, Christmas tree, Santa Claus.

- colour within outlines.

- , nake Christmas decorations for classroom using red and green.

Content/ Concepts

Many families celebrate Christmas. New Vocabulary and Sentence Structures in short stories, nursery rhymes, and action songs related to Christmas. Pretend Play. Christmas Presents See the pretty presents by the Christmas tree. Some for you and some for_ me. Long ones, short ones, tall ones too And here is a round one Wrapped in blue. Isn't it fun To look and see? All of the presents By the Christmas tree?

Phonemic Awareness Rhyming Sounds tree me Initial Consonant Sounds ~ee ~orne

Sentence Structures Q. What would you like to have for Christmas? A. I would like a .............. for Christmas. Free Oral Ex~ression. Tell me about something that you like in the Big Book. Creative Ex~ression Draw or paint or model something that you would like to have for Christmas.


Listening to, repeating, Tape recorder, The child can:-dramatizing short stories, - Cassettes, - listen to, repeat and nursery rhymes related to - Story Books, dramatise short stories, Christmas. - Songs, nursery rhymes.

- Nursery rhymes. I Listening to and singing action - Dress up clothes - sing songs.

songs related to Christmas. - Home-made percussion - identify rhyming

Imitating actions instruments. sounds and initial consonant sounds.

Clapping to music. - Dioramas - Pictures of Christmas. - participate in

Dancing to music. discussion of diorama Fun with Rhymes and large wall pictures.

Identifying Rhyming Sounds and e.g Silly Sally went to town Initial Consonant Sounds. Walking backwards - ask and answer

Upside down. questions in Standard Diorama/Large pictures of English. Christmas scenes.

Asking and answering questions in Standard English.

A field trip to a nearby shop or store to observe Christmas decorations for Language Experience Chart.

22

Theme Topic

: Celebrations Christmas

Objectives

make decorations of different colours, shapes and sizes to hang on class Christmas tree.

cut and paste pictures from used gift paper for making Christmas cards.

fold paper to make Christmas cards

visit a store in the community to look at Christmas decorations, foods and to see Santa Claus.

make paper circles. make paper chain in red and green make paper chains in of different lengths short, long, 1 - 10 circles.

fix Christmas jig-saw puzzles : 1 - 10 objects, x-mas trees, balloons.

make Christmas sandwiches red and qreen.

Content/ Concepts

Christmas decorations

Measurement Long short Longer than Shorter than

Cooking experiences Christmas food

Free Oral Expression Tell me something that you like for Christmas decoration.

Creative Expression Use scrap materials to make your own Christmas decoration.


Playing question and answer games.

Talking about how the family celebrates Christmas.

Materials

Templates of Christmas trees, Santa Claus, Christmas stockings.

Crayons, paper

Making Christmas decorations. I Used gift paper.

Visiting a store in the community.

Looking at Christmas decorations, foods, and to see Santa Claus. Participate in cooking Christmas foods

Participating in discussion.

Drawing something they like.

Contributing to Language Experience Chart. Reading se'ltences with teacher. Cutting paper to make paper chains. Making patterns with paper chains. Making different lengths. 1 - 10 ci rcles. Fixing jig-saw puzzles 1 - 1 0 objects.

Grouping, sorting Adding objects

Used Christmas cards.

Paste, scissors, string.

Christmas food and drink

Language Experience Chart.

Children's illustrations and sentences written by teacher. Red Paper, green paper, scissors, paste.

Number/numeral jig-saws.

Jig-saw puzzles Red and green paper

Plastic corks, beads, seeds, shells, plastic drinking straws

Evaluation

trace around templates.

colour within outlines.

cut out templates and pictures.

make mobiles.

make Christmas decorations

make Christmas cards.

observe Christmas decorations, toys, foods, Santa Claus.

participate in discussion

participate in cooking

draw what he would like for Christmas and say why.

contribute to Language Experience Chart.

cut and pas.o:: paper to make chains.

make paper chains of different lengths. fix number/numeral jigsaws 1 - 10

23

Theme T .

: Celebrations Christ


The child will:- Shared Reading : Big Book - participate in Santa Claus

discussion of Big Book, Cover, Title. p.1 {picture)

I went to Santa Claus - listen to teacher Oh! What did I see?

reading. A big brown teddy bear Looking at me.

- read with teacher. p.2 (picture)

- read independently. I went to Santa Claus Oh! What did I see?

- read picture -words A big, pink dancing doll cards. Looking at me.

- match letters to words p.3 (picture) on picture -word card A red racing car.

p .4 {picture) A yellow helicopter.

Timehri Readers

Animal Friends

Free Oral Ex~ression. Tell me about something that you like in the Big Book. Creative Ex~ression Draw or paint or model something that you would like to have for Christmas.


-Listening to teacher read Big Big Book The child can:-Book. Picture-Word cards

Word cards - participate in Following sequence from left- to- Letter cards. discussion of Big right.

Book. Participating in discussion of Big

listen as teacher Book. -

Listening to teacher read Big reads Big Book.

book - match words to Reading with teacher

sentences. Reading independently I Using picture-clues to read Timehri Readers - match letters to

picture -word cards Tracing/copying words Animal friends. words. Identifying words with same beginning sounds Identifying words with same ending sounds. Answering questions in Standard English

l 24

Theme T .

: Community Workers - r-- The Post - ~ -- -


The child can:- A Postman works at the Post - listen to, repeat and Office. He brings our letters.

dramatise short New Vocabulary and Sentence stories, nursery Structures in short stories, rhymes, sing action nursery rhymes, sing action songs related to songs, related to topic: theme/topic to acquire Pretend Play Standard English The Postman vocabulary and I come from the Post Office sentence structures My mail sack on my back. and develop I go to all the houses phonemic awareness. Leaving letters from my pack.

- participate in Phonemic Awareness discussion on "The Rhyming Sounds Postman". back pack

Initial Consonant Sounds - listen to, repeat and leaving [etters

dramatise Math rhymes and stories.

Number Concepts 1 - 10

- copy/write numerals 1 -10.

Language Experience -- match numerals in A Visit to the Post Office

sets 1 -10. Free Oral Ex~ression.

- match usad postage Tell me about something that stamps with the same you like in the Rhyme currenry from Guynna and overseas. Creative Ex~ression

Draw or paint or model - draw the postman". something that you like in the

Rhyme.


Listening to, repeating and Tape recorder, The child can:-dramatising short stories, Cassettes, - listen to, repeat, nursery rhymes. Story books, dramatise short stories, Dressing up for Pretend play. Nursery Rhyme Books. nursery rhymes.

Dress up clothes Listening to and singing action - sing and dramatise songs. Home-made percussion songs. Imitating actions. instruments.

- identify rhyming Clapping to music. Pictures of the Postman. sounds and same Dancing to music. beginning sounds.

Identifying rhyming sounds and - participate in initial consonant sounds. discussion on "The

Postman". Answei;r,g questions in Standard English. Mathematics rhymes and - listen to, repeat,

stories. dramatise Math Listening to, repeating and rhymes and stories. dramatisinq Math rhymes. NumberlNumerniCharts.

- copy/write numerals Copying/writing numerals 1- 10. Manipulative materials - I

plastic corks.

I 1- 10.

Matching t1umerals to sets. Used postage stamps. Little clock faces. - match used postage

Matching used postage stamps. stamps.

Drawing Postman. Crayons, paper. - draw, "The Postman".

Plastic corks, beads, seeds, i - Grol.!p Tracing/copying words. I - Sort Grouping, sorting shells I - Match Adding and taking away objects plastic drinking straws - .A.dd

- Take away objects

- - ---- '----

25

Theme T

: Community Workers The P --- - - --------


- colour within the Visit to the Post Office. outline of the postman. Language Experience

- trace/copy words. Sentence Structure

- visit a nearby Post This is a postman Office {Language Experience). Participate in Shared Reading

Big Book. - discuss used The Postman

envelopes with p 1. {Picture) postage stamps from Every morning Guyana and I wait for the Postman overseas. To see what he will bring

- participate in P.2 {picture) discussion on Big A letter or a parcel Book, Cover, Title. That's just the very thing.

- listen as teacher p. 3. {Picture) reads Big Book. Lots of letters in his bag,

One specially for me - read with teacher.

p. 4 {picture) - read independently. The postman is the helper

And that's what I want to be. - read picture word

cards. Free Oral ExQression. Tell me about something that

- match individual you like in the Rhyme letters to words on Picture Word Cards. Creative ExQression

Draw or paint or model something that you like.


Drawing his experience. Used envelopes with stamps - draw his experience. from Guyana and overseas.

Telling teacher about his - express himself freely. experience.

Language Experience Chart - read with teacher; the Reading with teacher. Language Experience

Chart. Discussing used envelopes with postage stamps. - discuss letters that are

posted in Guyana and Participating in discussion of Big overseas. Book.

Big Book - participate in Listening to teacher reading Big Picture Word Cards, discussion. Book. Individual Letter Cards

- listen as teacher reads. Reading with teacher.

- read with teacher. Reading independently. Using picture-clues to read - read independently. picture-word cards Tracing/copying words - match letters to picture Matching letters to words. word cards. Identifying words with same ending sounds Identifying words with same beginning sounds. Answering questions in Standard English.

I --- --

26

Theme T - - - - -

Community Workers The Pol'


The child can:- A policeman works at the - listen to, repeat and Police Station.

dramatise short New Vocabulary and Sentence stories, nursery Structures in short stories, rhymes, sing action nursery rhymes, and action songs related to songs related to theme/topic. theme/topic to acquire Pretend Play. Standard English vocabulary and The Traffic Policeman sentence structures Sing a song of happy days and develop Crossing with the green light phonemic awareness. And looking both ways

Watching the policeman And crossing when you're told . That's the way to happiness And laughter when you're old .

Phonemic Awareness Rhyming Sounds days ways Initial Consonant Sounds §.ing §.Ong

Sentence Structure

This is a policeman Upper and lower case letters of the alphabet Free Oral ExQression. Tell me about something that you like in the Rhyme

Creative ExQression Draw or paint or model a policeman.


Listening to, repeating and Tape recorder, The child can:-dramatising short stories, Cassettes, - listen to and retell short nursery rhymes. Story books, stories, nursery rhymes. Imitating actions Nursery Rhyme Books. -

- dramatise stories and Listening to and singing action Dress up clothes and props rhymes. songs. Home-made percussion Dressing up for Pretend Play. instruments. - sing action songs.

Clapping to music. - answer questions in Dancing to music. Standard English.

Identifying rhyming sounds and initial consonant sounds.

Answering questions in Standard English.

A field trip to a nearby Police Station or outpost for Language Experience Chart.

I

27

Theme T - ....... --

Community Workers The Por . ----- -----------


The child will :- Shared Reading - (Big Book) Five Strong Policemen.

- participate in p 1. (picture) discussion on "The Five Strong Policemen Postman". Standing by a store

p 2. (picture)

- participate in One became a traffic cop Then there were four.

discussion of Big p 3. (picture) Book. Four strong policemen

Watching over me. - listen to teacher p 4. (picture)

reading. One took a lost boy home Then there were three.

- read with teacher. p 5. (picture) Three strong policemen

- read independently. With shirts all blue. p 6. (picture) One stopped a speeding car Then there were two. p 7. (picture) Two strong Policemen How fast can they run? p 8. (picture) One caught a bad man Then there was one. p 9. (picture) One strong policeman Saw a fire one day. p 10. (picture) He called the firefighters Who put it out right away. Free Oral Exgression. Tell me about something that you like in the Big Book

Creative Exgression Draw or paint or model something that you like.

-/ Learning Experiences Materials Evaluation

Participatin9 in discussion of Big Big Book The child can I

Book. - Identify Rhyming Picture Word Cards Sounds.

Listening to teacher reading Big Single Letters. Book. - participate in

discussion of big Book. Reading with teacher.

- listen as teacher reads. Reading independently.

participate in reading Using picture-clues to read -picture-word cards Big Book.

Tracing/copying words - read small book independently.


Identifying words with same ending sounds

Identifying words with same beginning sounds. I

I


I

28

-

-

-

-

-

-

-

-

Theme T .

: Community Workers - .,._ The Pol' - --- -


listen to, repeat and New Maths concepts in short dramatise Math stories, nursery rhymes and rhymes and stories. songs.

sing action songs. Number concepts:-Numbers 1 - 10 1 - 10

identify colours of the Traffic lights. traffic lights.

Red, amber and green. Colours

identify pedestrian Shapes crossing.

Group, sort identify colours of the Classify pedestrian crossing. Add

Take away objects identify the shape of the traffic lights. Free Oral Ex~ression

Tell me how the policeman is draw a policeman. a friend to us

copy caption written by Creative Ex~ression teacher. Draw, paint or model traffic

lights

Learning Experiences Materials Evaluation I

Listening to, repeating and Maths stories, songs, rhymes The child can:-dramatising Math rhymes and 1 - 10 - listen to, repeat and stories, nursery rhymes and dramatise Math stories, action songs: Model of traffic lights. rhymes and action numbers 1 - 1 0 songs. 1 - 10

Model of pedestrian crossing Identifying colours of traffic lights - identify colours of traffic

Cardboard, cellophane, paper lights Identifying colours of pedestrian crossing. Crayons. - draw and colour traffic

lights Identifying shapes of traffic lights Plastic corks, shells, beads, - circle. seeds, plastic drinking straws - copy caption written by

teacher. Drawing and colouring traffic lights. - identify the traffic lights.

Drawing a policeman. - copy sentence written by the teacher.

Copying caption written by teacher. - Group, sort classify,

add and take away Grouping, sorting objects Classifying, adding, taking away objects

29

Theme T .

: Community Worker::; ... The Fish -- ------


The child will:- The fisherman catches fish. - listen to, repeat and New Vocabulary and Sentence

dramatise short stories, Structures in short stories, nursery rhymes, sing nursery rhymes, sing action action songs related to songs, related to theme/ topic. theme/topic to acquire Pretend Play Standard English The Fisherman vocabulary and The fisherman rows his boat sentence structures and along develop phonemic His arms are beautifully brown awareness. and strong

He throws his net into the sea And pulls out a fish as big as me. Phonemic Awareness Rhyming Sounds along strong Initial Consonant Sounds Q.oat Q.ig

Sentence Structures Q. Have you ever seen a fisherman catching a fish?

A. Yes, I have seen a fisherman catching a fish.

No, I have never seen a fisherman catching a fish.

Free Oral Ex~ression. Tell me about something that you like in the Rhyme

Creative Ex~ression Draw or paint or model something_ that you like.


Listening to, repeating and Tape recorder, The child can:-dramatizing short stories, Cassettes, - listen to, repeat, nursery rhymes. Nursery Rhyme dramatise short stories,

Books. nursery rhymes. Dressing up with clothes for Pretend Play. Home-made Percussion - sing songs Listening to and singing action Instruments. songs. - identify rhyming

Picture of a Fisherman. sounds and same Imitating actions beginning sounds

Dress up clothes and props for Clapping to music. Pretend Play - participate in picture

discussion Dancing to music.

Identifying rhyming sounds and - answer questions in initial consonant sounds. Standard English.


A field trip to a nearby trench or creek to observe a fisherman catching fish for Language Experience Chart

30

Theme T .

: Community Workers - -.--- The Fish - --- - ----- -- - ----


The child will:- Fishes. - model fish with play

dough. Eye- Hand Co-ordination

- trace around templates of fish. Sentence Structure

This is a fish. - colour outlines

Timehri Readers - paste paper in

outlines. Animal Friends

- draw fishes

- paint fishes Free Oral Ex~ression. Tell me something about the

- copy/write word or fishes that you like. sentences under drawings and Creative Ex~ression paintings Draw or paint or model a fish

that you like. - read word or

sentence.


Modelling with play dough. Play dough The child can:- ;

- model with play dough Tracing around templates Templates of fishes

- count models Colouring outlines Crayons

- trace around templates Pasting paper Paper

- colour within outlines Drawing fishes Bits of coloured paper

- paste bits of paper Painting fishes Paint brushes within outlines.

Copying/writing word/sentence. Powder paints

Paste, Old magazines, Scissors.

Timehri Readers

Animal Friends

--··-------

31

lllt:lllt: . vUIIIIIIUIIILY YVUfl\tlr:S

T ooic The Fish Objectives Content/ Concepts Learning Experiences Materials Evaluation

The child will:- Big Book Participating in discussion of Big Big Book The child can:-- participate in Shared Reading. Book. - participate in

discussion of Big The Fisherman Picture Word Cards discussion. Book, Cover, Title, p 1. (picture) Listening to teacher read Big Pictures. A fisherman went fishing one Book - listen as teacher reads

day. Big Book. - listen as teacher On a river that's far away. Reading Big Book with teacher

reads Big Book Picture Word Jig-Saws - read with teacher p 2. (picture) Reading independently.

- read with teacher A fish in the river heard him - use picture clues to say, read words and

- read independently "I will catch a fish today." sentences. Using picture-clues to read

- read picture word p.3 (picture) picture-word cards - fix picture-word jig -cards,

So the fish hid behind a tree. saws.

Tracing/copying words - match letters to "You can't catch me.

words. You can't catch me."


- use picture clues to Identifying words with same read words.

p 4 (picture) ending sounds

And the fisherman went home Identifying words with same

Still hungry. beginning st;unds.

I Free Oral Exgression. Answering questions in Tell me about something that Standard English. you like in the Big Book

Creative Exgression Draw or paint or model something that you like.

I

-

32

Theme T .

: Community " urkers - - --- The Fish - --- - ----- - - -----


The child will:- Match correct numeral to - identify quantities number 1 - 10.

represented by numerals 1 -10.

Group, sort, match, classify - understand that the objects.

last number counted tells how many things Add objects are in the set.

Take away objects from a - listen to, repeat and group

dramatise number stories and rhymes 1 -10.

- copy/write numerals 1 -10.

Eye-Hand Co-ordination


Match correct written numerals 1 Number Chart 1 - 10. The child can:--10 with corresponding number. Number Stories, Nursery - identify written

Rhymes. numerals 1 - 10. Counting the number of letters in the word; . Plastic Corks for making sets, - match sets 1 - 1 0 .

Numeral Cards 1 - 1 0

[!][l]QGJGJ - match correct numeral

QQQ to number 1 -10.

G~~G - Listen to, repeat. dramatise number

Making sets 1 - 10.

~~~ rhymes.

Drawing sets and matching - Group, sort, match numerals 1 -10. objects

C?J~G Counting forward and backward - Add objects 1 -10.

- Take away objects.

Grouping, sorting, matching, GJ classifying objects Adding objects Taking away objects Plastic corks, seeds, shells,

beads, plastic drinking straws

----

33

Theme : Plants Topic : Plants in our Environment

.... _ ...... -···-· -- -··-··· -·· ····-···-· --· --······-···· ·- ... ···- ..... _.,_, ······-··-··- ···-·-··· ·-·-· -· -·--·· -·--· Objectives Content/ Concepts Learning Experiences Materials Evaluation

The child will: - A plant is a living thing. Some Listening to, repeating, Tape Recorder, The child can:-- listen to and repeat plants grow in soil. Some dramatizing short stories, Cassettes, - listen to, repeat,

short stories, nursery plants grow in water.New nursery rhymes, action songs. Nursery Rhyme Books dramatise short stories, rhymes, action songs Vocabulary and Sentence Imitating actions nursery rhymes related to theme/topic Structures in short stories, Home-made percussion to acquire Standard nursery rhymes, action songs, Clapping to music instruments, - sing songs English vocabulary related to theme/topic. Dancing to music. Diorama with models of plants, and develop Nurse!] Rh~mes Identifying rhyming sounds in flowers. - identify rhyming phonemic awareness. 1. Five little Buttercups nursery rhymes. Real plants and flowers. sounds

Yellow and bright - participate in Watch them open brjgb!- sunli.9b!_- njgb!. Nurse!] Rh~mes - give other words that

discussion of realia In the bright sunlight 1. My Garden, rhyme models, pictures of And see how they close Giving other words to rhyme with 2. Little Seed, plants, flowers. When it is night. the above. 3. Little Mango - identify same

Phonemic Awareness 4. Mango Tree beginning sounds - answer questions in Rhyming Sounds Identifying Same Beginning 5. My Garden

Standard English; bright sunlight night Sounds - participate in Who? What? When? e.g. §unlight I looked in my garden, discussion of plants/ Where? Why? How? Initial Consonant Sounds §ee And what did I see? flowers.

§Unlight - §ee Two big sunflowers - identify rhyming Giving other words with same Looking at me.

sounds Sentence Structures beginning sounds. Q:- What is the colour of (Two big sunflowers can be

- identify same buttercups? Answering questions in Standard substituted for any flower in beginning sounds. English. your environment.)

A:- Buttercups are yellow Planting seeds

Free Oral Ex~ression. Growing plants in water Tell me about something that In soil- indoors and outdoors you like in the Rhyme.

Field trips around school Creative Ex~ression environment to observe plants, Draw or paint or model leaves, flowers, fruits for something that you like. Language Experience Charts

34

Plants Theme Topic Plants in our Environment Objectives

The child will:-- model plants, flowers,

fruits, leaves with play dough

trace around templates of leaves, flowers, fruits

colour within outlines

cut and paste paper in outlines

draw leaves, flowers, fruits, cut out and paste on a big tree.

paint plants, leaves, flowers, fruits

copy/write words/sentences

read words or sentences.

Content/ Concepts

Eye-hand Co-ordination

plants, flowers, fruits, leaves.

Sentence Structures

This is a flower.

This is a plant.

Upper and lower case letters of the alphabet

Free Oral Expression. Tell me something about the flowers that you like.

Creative Expression Draw or paint or model the flowers that you like.


Modelling with play dough

Tracing around templates

Colouring outlines

Cutting and pasting paper within outlines

Drawing plants, flowers, fruits, leaves.

Painting flowers, fruits , leaves Cutting and pasting on a tree.

Copying/writing words/sentences

Reading words/sentences.

Materials

Play dough

Templates of plants, flowers, fruits, leaves

Crayons, paper, Magazine pages, Scissors, Paste, Powder paints.

Bits of sponge and clothes clips.

Individual letters of the alphabet.

I

o:I -· ::J "',.. Ill ..., ,.., -· ..., tr'< c ,.., 0 o· """ :::: rn ()a. Cll c ::J 2 ,.. ,.., ..., -G 0

:l

-l

I J , __ _

Evaluation

The child will :-- model fruits with play

dough - draw leaves, flowers,

fruits - trace around templates

of fruits , leaves

I -

colour within outlines of fruits and leaves

cut and paste bits of paper within outlines

copy/write words or sentences

read words or sentences.

35

Theme T .

Objectives

Plants in our Environment How Pumokins G

Content/ Concepts

The child will:- Big Book Shared Reading. - participate in Pum~kins grow from Seeds

discussion of Big p 1. (picture) Book. Pumpkin seeds need lots of water

to grow.

- listen as teacher p 2. (picture)

reads Big Book Pumpkin seeds grow into small plants. p 3. (picture)

- read with teacher. The small plants need lots of

- read independently. sunlight to grow. p 4. (picture) The small plants grow into big

- use picture clues to plants. read picture- word p. 5 (picture) cards Soon yellow flowers grow on the

big plants.

- trace/copy words. p. 6 (picture) Then small pumpkins grow on the big plants.

- build words. p. 7 (picture) The small pumpkins grow bigger

- identify words with and bigger. same beginning p. 8 (picture) sounds. Now it's time to pick the big

pumpkins. p. 9 (picture) We can make many foods with pumpkin. Pumpkin soup, pumpkin cake and pumpkin pie.

Free Oral Ex~ression. Tell me about something that you like in the Big Book. Creative Ex~ression Draw or paint or model something that you like in the Big Book.


Participating in discussion of Big Big Book The child can:-Book. - participate in

Picture-Word Cards discussion. Listening to teacher read Big Book. - listen as teacher reads

Big Book. Reading with teacher.

- read with teacher Reading independently.

- read small book Using picture clues to read independently. picture-word cards.

I - use picture clues to Tracing/copying words read picture-word

cards. Copying words.

I - trace/copy words. Matching letters to words

- build words. Answering questions in Standard English.

i I I I

I : !

I i i

l 36

Theme T .

Objectives

Plants in our Envi·· Jllment F .

----

Content/ Concepts

The child will:- New Maths Concepts in Maths - listen to, repeat stories, rhymes, finger plays,

and dramatise songs, and games for counting Maths stories, to 10. rhymes, finger plays, songs, games for counting to 10. Capacity

- use pictorial Ef -one cup recipes for making Eru fruit drink, - two cups

- place fruits in U U U- three cups different positions on a model tree and identify Spatial Relationships; positions. EJ 1 under I

- answer questions in Standard behind I I in front of I English.

Sentence Structures Q:- Where is the

mango? A:- The mango is

under the tree

Free Oral Ex~ression. Tell me something about the fruits you like. Creative Ex~ression Draw or paint or model the fruits you like

Theme : Animals in our Environment


Listening to, repeating and Math stories, The child can:-dramatising Math stories, Rhymes, - listen to, repeat and rhymes, finger plays, songs and Songs, dramatise Math stories, games for counting to 10. Finger plays, rhymes, finger plays,

Games games for counting to Measuring sugar, water, 10. cherries, using cups. Pictorial Reci~e I

- use pictorial recipe for

Ef making fruit drink

-sugar

Eru -cherries - place fruit in different positions and identify

I Placing model of fruits in Eruu- water positions. different positions on a model of a tree and identifying positions. - answer questions in

Standard English. Answering questions in Standard Model of a mango tree English.

Field trips around school environment to observe plants, fruits

37

Topic : Animals that live on Land •• • ••••• -•••-• -~U'w••-••1"41 -•• ••••-•••-• ·--• --••••••-••••• • .., Ill •• •v 111-.VII-1 1111111."'"11'-'II I W IIW""IWIII IWifoAI VI \o41WWII WI'-"Yo


The child will:- An animal is a living thing. Some Listening to, repeating, Tape Recorder, The child can:-- listen to and repeat animals live on land and can walk, dramatizing short stories, Cassettes, - listen to, repeat,

short stories, hop, crawl, jump. nursery rhymes, action Nursery Rhyme Books, dramatise short stories, nursery rhymes, New Vocabulary and Sentence songs. Story Books nursery rhymes. action songs related Structures in short stories, nursery Imitating actions. to theme/topic to rhymes, action songs related to topic. Home-made percussion - sing action songs acquire Standard Five Little Mice Clapping to music instruments English vocabulary Five little mice Dancing to music - identify same and develop On the kitchen floor Diorama with models of beginning sounds phonemic This little mouse, Identifying rhyming sounds animals awareness. Peeked behind the door, and same beginning - participate in

- participate in This little mouse, sounds. Large Wall Pictures, discussion of realia, discussion of Not a sound did he make, Nurse!Y Rh~mes models and pictures. Realia, models and This little mouse, Answering questions in 1. Five Little Mice pictures related to Took a bite of cake Standard English. 2. One little brown - answer questions in topic. This little mouse heard, Mouse Standard English.

- answering The kitten sneeze, 3. Ten Fluffy Chickens questions in Ah-Choo! Sneezed the kitten Field trips around school 4. The Animals on the Standard English And squeak they cried, environment to observe Farm. Who? What? As they found a hole animals for Language 5. Suzie the Cat Where? When? And ran inside. Experience Charts. 6. I went to the Farm. Why? Which? How? Phonemic Awareness

- identify rhyming Rhyming Sounds I went to the Farm sounds in nursery floor door ; make cake And what did I see? rhymes. !nitial Consonant Sounds Many little ducks

- give other words mouse make Looking at me. that rhyme Sentence Structures

- identify words with Q. How many mice were on the floor? NB. Ducks can be substituted for I

same beginning A. Five mice were on the floor. any animal in your community. sounds. Free Oral Ex~ression.

- give other words Tell me about something you like in with same ending the rhyme. sounds Creative Ex~ression

Draw or paint or model something that you like in the rhyme.

38

Theme T .

: Animals in our Environment Animals that live on Land


The child will:- Shared Reading - participate in Big Book.

discussion of Big Book Animals around us

p.1 (picture) - listen as teacher A little dog came into our yard

reads big book today.

- read with teacher p.2 (picture) He looked at our big dog

- read independently He looked at our little dog And then he ran away.

- use picture clues to read picture word p.3 (picture) cards A little cat came into our yard

today. - trace the word

p.4 (picture) - copy the word He looked at our big cat

He looked at our little cat - use single letters to And then he ran away.

build words

- understand informal Free Oral Ex~ression. subtraction Tell me about something you like

in the Big Book. - Identify same Creative Ex~ression

beginning sounds Draw or paint or model something that you like in the Big

- Identify rhyming Book. sounds

- answer questions in Standard English; Who? What? Where? Why? When? How? Which?


Participating in discussion of Big Book The child can:-Big Book. - participate in

Picture Word Cards discussion of Big Book Listening to teacher read Big Book. - listen attentively as

teacher reads Big Book Reading with teacher.

- read with teacher Reading independently.

- use picture clues to Using picture-clues to read read words picture-words cards

- trace/copy words Tracing words

- build words Copying words

- identify rhyming Matching letters to words. sounds

Understanding informal - identify same subtraction, beginning sounds Identifying rhyming sounds, Identifying same beginning - answer questions in sounds, standard English. Answering questions. I

I I I

I

-

39

Theme T

: Animals in our Environment Animals that live on Land


The child will :- Animals that live on land. - model animals that

live on land with play Eye-Hand Co-ordination dough

- trace around templates of animals

- cut and paste paper in outlines of animals

- draw animals, cut out and paste on a farm

- paint animals Sentence Structures

- copy/write words or This is a cow. sentences under This is a dog. drawings

Timehri Readers - read words/

sentences. Animal Friends - Participate in group

activity chart. Free Oral Exgression. Tell me something about the farm animals that you like.

Creative Exgression Draw or paint or model one animal that you like best.


Modelling with play dough. Play dough The child can:-- model with play dough.

Tracing around templates. Templates of animals that live - Draw animals, cut out on land. and paste.

Colouring outlines. Crayons, - trace around

Cutting and pasting bits of Paper, templates, of animals paper in outlines. Old Magazine pages,

Scissors, - colour within outlines of Drawing with crayons. animals

Powder Paints. Painting with bits of sponge I - copy/write words and clothes clips. Long strip of cardboard sentences

painted by children to Copying words and sentences. represent a farm. - read words and

sentences. Reading words/ sentences.

Pasting c: ·t out pictures of animals on farm.

'

I '

Theme : Animals in our Environment - ------ - ~--- ~-- --- live on Land

Objectives Content/ Concepts Learning Experiences Materials Evaluation '

'

The child will:- Listen to, repeat and dramatise Listening to, repeating and Maths Stories, The child can:-- listen to, repeat and Maths stories, rhymes, finger dramatizing Maths stories, Rhymes, - listen to, repeat,

dramatise Maths plays, songs and games. rhymes, songs and games. Songs, dramatise Maths stories, rhymes, finger Finger plays, stories, rhymes, finger plays, songs, games. e.g Number Rhyme Drawing animals to match Games plays, games.

- group, sort, classify Ten Little Mice numerals. - group, sort, match, objects Went out one day, Grouping, sorting, classifying Number/numeral Jig-saws . classify objects

Looking for food objects 1 - 10 - draw sets of animals to eat on the way. - draw animals to match

to match numerals 1 - Out came Pussy Cat Fixing number (animals) Plastic corks, seeds, shells, numerals 1 - 1 0 10 Big and Fat numerals jig saws. beads

- fix number (animals) And only nine little mice came - fix number/1numeral numeral jig saws 1 - scampering back. Identifying rhyming sounds. Cut-outs of snakes, jig-saws 1 -10. 10 caterpillars.

- identify rhyming Phonemic Awareness Measuring with lollipop sticks,

~ - identify rhyming

sounds Rhyming Sounds string, hand span. sounds day way

- identify same Initial Consonant Sounds Counting circles on caterpillar ~

- identify same beginning sounds. cat £a me to identify 'long - short' beginning sounds.

Spatial relationships. 'more -less' - measure cut outs of in on

Oxxxxxxn - measure to identify

snakes, caterpillars in front of behind Placing models in different long - short, longer

with a string or positions on kennel and Oxxxn than, shorter than. popsicle stick or hand on top of under identifying position. span. Sentence Structures Model of kennel, - count circles to identify

Q. Where is the dog? Answering questions in Model of dog, long - short, more -- count circles on Standard English. less.

caterpillars A. The dog is in the Model of kennel, kennel.

Free Oral ExQression. Model of dog, - place objects in - place models of dog in

Tell me about something you like different positions and different positions of

in the rhyme identify positions. kennel and identify

Creative ExQression positions. Draw or paint or model - answer questions in

something that you like in the Standard English. - answer questions in

Standard English. rhyme.

41

Theme : Animals in our Environment Topic : Animals that live in Water (sea, rivers)

''"-• •••u _, .. ..,., -~"'••-•••~ v•• ••••v•••v• Y-w• v-••n••w•u\Y ,.., 111 •••"" III"""IIVI 11111'-""''UIIW IIW''liiUIII IUI~U VI \.IIUQII QICc:loJ


The child will:- Some animals live in water and can Listening to, repeating, Tape Recorder, The child can:-- listen to and repeat swim. dramatizing short stories, Cassettes, - listen to, repeat,

short stories, New Vocabulary and Sentence nursery rhymes, action Nursery Rhyme Books, dramatise short stories, nursery rhymes, Structures in short stories, nursery songs. Story Books. nursery rhymes. action songs related rhymes, action songs related to topic. to theme/topic to Five Little Fishes Imitating actions Home-made percussion - sing action songs acquire Standard Five little fishes instruments. English vocabulary Swimming in a pond, Clapping to music. - identify same and develop The first one said, Fishes in aquarium, beginning sounds phonemic "I'm tired" as he ya~ned , Dancing to music. Models,

The second one sa1d, p· . . . awareness. "W 111 t' t k .. 1ctures, - part1c1pate 1n

e e s a e a !J.§Q Rh d' · f 1· The third one said ymes ISCUSSIOn o rea 1a, - p~rticip~te in . "Put on your sleep,ing ~" A field trip to a nearby 1. Five Little Fishes models and pictures.

d1scuss1on of real1a, The fourth one said, trench, pond, creek to look models and pictures "Wake up! Don't sleep. at fishes for Language 2. The Alligator and the - answer questions in related to topic. The fifth one said, Experience Charts. Monkey. Standard English.

"Let's swim where it's deep" - answering So the five little fishes swam away 3. I looked in the river

questions in But came .back the very next day. And what did 1 see? Standard English Phon~mlc Awareness Identifying rhyming sounds A Big Black crocodile Who? What? Rhymmg Sounds n§Q- C§Q Looking at me. Where? When? n~~ cap ; sleep deep; away day sl~ _ d~ Why? Which? How? Initial Consonant Sounds awgy_- dgy_ 4. I'm a little fish in the sea so

- Identify rhyming five Dshes blue sounds in nursery Sentence Structures . . Giving other words that 5. Have you ever seen a rhymes. ~· How many fishes were sw1mmmg rhyme. goldfish?

- give other words In the pond? Identifying same beginning that rhyme, A. Five fishes were swimming in the sounds;

- Identify words with pond. . Dsh- Drst- fourth- Dfth ·- In Rhyme 3-same beginning Free Oral ExpressJo~. . . Dve Big Black Crocodile can be sounds. Tell me about somethmg you like 1n substituted for any other

the rhyme animal in your environment. _ give other words Creative Expression

with same Draw or paint or model something beginning_ sound that you like in the rhyme.

42

Theme Animals in our Environment - -- ~ - - -- -- -- - ---- - ---- - - - - - - - -- -- --- ---, -- - ---

Objectives Content/ Concepts Learning Experiences Materials Evaluation '

I

The child will:- Big Book (Shared Reading) Participating in discussion of Big Big Book The child can:-- participate in Five Little Sharks Book. "Five Little Sharks" - participate in

discussion on Big p. 1 (picture) discussion of Big Book Book, Cover, Title, Five little sharks swimming in the Listening to teacher read Big Pictures sea Book. Picture Word Cards - listen as teacher reads

- listen as teacher Big Book reads Big book p. 2 (picture)

Reading with teacher. Strip of cardboard painted as One bumped into - read with teacher A giant manatee the sea by children - read with teacher. - read independently p. 3 (picture) Reading independently. - read picture -word The mother called the doctor and Using picture- clues to read - read independently.

cards the doctor said, picture- word cards. - match letters to words "No more sharks Tracing/copying word - model with play dough - use picture clues to swimming in the sea." Matching letters to word

read words p. 4. (picture) Identifying words with same - trace around templates - answer questions on Four little sharks beginning and ending sounds

Big Book. Splashing by the shore - colour within outlines - model animals which p. 5 (picture)

Modelling with play dough, One got stuck live in water (with play On the ocean floor tracing around templates of Play dough. - paste bits of paper dough) animals. within outlines

- trace around Animals that live in water Templates of animals, templates of animals. Fishes live in water Colouring outlines. Crayons, - draw animals, cut out

- colour outlines, Manatees live in water Paper, and paste - cut and paste bits of Upper and lower case letters Cutting and pasting paper within Old Magazine pages

coloured magazine of the alphabet outlines. - paint animals pages in outlines, Powder paints,

- draw fish, cut out and Timehri Readers Drawing and painting animals, Clothes clips, - copy/write words/ paste on sea Animal Friends cutting out and pasting on the Bits of sponge, sentences

- paint animals with bits sea painted by children Scissors. of sponge and powder Free Oral Ex~ression . - read words and paints. Tell me about something that sentences

- copy/write words or you like in the Big Book Alphabet Chart sentences under Creative Ex~ression Copying/writing words and drawings and Draw or paint or model sentences, Timehri Readers paintings. something that you like in the Reading words and sentences. Animal Friends

- read words or Big Book sentences.

43

Theme : Animals in our Environment


The child will:- New Vocabulary and Sentence Listening to, repeating and Number rhymes, The child can:-- listen to repeat and Structures in Maths stories, dramatizing Maths rhymes, Maths stories, - listen to, repeat,

dramatise Maths finger plays, songs and finger plays, songs and games. Songs, finger plays, games. dramatise Maths stories, rhymes, finger games. Number/numerals jig saws stories, rhymes, finger plays, songs, games. Drawing fishes to match 1 - 10 plays, games.

1, 2, 3, 4,5 (number rhyme) numerals. - Draw sets of fishes to One, two, three, four, five - draw fishes to match

match numerals Once I caught a fish alive Fixing number/numerals (fishes) Plastic corks, seeds, beads, numerals 1 - 10 1 - 10 Why did you let him go? jig saws. shells.

Because he bit my finger so - fix number/ numeral Which finger did he bite?

(fishes) jig-saws The little finger on my right. Grouping , sorting, adding, taking - identify rhyming 1 - 10 away objects sounds.

Phonemic Awareness - identifying rhyming Rhyming Sounds Identifying rhyming sounds. Number Rhyme: 1, 2, 3, 4, 5 - identify same beginning

sounds. five alive sounds go so Identifying same beginning

- identifying same Initial Consonant Sounds sounds. beginning sounds four five finger

Sentence Structures. Q. Which finger did the fish bite? A. The fish bit the little finger on my right.

Free Oral ExQression. Tell me about something you like in the rhyme

Creative ExQression Draw or paint or model something that you like in the rhyme.

44

Theme Topic

: Animals in our Environment : Animals that Fly ( birds, insects)

,,.,_ ••••• -•••v• -v~V••-••.!.M.._-11 WWIIV,..II'ol'l YVWI VVIIIIIIWIII"I' '""Ill"''"" III"""IIVI lllll .. 'liiii'IIQIIW \II UIUQII QI-.;;'Q~

Objectives Content/ Concepts Learning Experiences Materials

The child will :- Some animals have wings and Listening to, repeating and Tape Recorder, - listen to, repeat and can fly. dramatizing short stories, Cassettes,

dramatise short New Vocabulary and Sentence nursery rhymes, action songs. Nursery Rhyme Books, stories, nursery Structures in short stories, Story Books, rhymes, sing action nursery rhymes, action songs Imitating actions. Home-made percussion songs related to related to topic. instruments. theme/topic to Prett~ little Butterfl~. Clapping to music. acquire Standard Pretty little butterfly Reali a English Vocabulary Dancing in the sun Dancing to music. and develop Sleep upon the flowers Diorama with models of phonemic awareness. When the day is done. animals.

- participate in Pretty little butterfly Large wall pictures. discussion of realia, It is time to fly away

models and large wall Open out and spread your wings pictures of birds and And come another day. Answering questions in

insects. Standard English. Nursery Rhymes Phonemic Awareness 1. Big Big Bumble Bee

- answer questions in Rhyming Sounds Identifying rhyming sounds 2. Here is the Beehive Standard English away day and same beginning sounds. Who? What? Where? Initial Consonant Sounds Which? When? How? day done A field trip around the school

Sentence Structures environment to observe birds - identify rhyming Q. Where does the and insects for Language

sounds. butterfly sleep? Experience Charts A. The butterfly sleeps

- identify same on the flowers. beginning sounds.

Free Oral Ex~ression. Tell me about something you like in the rhyme Creative Ex~ression Draw or paint or model something that you like in the rhyme.

Evaluation

The child can:-- listen to, repeat,

dramatise short stories, nursery rhymes.

- sing songs

- identify rhyming sounds and same beginning sounds.

- participate in discussion of realia models and pictures.


45

Theme : Animals in our Environment Topic : Animals that Fly (birds, insects Objectives Content/ Concepts Learning Experiences Materials Evaluation

The child will:- Some animals have wings and Modelling with play dough. Play dough The child can :-- model birds, insects can fly - model with play dough

with play dough. Tracing around templates. Templates of birds and - draw, cut out and paste Birds can fly. insects.

- trace around Colouring within outlines - trace around templates templates of birds and Butterflies can fly. Crayons, of birds and insects,. insects. Cutting and pasting bits of paper Paper,

Bees can fly. in outlines, drawing with crayons, Scissors, - colour within outlines. - colour outlines painting with bits of sponge on Powder paints.

clothes clips. - cut and paste bits of - cut and paste bits of Old magazines, paper in outlines of

paper in outlines. Copying words and sentences. pages birds and insects.

- draw birds, insects Reading words and sentences. - copy/write words and Template of a big tree sentences.

- cut out and paste on a Drawing birds, insects, cutting template of a big tree. them out and pasting on a big - read words and

template of a tree. sentences. - paint birds, insects Timehri Readers

Timehri Readers - copy/write words or Animal Friends

sentences under Animal Friends drawings and Free Oral Ex~ression. paintings. Tell me something about birds

that you like. - read words or Creative Ex~ression

sentences. Draw or paint or model any bird you like.

I I

46

Theme : Animals in our Environment Topic : Animals that Fly ( birds, insects Objectives Content/ Concepts Learning Experiences Materials Evaluation

I

The child will :- Shared Reading Participating in discussion of Big Big Book, The child can:-- participate in Big Book Book. Picture -Word Cards - participate in

discussion of Big discussion of Big Book Book, Cover, Title, Seven Little Blue Birds. Listening to teacher read Big Single letters Pictures p. 1. (picture) Book. - listen attentively as

-~

Seven little blue birds sitting teacher reads. - listen to teacher read on some sticks, Reading with teacher.

Big Book. One flew away and then there Maths Stories, rhymes, songs, - read with teacher were six. Reading independently finger plays, games,

- read with teacher - read independently. p. 2. (picture) Listening to, repeating and Number/numeral jigsaws 1 -

- read independently. Six little blue birds sitting on a dramatising Maths stories, 10. - match letters to words hive, rhymes, finger plays, songs and

- listen to, repeat and One flew away and then there games, Plastic corks, shells, beads, - listen to, repeat and dramatise Maths were five. Drawing birds, insects, to match seeds dramatise Maths I

rhymes, finger plays, numerals 1 - 10. Plastic drinking straws stories, rhymes, finger songs, games. p. 3. (picture) Fixing number I numeral jig-saws plays, games.

Five little blue birds sitting on a 1 - 10. - draw sets of birds or door, Identifying same beginning - draw birds and insects

insects to match One flew away and then there sounds, to match numerals numerals 1 -10. were four Identifying rhyming sounds. 1 -10.

Grouping, sorting - fix number numeral p. 4. (picture) Adding and taking away objects - fix number/numeral

jig-saws. Four little blue birds sitting in a jig-saws 1 -10. tree,

- identify same One flew away and then there - sort, match, group, beginning sounds. were three, classify, add, take away

Free Oral ExQression. objects - identify words with Tell me about something that

rhyming sounds. you like in the Big Book Creative ExQression Draw or paint or model something you like in the Big Book

47

Theme : Transportation in our Community Topic :Transportation on Land (cars, buses)

... _ .... ... -·· ·-· -- -··-··· -·· ····--··-· --· --······-···· ·- ... ···- ····-· ·-· ·····--· ·-··- -· -· --·· -· ---Objectives Content/ Concepts Learning Experiences Materials Evaluation

The child will:- New Vocabulary and Sentence Listening to, repeating, Tape Recorder, The child can:-- listen to and repeat Structures in short stories, dramatizing short stories, Cassettes, - listen to, repeat,

short stories, nursery nursery rhymes, action songs nursery rhymes, action songs Nursery Rhyme Books, dramatise short stories, rhymes, action songs related to theme/topic. Imitating actions Story Books. nursery rhymes. related to theme/topic to acquire Standard The Bus Clapping to music. Home-made percussion - sing action songs English vocabulary Such a lot of people instruments. and develop Waiting for the bus Dancing to music. - identify same phonemic awareness. If the bus is crowded realia beginning sounds.

We won't push or fuss Identifying rhyming sounds and Models of vehicles - participate in same beginning sounds Large Wall Pictures - participate in

discussion of realia, Such a lot of people discussion of realia, models and pictures Getting off the bus models and pictures. related to topic. Hear the engine beating

I'm sure there's room for us. Answering questions in Standard - answering questions in - answer questions in Phonemic Awareness English; Who? What? Where? Standard English

Standard English; bus fuss us Why? When? How? Which? Nursery Rhymes Who? What? Where? Initial Consonant Sounds 1. The Wheels of the Bus . Why? When? How? QUS .Qeating Which? QUSh Qeople A field trip to the road to observe 2. The Bus

Sentence Structures vehicles for Language Q. What are the people Experience Charts doing? A. The people are waiting for the bus.

The people are getting off the bus. Free Oral Ex12ression. Tell me about something that you like in the Rhyme Creative Ex12ression Draw or paint or model something you like in the Rhyme.

48

Theme : Transportation in our Community . -'t'·- .. _____ ,.. __ ·-··-·· -·· --··- --· -· -----,


The child will:- Shared Reading Participating in discussion of Big Book, - participate in discussion - participate in Big Book Big Book Picture Word Cards

discussion of Big The Bus - listen as teacher reads Book. p. 1. (picture) Listening to teacher read Big Big Book

The wheels of the bus Book listen as teacher Go round and round

- read with teacher, -Round and round reads Big Book, Round and round Reading with teacher, - read independently The wheels of the bus Reading independently

- read with teacher Go round and round - use picture clues to All through the town. Using picture clues to read read picture word cards

- read independently p. 2. (picture) picture word cards The people in the bus - trace/copy words,

- use picture clues to Go up and down, Tracing/copying words, - build words, read picture word Up and down - identify words with cards Up and down Matching letters to words rhyming sounds

The people in the bus Identifying words with same - trace/copy words Go up and down

beginning sound, - identify same beginning All through the town. p. 3. (picture) sounds

- build words The driver of the bus says, "Have a nice day" .... Identifying rhyming sounds, - answer questions in

- identify words with p. 4 (picture) Answering questions in Standard English. rhyming sounds and The horn of the bus goes Standard English. same beginning " Peep, Peep, Peep" ..... sounds. Phonemic Awareness

Rhyming Sounds - answer questions in down town

Standard English. Initial Consonant Sounds have horn Sentence Structures Q. Where is the bus going? A. The bus is going to town. Free Oral Ex~ression. Tell me about something that you like in the Rhyme Creative Ex~ression Draw or paint or model something you like in the Rhyme.

49

Theme : Transportation in our Community - --- - I -- --- -


The child wil l:- Vehicles on the road . Modell ing with play dough. Playdough, The child ca11:-- model vehicles with A vehicle transports people - model vehicles with

play dough and goods on the road Tracing around templates. Templates of vehicles, play dough car - draw, cut out and paste

- trace around bus Colouring within outlines. Crayons, templates of vehicles truck bicycle - trace around templates

motorcycle Paper, of vehicles. - colour outlines ambulance Drawing vehicles, cutting and

pasting on a road Magazine pages, - colour within outlines - use scrap materials to

create vehicles Painting vehicles. Bits of sponge and clothes - cut and paste bits of clips, paper in outlines.

Copying/writing - cut and paste bits of words/sentences. Paste, - copy/write words or

paper within outlines sentences. Reading words/sentences. Scissors, !

- draw vehicles in their - read words and environment, cut out Powder paint. sentences. and paste on road .

Long strip of cardboard - paint vehicles in their painted by children to

environment represent a road

. - copy/write words or sentences

- read words or sentences.

- ·-'----

50

Theme : Transportation in our Community - - ~-- - - -~-- -- - --- -, -- --- --


The child will:- New Maths Concepts in Math Listening to, repeating and Number/numeral Charts, The child can:-- listen to, repeat and stories, rhymes, finger plays, dramatising Math stories, Number Stories, - listen to, repeat and

dramatise Math songs and games for counting rhymes, songs, finger plays, Rhymes, dramatise Maths stories, nursery to 10. games for counting to 10. Finger plays. stories, rhymes, finger rhymes, finger plays, plays for counting to songs, games for sizes Observing real vehicles, models Games for counting to 10. 10. counting to ten. bigger than - smaller than and pictures.

realia, Models, Pictures, - identify vehicles which - identify vehicle 'bigger speed Observing real vehicles. are 'bigger than' and

than'/'smaller than', fast - slow 'smaller than'. Participating in short field trip.

- identify vehicles which money $100 bill, - identify vehicles which travel fast/slow. $20 bill. Paying bus fare. travel 'fast'/'slow' .

- participate in short Participating in a shopping trip, Real money; - travel by bus field trips using a bus Purchasing food items for $100 bill, and pay bus fare. cooking, e.g. making $20 bill, - pay bus fare.

sandwiches, fruit drink, fruit Food items, - participate in a salad. Pictorial recipes. - shop with $100bill,

shopping trip to Plastic beads, shells, seeds, $20 bill purchase groceries, Grouping, sorting, classifying, plastic drinking straws fruits for cooking adding and taking away objects. - use pictorial recipes experience. for preparing snack.

- group - sort - match classify - add - take away objects

51

Theme : Transportation in our Community Topic :Transportation by Sea, River

.. ...... -···-· -- -··-··· -·- .... __ ., ____ - . --··· ·· · ..... ·- ... ···- ····----· ······-··--·- -· --- .. ·- -Objectives Content/ Concepts Learning Experiences Materials Evaluation

The child will:- New Vocabulary and Sentence Listening to, repeating, Tape Recorder, The child can:-- listen to and repeat Structures in short stories, dramatizing short stories, Cassettes, - listen to, repeat,

short stories, nursery nursery rhymes, action songs nursery rhymes, action songs, Nursery Rhyme Books, dramatise short stories, rhymes, action songs related to theme/topic. Story Books. nursery rhymes. related to theme/topic Clapping to music. to acquire Standard Down b~ the Stelling Home-made percussion - sing action songs English vocabulary Down by the stelling Dancing to music. instruments. and develop Early in the morning - identify same phonemic awareness. See the little speed boats realia beginning sounds.

All in a row Models of vehicles - participate in The captain of the speed boat Large Wall Pictures - participate in

discussion of realia, Turns a little handle Answering questions on realia, discussion of realia, models and large wall Vroom! Vroom! models, and large wall pictures models and pictures. pictures related to Splish! Splash! topic. Off we go - answer questions in

Answering questions in Standard Standard English. - answer questions in Phonemic Awareness English; Nursery Rhyme

Standard English; stelli.o.g morni.o.g Who? What? Where? Why? 1. Boats Who? What? Where? When? How? Which? Why? When? How? Same Beginning Sound Story Which? §Qiish §Qiash 1. The Three Little Amerindian

Boys. Sentence Structures Q. Who turns the handle? A. The Captain ... ......

Free Oral Ex~ression . Tell me about something that you like in the Rhyme

Creative Ex~ression Draw or paint or model something that you like in the Rhyme.

52

Theme : Transportation in our Community -J,._- -- -----"'r- 'J


--

The child will:- Shared Reading Participating in discussion of Big Big Book The child can: - participate in Big Book Book Picture -word cards - participate in discussion

discussion of Big Shi~s and Boats I Book. p. 1 (picture) Listening to teacher read Big - listen as teacher reads

Over the sea and far away Book Big Book - listen as teacher Big ship, little ships

reads Big Book, Sail everyday Reading with teacher, - read with teacher,

p. 2 (picture) Reading independently ship - read independently - read with teacher Over the sea

A hundred miles or more Using picture clues to read - use picture clues to i - read independently Many , many captains picture word cards read picture word cards !

I Bring their ships ashore I - use picture clues to Tracing/copying words, - trace/copy words,

read picture word p. 3 (picture) - build words, cards Down by the river and far away Matching letters to words - identify words with

Big boats, little boats Identifying words with same boat rhyming sounds - trace/copy words Travel everyday. beginning sound.

p. 4 (picture) Identifying words with same - identify same beginning - match letters to words Away down the river ending sounds. sounds

A hundred miles or more i - identify words with Many, many captains answer questions in I -

rhyming sounds and Bring their boats ashore Identifying rhyming sounds, Standard English. same beginning Phonemic Awareness Answering questions in Standard sounds. Rhyming sounds English.

- answer questions in More ashore; away day

Standard English Free Oral Ex~ression Tell me about something that you like in the Big Book

Creative Ex~ression Draw or paint or model something that you like in the Big Book

---

53

Theme : Transportation in our Community '-"

bv Sea. R Objectives Content/ Concepts Learning Experiences Materials Evaluation

The child will:- Ships Modelling with play dough Play dough The child can:-- model boats with play Boats - model with play dough

dough. Canoes Tracing around templates of Templates of boats - draw, cut out and paste - trace around Steamers boats Crayons,

templates of boats. Speed boats, transport people Paper, - trace around - draw, cut out and in the river and sea. Colouring outlines of boats Old Magazine pages, templates, of boats

paste boats on the Scissors sea. Cutting and pasting bits of paper - colour within outlines of

- cut and paste paper in Sentence Structures in outlines Powder Paints. animals outlines of boats This is a canoe.

- colour within outlines I like the canoe. Drawing with crayons, cutting - copy/write words and - draw boats, and pasting Timehri Readers sentences - paint boats - copy/write words or Painting with bits of sponge I Animal Friends - read words and

sentences under Timehri Readers clothes clips sentences. drawings, Number rhymes,

- read words/sentences Animal Friends Copying words and sentences Math stories, - listen to, repeat and - listen to, repeat and Reading words/sentences. Songs, dramatise Math stories,

dramatise Math Finger plays, rhymes, finger plays, stories, rhymes, finger New Maths Concepts in Math Listening to, repeating and Games, games for counting to plays, songs, games stories, rhymes, finger plays, dramatising Math stories, 10. counting to 10. songs and games for counting rhymes, finger plays, songs and Realia,

- identify boats that are to 10. games for counting to 10. Models, - understand 'bigger 'bigger than', 'smaller Picture, than', 'smaller than' than'. Understanding concepts of Observing real boats, models,

- identify boats which 'bigger than', 'smaller than'. pictures. Long strip of cardboard to - understand concepts travel 'fast' and those represent the sea. 'fast' 'slow' which are 'slow'. Understanding concepts of Observing real boats.

'fast', 'slow'. - understand value of - Participate in a short Value of Participating in a boat trip money; $20 bill;

boat trip, paying with $20 bill, $100. bill. real money. $100 Bill.

-

54

Theme : Transportation in our Community Tooic : Transoortation bv A'


1 The child will :- Aeroplanes and helicopters Listening to, repeating, Tape Recorder, The child can:-- listen to and repeat transport people and goods in dramatizing short stories, - listen to, repeat,

short stories, nursery the air. nursery rhymes, action songs. Cassettes, dramatise short stories, rhymes, action songs New Vocabulary and Sentence Imitating actions nursery rhymes. related to theme/topic Structures in short stories, Nursery Rhyme Books, to acquire Standard nursery rhymes, action songs, Clapping to music. - sing songs. English vocabulary related to theme/topic. Story Books, and develop Dancing to music. - identify rhyming phonemic awareness. My Aeroplane Home-made percussion sounds and same

I had a little aeroplane Identifying words with rhyming instruments, beginning sounds. - participate in My aeroplane could fly sounds.

discussion of Realia, I jumped right in - participate in models, large wall And off I went A trip to an airport or airstrip to discussion of realia, pictures related to Right into the sky. observe aeroplanes, helicopters models and pictures topic. for Language Experience Charts

Phonemic Awareness - answer questions in Rhyming Sounds Standard English.

- Answer questions in fly sky Nursery Rhymes:-Standard English; Sentence Structures 1. Helicopters Who? What? When? Q. Where does the Answering questions in Standard I looked up into the sky Where? Why? How? aeroplane fly? English; Who? What? Where? And what did I see?

Why? When? How? Which? Five big helicopters

- Identify words with A. The aeroplane flies Oh! How they could fly. rhyming sounds. in the sky.

2. The Airport. Free Oral Expression

- Identify words with Tell me about something that same beginning you like in the rhyme. sounds

Creative Expression Draw or paint or model something that you like in the rhyme.

55



The child will:- Shared Reading Participating in discussion of Big Big Book The child can: - participate in Big Book Book Picture-word cards - participate in discussion

discussion of Big Aero~lanes and Helico~ters Book. p. 1 (picture) Listening to teacher read Big - listen as teacher reads

In the sky and far away Book Big Book - listen as teacher Big aeroplanes, little aeroplanes

reads Big Book, Fly everyday Reading with teacher, - read with teacner, Reading independently ~"'rnnl:m"' - read independently p. 2 (picture)

- read with teacher In the sky and far away Over the sea and land Using picture clues to read - use picture clues to

- read independently Many , many pilots picture word cards read picture word cards Bring their aeroplanes to land

- use picture clues to Tracing/copying words, - trace/copy words, read picture word p. 3 (picture) - identify words with cards In the sky and far away Building words helicopter rhyming sounds

Big helicopters, little helicopters Identifying words with same - trace/copy words Fly everyday. beginning sound. - identify same beginning

p. 4 (picture) Identifying words with same sounds - build words In the sky and far away ending sounds. - answer questions in

Over the sea and land Standard English. - identify words with Many, many pilots

rhyming sounds and Bring their helicopters to land Identifying rhyming sounds, same beginning Answering questions in Standard sounds. Free Oral Ex~ression English.

Tell me about something that answer questions in you like in the Big Book. Standard English

Creative Ex12ression Draw or paint or model something that you like in the Big Book

56



The child will :- New Maths Concepts in Maths Listening to, repeating and Number/ numeral Charts The child can:-- listen to, repeat and stories, rhymes, finger plays, dramatising Maths stories, - listen to, repeat and

dramatise Maths songs and games for counting nursery rhymes, finger plays, Maths Stories, dramatise Maths stories, nursery to 10. songs, games for counting to Number rhymes stories, rhymes, finger rhymes, finger plays, 10. Finger plays plays, games for songs, games for Spatial relationships. counting to 10. counting to 10 Games for counting to 1 0 - Place aeroplane in

In on top of Placing models of aeroplanes in different positions and - place models of different positions on a model Model of a shed and model of identify positions.

aeroplanes in different Behind in front oft shed, and identifying positions an aeroplane. positions on a model - group shed, and identify Sentence Structures Plastic beads, seeds, shells positions Q. Where is the aeroplane? Grouping, sorting, matching, - sort

classifying objects. A. The aeroplane isjn Adding objects - classify

on Taking away objects

under - add

over - take away objects

57

amarques

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An IDB/GOG - BEAMS Initiative

amarques

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Prepared by: Curriculum Development and Implementation Init, NCERD

amarques

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Printed by Materials Production Unit, NCERD

amarques

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Date: January 2006

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