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  4. Gr. r module 1 literacy - 02

1.1 Gr. r module 1 literacy - 02  (Page 5/5)

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Learners frequently exchange hands because they are unable to cross over the middleline of the body. Problems around such middleline crossing results in continuous repositioning of the body, which has a negative effect on concentration and work speed and leads to tiredness.

  1. SPECIFIC APPLICATION IN LEARNING AREAS
  2. LITERACY

Examples of activities:

  • Dramatisation of stories / everyday activities
  • Telling of simple stories with the help of pictures
  • Children to arrange pictures from a story in the correct sequence and tell the story accordingly
  • Fine coordination activities (see paragraph 3.1.2)
  • MATHEMATICS

Examples of activities:

  • Counting activities
  • Recognition, description and representation of figures 1 to 9
  • Comparing and arranging numbers
  • Using terms such as more, less, heavier, lighter, shorter, longer
  • Problem solving, e.g. more / less / equal to
  • Making numbers 1 more, e.g. 6 ⇐ 7
  • Counting on, e.g. the first child counts to 3; a second child counts on to 6; etc.
  • Sorting objects according to different qualities (e.g. all the red ones).
  • LIFE SKILLS

Learners show that they are able to apply what they have learnt in different situations in the community. Help them with the challenges that life offers so that they can play an active and productive role in the community. Discussing situations can help to develop problem solving skills, logical thinking and reasoning, as well as creative and critical thinking.

Examples of activities:

  • Create situations under which their potential and skills can be developed fully, so that they will be able to make a contribution to the community, e.g. “emergency situations”, class discussions and dramatisations.
  • Opportunities for entrepreneurship, e.g. making cards to sell
  • REPORT FOR FIRST QUARTER

An example of an (optional) elementary report on the learner’s progress during the first quarter is included for educators who regard it as desirable to report to parents.

MODULE FRAMEWORK
LEARNING OUTCOMES ASSESSMENT STANDARDS
NUMERACY(LO 1)NUMBERS, OPERATIONS AND RELATIONSHIPSThe learner will be able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate and check with competence and confidence in solving problems.(LO 2)PATTERNS, FUNCTIONS AND ALGEBRAThe learner will be able to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic language and skills.(LO 5)DATA HANDLINGThe learner will be able to collect, summarise, display and critically analyse data in order to draw conclusions and make predictions, and to interpret and determine chance variation.LITERACY(LO 1)LISTENINGThe learner will be able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations(LO 2)SPEAKINGThe learner will be able to communicate confidently and effectively in spoken language in a wide range of situations.(LO 3)READING AND VIEWINGThe learner will be able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts.(LO4)WRITINGThe learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes.(LO 5)THINKING AND REASONINGThe learner will be able to use language to think and reason, as well as to access, process and use information for learning. We know this when the learner:1.2 counts to at least 10 everyday objects reliably;1.3 says and uses number names in familiar contexts;1.4 knows the number names and symbols for 1 to 10.We know this when the learner:2.1 copies and extends simple patterns using physical objects and drawings (e.g. using colours and shapes);We know this when the learner:5.2 sorts physical objects according to one attribute (property), e.g. red shapes.We know this when the learner:1.1 listens attentively to questions, instructions and announcements, and responds appropriately;1.4 develops phonic awareness:
  • recognises that words are made up of sounds;
  • distinguishes between different sounds, especially at the beginning and ends of words;
  • segments oral sentences into individual words (using words of one syllable at first);
  • segments spoken multi-syllabic words into syllables (e.g. ba-na-na), using clapping or drumbeats;
  • recognises some rhyming words in common rhymes and songs such as ‘We are going to the zoo zoo zoo, you can come too too too’;
We know this when the learner:2.5 asks questions when he/she does notunderstand or needs more information andresponds clearly to questions asked of him/her;2.8 tells own stories and retells stories of others in own words.We know this when the learner:3.1 uses visual cues to make meaning:
  • looks carefully at pictures and photographs to recognise common objects and experiences;
  • identifies a picture or figure from the background;
  • makes sense of picture stories;
  • matches pictures and words;
  • uses illustrations to understand simple captions in story books;
3.5 begins to develop phonic awareness:
  • recognises initial consonant and short vowel sounds;
  • recognises and names some common letters of the alphabet such as the letter the learner’s name begin with;
  • recognises some rhyming words in common rhymes and songs such as ‘We are going to the zoo zoo zoo, you can come too too too’.
We know this when the learner:4.1 experiments with writing:
  • creates and uses drawings to convey a message, and as a starting point for writing;
  • forms letters in various ways (e.g. by using own body to show the shapes, writing in sand);
  • understands that writing and drawing are different;
  • ‘writes’ and asks others to give the meaning of what has been written;
  • talks about own drawing and ‘writing’;
  • role-plays ‘writing’ for a purpose (e.g. telephone message, shopping list);
  • uses known letters and numerals (or approximations) to represent written language, especially letters from own name and age;
  • ‘reads’ own emerging writing when asked to do so;
  • shows in own writing attempts beginning awareness of directionality (e.g. starting from left to right, top to bottom);
  • copies print from the environment (e.g. labels on household items, advertisement);
  • makes attempts at familiar forms of writing, using known letters (e.g. in lists, messages or letters);
  • manipulates writing tools like crayons and pencils.
We know this when the learner:5.2 uses language to think and reason:
  • identifies and describes similarities and differences;
  • matches things that go together and
compares things that are different;
  • classifies things (e.g. puts all toys in box, books on shelves, crayons in tins);
  • identifies parts from the whole (e.g. parts of the body).
5.3 uses language to investigate and explore:
  • asks questions and searches for explanations;
  • gives explanations and offers solutions;
  • offers explanations and solutions;
  • solves and completes puzzles
LIFE ORIENTATION(LO 1)HEALTH PROMOTIONThe learner will be able to make informed decisions regarding personal, community and environmental health.(LO 3)PERSONAL DEVELOPMENTThe learner will be able to use acquired life skills to achieve and extend personal potential to respond effectively to challenges in his or her world. We know this when the learner:1.2 describes steps that can be taken to ensure personal hygiene;1.4 demonstrates precautions against the spread of communicable diseases.We know this when the learner:3.1 says own name and address.

Auditory discrimination

Fine coordination

  • Colour in the pictures beginning with “ s ” .

Activity : Look for more examples in the classroom that begin with s .

Literacy LO : 1.4

Fine coordination

Letter formation

  • Begin at the dot.

Activity : Practise

Literacy LO : 4.1
writing the s in sand or on the writing board.

Literacy LO : 1.4

Fine coordination

  • Complete the patterns.
Literacy LO : 4.1

FRUIT

The importance of clean and healthy food.

Closed questions:

  1. Which three fruits can you see in the picture?
  2. What is the colour of a rip banana?

Open-ended questions:

  1. Which products do we get from fruit?
  2. Where does fruit come from?
  3. Why is it important to wash fruit before eating it?
  4. Which are the sweet fruits?
  5. Which are the sour fruits?
  6. Which fruit do you like the most and why?

Bridging:

When we have to outline the different fruits in the picture, we have to look carefully before we start doing it. Where else do we have to look carefully when we have to choose one thing from among many?

  • In the class (e.g. when looking for a red crayon among many other crayons in the box)
  • At home (e.g. when we look for something in a cupboard)
  • In the supermarket (e.g. when looking for a red apple among other fruit)

Activity :

  1. Make a poster of fruit and fruit products.
  2. Make a fruit salad in the classroom.
  3. Blindfold game – provide four kinds of fruit and let the learner identify different fruits by feel, smell or taste.

Foreground / Background

Fine coordination

Logical reasoning

  • Outline each fruit in a different colour.

Activity: Cut out the pear.

Literacy LO: 2.5 Literacy LO: 3.1

Auditory discrimination

Fine coordination

  • Colour in the pictures beginning with “ m”.

Activity : Look for more examples in the classroom that begin with “ m ”.

Literacy LO: 1.4

Fine coordination

Letter formation

  • Begin at the dot.

Activity : Practise the m in sand or on the writing board.

Literacy LO: 4.1

Spatial relationships

Analysis and synthesis

  • Colour the pictures beginning with “ n ”.

Activity: Look for more examples in the classroom that begin with n

Literacy LO: 1.4

Fine coordination

Letter formation

  • Begin at the dot.

Activity : Practise the m in sand or on the writing board

Literacy LO: 4.1

Make seven copies of each picture so that you have, e.g., a sun for each day of the week (in case the sun shines every day of the week).
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Source:  OpenStax, Grade r - a learning programme. OpenStax CNX. Nov 03, 2009 Download for free at http://cnx.org/content/col11135/1.1
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