Gr R-Learn and Do-Facilitator's Guide Term 2

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LEARN AND DO FACILITATOR’S GUIDE 2/4 Grade R

A member of the FUTURELEARN group

Learn and Do Facilitator’s guide 2/4

1800-E-LAD-FG02

Í2ÂÈ-E-LAD-FG024Î

Grade R

CAPS aligned

Dr N Scheepers A Venter R Venter

Grade R~ Facilitator’s Guide 2

Table of Contents Week 11 – 20 Learning unit 6: Toyland..................................................................................................... 5 Day 1: Playtime ............................................................................................................ 11 Day 2: Who lives in Toyland? ....................................................................................... 15 Day 3: I learn about different types of toys ................................................................... 19 Day 4: What are toys made of? .................................................................................... 23 Day 5: Toys that can roll ............................................................................................... 27 Day 6: Toys that we can build with ............................................................................... 31 Day 7: Toys with wheels ............................................................................................... 35 Day 8: Let’s play outside .............................................................................................. 39 Day 9: Water toys ......................................................................................................... 43 Day 10: Grandparents’ Day .......................................................................................... 47 Learning unit 7: Pets........................................................................................................ 49 Day 1: Pets are your friends ......................................................................................... 53 Day 2: How do I care for my pet? ................................................................................. 57 Day 3: I learn more about different pets ....................................................................... 61 Day 4: Each animal has its habits ................................................................................ 65 Day 5: What if my pet is sick? ...................................................................................... 69 Day 6: Pets that work and help people ......................................................................... 73 Day 7: Pets without homes ........................................................................................... 77 Day 8: Pet shops .......................................................................................................... 81 Day 9: How do animals feel? (Emotions) ..................................................................... 85 Day 10: Dangerous pets ............................................................................................... 89 Learning unit 8: Holidays!................................................................................................ 93 Day 1: What can we do? .............................................................................................. 97 Day 2: How do we get there? ..................................................................................... 101 Day 3: Who knows the way? ...................................................................................... 105 Day 4: What do we take along? ................................................................................. 109 Day 5: Lots of fish in a tank ........................................................................................ 113 Day 6: The sea is salty ............................................................................................... 117 Day 7: Animals in game reserves ............................................................................... 121 Day 8: Who’s going along? ........................................................................................ 125 Day 9: We go camping ............................................................................................... 129 Day 10: Take care of yourself ..................................................................................... 133 Learning unit 9: Stars, planets and spaceships............................................................. 137 Day 1: Space and the solar system ............................................................................ 143 Day 2: The planets ..................................................................................................... 147 Day 3: Stars that shine ............................................................................................... 151 Day 4: The sun is the biggest star .............................................................................. 155 Day 5: The moon ........................................................................................................ 159 Day 6: I learn more about the moon ........................................................................... 163 Day 7: Travelling through space ................................................................................. 167 Day 8: Astronauts ....................................................................................................... 171 Day 9: Spaceships ..................................................................................................... 175 Day 10: Build a spaceship .......................................................................................... 179 3

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Grade R~ Facilitator’s Guide 2

Learning unit 10: Who works where?............................................................................. 183 Day 1: When I grow up, I want to be ... ...................................................................... 187 Day 2: Grocery shopping ............................................................................................ 191 Day 3: At the pharmacy .............................................................................................. 195 Day 4: At the hospital ................................................................................................. 199 Day 5: Emergency services ........................................................................................ 203 Day 6: Farmers’ markets, stalls and spazas ............................................................... 207 Day 7: Shopping with mommy .................................................................................... 211 Day 8: Good morning Miss, good morning Sir ........................................................... 215 Day 9: Cooking and baking ........................................................................................ 219 Day 10: The veterinarian (vet) .................................................................................... 223

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Learning unit Toyland 1. Playtime 2. Who lives in Toyland?

3. I learn about different types of toys 4. What are toys made of?

5. Toys that can roll 6. Toys that we can build with 7. Toys with wheels 8. Let’s play outside 9. Water toys 10. Grandparents’ Day

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Grade R ~ Facilitator’s Guide 2

Focus of learning unit 6 Listening and speaking: • Listens to and acts on instructions • Recites poems • Listens to stories for fun • Uses language to develop concepts • Identifies parts of a whole, e.g. builds a puzzle

Emergent writing: • Fine motor control • Strengthening hand muscles and fine motor coordination with play dough • Repeats patterns (zigzag) • Uses writing tools, e.g. crayons and paint brushes • Develops sense of direction

Creative arts: • Draws and interprets pictures • Fine motor coordination • Identify colours • Spatial awareness • 3-D designs with play dough • Box construction

Emergent reading: • Directional activities – reads the arrow card • Draws pictures to convey thoughts • Phonemic awareness: recognises the beginning sound and middle sound of words • Listens to the ‘s’ ‘o’ and ‘a’ sounds • Visual perception • Comparison

Toyland Physical education: • Balance • Gross motor development • Spatial orientation • Awareness of the two sides of the body: laterality • Uses senses to observe • Visual perception • Auditive perception • Crosses the midline

Beginning knowledge and personal and social welfare: • Different types of toys • Tidiness and personal hygiene • Personal likes and dislikes • Sequence of events • Safety • Identify colours • Where do we play with the different toys?

• Introduction to traffic rules

Mathematics: • Counting concrete objects • Develop number sense – numbers 2, 3 and 4 • Copying geometric patterns • Position in space and spatial orientation • Identify colours • Informal measuring - longer, shorter • Float and sink • Data handling • Time (morning, afternoon and evening) • Sorting and classification • Concepts: larger, smaller, taller, shorter

Rhymes, recipes and tips The land of toys

The wheels on the bus

The land of toys is a lovely place, everything has a special space.

When the sun rises each day, all the toys come out to play.

The wheels on the bus go round and round, round and round, round and round.

The wheels on the bus go round and round, all through town!

Nalize Marais

With my blocks I build a house or dress my doll with a pink blouse.

Sometimes my friend comes to play, I share my toys and we play for the day.

Tonight the moon and stars will shine.

My toys sleep tight and make me smile.

I keep them all in a special box, so they will never, ever get lost!

Traditional song

Draw a hopscotch

I drive in my red motor car Traditional song (cf. All-in-one series)

I drive in my red motorcar right down the busy street.

The light is red I have to stop and let the others go.

Stop! says the red light, Go! says the green light, Carefull! says the yellow light, Careful what you do.

Use chalk and draw the shapes on the patio or any other paved area. As an alternative, use a stick to draw it in the sand.

Start

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Grade R~ Facilitator’s Guide 2

Week 11 Day 1

Playtime

Session 1: Free play inside The facilitator provides toys for the promotion of perceptual development, e.g. a puzzle, blocks/ Lego, colouring books and crayons, or any activity that will promote perceptual development. Use puzzles and pictures that relate to the theme of the learning unit: ‘Toys’, e.g. a doll’s house, construction toys, etc.

Session 2: Focus area: Life skills Let’s talk about toys

• • • • • • • • • • •

Talk about playing and toys. Let the learners talk about playing, what they like and what they like to play with.

• Do you like to play?

Which toy do you like to play with?

Why do you like playing with that toy?

Tell me what your favourite toy looks like.

Do you know what favourite means? Your favourite toy is that toy that you like the most and love to play with the most.

The learners must be able to explain what they like to play with, the colour of the toy, where they like playing with it, etc.

Let the learners bring their favourite toys to school to show it to the facilitator (or friends).

Sometimes we play alone with our toys, but at other times we play with friends.

When we play with friends it is important to share. Everyone must have a turn to play with the toys.

Do you have a friend whom you like to play with?

What is your friend’s name?

Which game do you like to play with your friend?

• Where do you like to play? We can play outside in the garden, we can play in the park, or we can play at home in our room.

• What do we play with outside in the garden? (Ball, sand, swing, ride bicycle, chase each other, swim, sandpit, cars, build a farm, etc.)

• Have you ever been to a park? What do we play in the park?

• What do you play with in your room or playroom?

• What do you do after playing with your toys? It is important for the learners to be aware of clearing away and putting away toys. We must always look after our toys and put them away safely when we have finished playing.

Session 3: Focus area: Mathematics Count rhythmically to 10 while the learners clap their hands.

The facilitator claps her hands. The learners listen and then clap the same number of times with their hands: • Facilitator claps twice. The learners listen and also claps twice.

• Facilitator claps 4 times. The learners listen and also claps 4 times.

• Facilitator claps 5 times. The learners listen and also claps 5 times.

• Facilitator claps 3 times. The learners listen and also claps 3 times.

Use number cards.

• The learners put the number cards in a row from 1 to 5.

• Use counters/blocks. The learners put 1 block next to 1, 2 blocks next to 2, 3 blocks next to 3, 4 blocks next to 4 and 5 blocks next to 5.

• Place all the blocks together. The facilitator holds the number cards. Flash a number and the learners put down the number with counters, e.g. the facilitator shows 3. The learners put down 3 counters. The facilitator repeats the activity with numbers 1 - 5.

Give the learners 5 different toys, e.g. a car, block, plastic animal, ball, figurine, etc.

• Put the toys in a row below the row of number cards. The learners put a toy underneath each number.

• The facilitator requests the learners to identify the toys in the row, but uses ordinal numbers: • The car is first in the row.

• Where is the block? (The block is second in the row.)

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Grade R~ Facilitator’s Guide 2

• • What is fourth in the row? (the ball) • Where is the figurine? The figurine is fifth in the row.

• Shuffle the toys. Ask the learners to put down a new row and say out loud what comes first, second, third, fourth and fifth.

Session 4: Free play outside During free play the learners should be allowed to play according to their needs and skill. The facilitator can provide specific apparatus, e.g. a ball, hoop, sandpit games and water games.

The learners develop important skills through play – this is a very important part of the daily programme.

Provide apparatus that will enable the learners to use their bodies and to become aware of everything that they can do with their bodies. The learners must climb and clamber, ride see-saw, spin a hoop, swing, balance, run, etc.

Session 5: Creative activity Cover a table with a plastic tablecloth.

Place various colours of watercolour paint, large paint brushes and water on a table. Make sure that the paint containers cannot fall over. Mark the paint brushes according to the colours of paint on the table, e.g. the brush in the red paint has a red dot on its handle. This will prevent the paint from mixing.

Earlier the learners spoke about their favourite toys. Now they paint that toy on a large sheet of paper.

Session 6: Focus area: Language The facilitator pastes a picture on her finger or on an ice-cream stick/pencil, e.g. an aeroplane, car, or doll. The learners must sit directly in front of the facilitator and look at the picture.

The facilitator moves her finger in the air from right to left (for the learners it is left to right – the direction of reading). Ask the learners to keep their heads still, but to follow the aeroplane/bird with their eyes.

The facilitator makes movements in the air: • Slowly move in a straight line from right to left and back again.

• Make a zigzag movement in the air from right to left.

• Slither like a snake from right to left.

• While the learners are following the index finger with their eyes, take note of their eye movement.

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Complete Activity 75 in the workbook: Use crayons and complete the patterns.

Session 7: Story time

Notes:

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Grade R ~ Facilitator’s Guide 2

Day 2

Who lives in Toyland?

Session 1: Free play inside The facilitator provides toys for the promotion of perceptual development, e.g. a puzzle, blocks/ Lego, colouring books and crayons, or any activity that will promote perceptual development. Use puzzles and pictures that relate to the theme of the learning unit: ‘Toys’, e.g. a doll’s house, construction toys, etc.

Session 2: Focus area: Life skills Let’s talk about Toyland

Read the poem: The land of toys • The learners do not have to remember the poem, but must listen very carefully and participate in the discussion.

• Do you think that there is really a place like Toyland? (Toyland is not a real country, it is a place that we dream of.)

• What do you think it looks like there and what it is like to live in Toyland?

• Who live in Toyland? (cars, dolls, blocks) • When must you share your toys? Do you know what it means to share? Explain to the learners that it is nice to play with your toys on your own, but that one sometimes plays with other friends. Then we must share our toys and give everyone a turn.

• How do you feel if someone takes one of your toys? If someone takes something without asking, you feel angry or sad. That is why we must always ask if we may play with someone else’s toys.

• When must we put our toys away? (At night when it is time to go to bed.)

• When does the sun set? In the evening. Then it is time to bath, eat and go to sleep.