-+-CAPS 2012 - GRADE R
HOME LANGUAGE Focus Lesson:
TERM: 1 WEEK: 2 CONTEXT: Me
FOCUS FOR THE WEEK: Listens to questions and responds appropriately
WHOLE CLASS Session:
CONTENT AREA: / ACTIVITY: / RESOURCES: / DAY:Shared Reading:
Emergent Reading / Text: Poster with photographs of new learners
-Discuss the poster
-Learners responds to questions about poster
-Each learner attaches his/her symbol to their photograph
-“Read” the symbols
- Can you recognise your own and that of a friend? And what about your name? / Poster with photographs of learners
Symbols / daily
Listening and Speaking / - Learners responds to questions about poster
-Learners look for their symbol and that of their friends hidden in strategic places in the classroom (find symbols hidden between other apparatus in the classroom)
-Learners name their own symbol and talk about it. / Poster
Symbol / daily
Word & Sentence Level Work
(Phonics): / - Play eye – movement games. Teacher moves a finger puppet from left to right and up and down.
- Learners hold their heads still, but follow the finger puppet with their eyes.
Auditory Perception:
- Learner says own name. Clap the syllables of own name and symbol
-Do the same with that of your friend
Visual Perception:
-Identify own name and symbol / Finger Puppet / Mon.
Wed.
Fri.
Mon.
Tues.
Wed.
Thurs
Fri.
HOME LANGUAGE Focus Lesson:
TERM: 1 WEEK: 2 CONTEXT: Me
SMALL GROUP SESSION:
CONTENT AREA: / ACTIVITY: / RESOURCESShared Reading:
Emergent Reading / Poster of photographs of new learners
- Discuss the poster
-Each learner adds his/her name to his/her symbol
-“Read” the symbols
- Can you read your name and symbol and that of your friend? / Poster with Photos
Symbols
Listening & Speaking / -Learners responds to questions about the poster
-Learers name their own symbol and talk about it / Symbols
Word and Sentence Level Work
(Phonics): / Says own name. Claps the syllables of your own name and symbol.
-Do the same with that of a friends / Symbols
HOME LANGUAGE FOCUS LESSON:
TERM: 1 WEEK: 2 CONTEXT: Me
GROUP WORK:
GROUP 1 / GROUP 2 / GROUP 3 / GROUP 4 / GROUP 5Drawing:
Using a small mirror. Look at yourself and draw a picture of yourself with a black crayon. Colour in with paint.
(Handwriting: manipulates writing tools) / Modelling: Model yourself. Make use of beads, buttons, toothpicks etc to decorate yourself.
(Handwriting: develop fine motor muscles) / Drawing/Painting:
Look for your own name in a container. Copy your name on the page in front of you and draw a picture of your choice. Colour the picture with wax crayons and paint with food colouring.
(Writing: attempts to write own name) / Drawing/Cutting & Pasting:
Paper chain -
Cut strips of paper on the line. Beautify with khoki’s and stick two ends together to form a “ring”. Stick rings together to form am chain
(Handwriting: fine motor muscles and manipulates tools) / Box Construction: Create a model of yourself from boxes e.g. match boxes, empty tablet boxes, spice boxes. Stick boxes on background page.
Paint your construction.
HOME LANGUAGE Focus Lesson:
TERM: 1 WEEK: 2 CONTEXT: Me
INDEPENDENT PLAY:
READING CORNER / EDUCATIONAL GAMES: / CREATIVE WORK / HOME LANGUAGE FOCUS TABLE / FANTASY CORNERMake a photo copy of the photographs of all the new learners. Make a booklet of the photos and place it in the reading corner for learners to “read”. Add names and symbols. / -Dressing Myself
-Barney Memory Game
-Threading / - Play dough and sticks
-Painting easel / Name of learners and their symbols: Learners match these. Add photographs if possible.
A laminated page with a face on it in dotted format. Learners connect the dots to complete the face. Use a white board marker which will rub out. / Old clothes,bags shoes and hats. Also masks with which children can dramatise.
Reflection:
HOME LANGUAGE Focus Lesson:
TERM: 1 WEEK: 3 CONTEXT: My Body
FOCUS FOR THE WEEK: Use language to develop concepts
WHOLE CLASS Session:
CONTENT AREA: / ACTIVITY: / RESOURCES: / DAY:Shared Reading:
Emergent Reading / Big Book: My body
- Use Language to develop concepts e.g. colour, shape, age, time, sequence etc
( Discuss the appearance and developmental stages from birth to 5 years e.g. lying, then roll, crawl, walk, run)
- Encourage learners to ask questions
- They must listen and respond to simple instructions
(Direction: Reading) e.g. Move head from left to right. / Big Book:
Pictures of developmental stages 0 -5 years / daily
Listening and Speaking / - Learners listens and responds to simple instructions e.g. walk from left to right, jump up /down
-Listen to a song: If you happy and you know it clap your hands. Memorise it.
-Repeat the song. Add actions to the song.
-Listen to familiar and unfamiliar words.
-Identify sound (e.g. Clapping sound) / Song: If you happy and you know it / Mon.
Tues
Wed.
Thurs.
Fri.
Word & Sentence Level Work (Phonics): / - Distinguish between objects. Objects that are the same / pictures with one which is different. e.g. Two photographs of learners who look similar but that are different here and there. / Objects and pictures that are the same/ are different / Mon.
Auditory Perception:
- Make a sound in response to an instruction e.g.Clap hands, stamp feet etc. (If you Happy & you Know it song)
-Listens for familiar and unfamiliar words in the song.
-Listens and identify sounds in the class and outside of the classroom. Talk about sounds that we hear. / Mon
Tues.
Wed.
Thurs.
Fri.
HOME LANGUAGE FOCUS LESSON
TERM: 1 WEEK: 3 CONTEXT: My Body
SMALL GROUP SESSION:
CONTENT AREA: / AKTIVITY: / RESOURCESShared Reading:
Emergent Reading / Small Books: My Body.
- Use Language to develop concepts e.g. colour, shape, age, time, sequence etc
( Discuss the appearance and developmental stages from birth to 5 years e.g. lying, then roll, crawl, walk, run)
- Encourage learners to ask questions
- They must listen and respond to simple instructions
(Direction: Reading) e.g. Move head from left to right. / 6 small books
(You can make your own)
Pictures of a child’s developmental stages 0 – 5. Arrange in sequence
Listen and speaking / Listen and responds to simple instructions. E.g. walk left to right. Jump up/down / Learners
Word & Sentence Level Work
(Phonics): / - - Distinguish between objects. Objects that are the same / pictures with one which is different. e.g. Two photographs of learners who look similar but that are different here and there. / Objects/Pictures that are almost the same/ different
HOME LANGUAGE FOCUS LESSON
TERM: 1 WEEK: 3 CONTEXT: My Body
GROUP WORK:
GROUP 1 / GROUP 2 / GROUP 3 / GROUP 4 / GROUP 5Collage: Each group receives a A3 page with photo frames drawn on it. Each learner draws himself herself in the photo frame and writes his /her name in it.Decorate frame with glue and glitter/sequence / Bubble blow a background page for use the next time / Cut and paste: clothes from a magazine. Draw the head and colour with retractable crayons. Draw a background as well. / Educational Game:
“What’s the difference”. Discuss your findings with your friend sitting next to you. / Modelling: Model yourself with salt clay. Use collage items to decorate your model. Paint it.
HOME LANGUAGE Focus Lesson:
TERM: 1 WEEK: 3 CONTEXT: My Body
INDEPENDENT PLAY:
READING CORNER / EDUCATIONAL GAME / CREATIVEWORK / HOME LANGUAGE FOCUS TABLE / FANTASY
CORNER
“Reads” with understanding and for enjoyment
(Reading and Phonics) / -“Spot the difference”
-Shadow pictures: Find the picture that matches the shadow picture.
-Parts of my body / -Paint: own choice
- Chalk and sugar water on black paper / -“Spot the difference/ similarities”
-Shadow picture: find the picture to match the shadow. / Clothes, hats, shoes, sunglasses, make up
REFLECTION:
HOME LANGUAGE Focus Lesson:
TERM: 1 WEEK: 4 CONCEPTS: My new school and books
FOCUS FOR THE WEEK: Discuss differences and similarities in own words
WHOLE CLASS SESSION:
CONTENT AREA: / ACTIVITY: / RESOURCES: / DAY:Shared Reading:
Emergent
Reading / Text: ‘n Recipe (Marie bicuit face)
- Discuss the recipe . Ask and answers questions.
-“Read” the recipe from top to bottom by looking at the pictures.
- Shuffle the pictures and try to place it in sequence. / Recipe
Separate pictures of ingredients / method / daily
Listening and Speaking / - Talk about recipe. Look at variety of pictures. Which of these ingredients can be used in a recipe e.g. sand can not be used in a recipe. Why not? How does it differ from the ingredients which we may use in a recipe. (Identify and describe differences and similarities)
-Takes turns to talk.
-Talks about own baking activity
-Listens to and repeats rhythmical patterns, e.g. clap, clap-clap, clap / Recipe
Separate pictures of ingredients / daily
Tues.
Wed
Word & Sentence Level Work (Phonics): / -Understands that writing has meaning: e.g. ‘n word can represent an ingredient: sweets/smarties, ens. / Names of recipe ingredients / Tues
Wed.
Visual Memory:
Pack out the ingredients. Allow children to view it. Close ingredients with a cloth. Who remembers what thay have seen. / Names of recipe ingredients
Cloth / Thurs
Fri
HOME LANGUAGE Focus Lesson
TERM: 1 WEEK: 4 CONTEXT: My new school and books
SMALL GROUP SESSION:
CONTENT AREA: / ACTIVITY: / RESOURCESShared Reading:
Emergent Reading / Text: Recipe
- All “read”the recipe together
- Arrange the pictures of the ingredients /method in the correct sequence. / 6 Recipe cards
Separate pictures of ingredients (one set per learner)
Listening and Speaking / - Talk about recipe. Look at variety of pictures. Which of these ingredients can be used in a recipe e.g. sand can not be used in a recipe. Why not? How does it differ from the ingredients which we may use in a recipe. (Identify and describe differences and similarities)
-Takes turns to talk.
-Talks about own baking activity / Recipe
Separate pictures of ingredients
Word and sentence level work
(Phonics): / -Who remembers the meaning of the word “smarties” etc Smarties are Sweets!. / Names of familiar ingredients
HOME LANGUAGE FOCUS LESSON:
TERM: 1 WEEK: 4 CONTEXT: My new school and books
GROUP WORK:
GROUP 1 / GROUP 2 / GROUP 3 / GROUP 4 / GROUP 5Baking Activity:
Recipe -Faces:
“Read” your recipe carefully and follow the instructions from top to bottom in the right sequence. / Drawing: a picture of your own choice with wax crayons. Colour it with paint.
(hand- eye coordination – use a variety of writing materials) / Tear & Paste: ‘n thin border around a page. Keep as background page for a next activity. / Cut & Paste: out a variety of coloured shapes. Paste it on a background page to represent your school. Add detail with wax crayon and colour with food colouring.
(Fine motor control - cut) / Educational games:
- Threading
- Find the picture which does not match.
HOME LANGUAGE Focus Lesson:
TERM: 1 WEEK: 4 CONTEXT: My new School and Books
INDEPENDENT PLAY:
READING CORNER / INDEPENDENT PLAY / CREATIVEWORK / HOME LANGUAGE FOCUS TABLE / FANTASY-CORNER
-Recipe cards
-Recipe books
-Magazines with recipes in
-Books about school / -Which picture does not fit?
-Arrange pictures in the correct sequence. / -Play dough – own choice
- Draw the outline of the school building. Add details with crayon and colour in. / Laminated page with pictures Three pictures match, one does not. Can you see which does not match. Make your own scrap book. / - Equipment / resources for Baking Activity
-Aprons
-Old mixers/ egg beaters
-Recipe books
-mixing bowl
Reflection:
HOME LANGUAGE Focus Lesson
TERM: 1 WEEK: 5 CONTEXT: Senses (1)
FOCUS FOR THE WEEK: Identify objects in the background, retell a story/poem/rhyme in your own words, draw a picture to convey a message
WHOLE CLASS SESSION:
CONTENT AREA: / ACTIVITY: / RESOURCES: / DAYShared Reading:
Emergent Reading / Text: Rhyme/poem
- “Read” enlarged text with teacher.
- Teacher cuts picture of rhyme up into 5 large pieces. Allow children to complete the picture/puzzle.
- Ask learners to identify familiar objects in the picture. / Rhyme/poem
Picture of rhyme
(cut into 5 puzzle pieces) / Daily
Listening and speaking / -Allow learners to tell stories after the doing the rhyme and also allow them to retell the events happening in the rhyme in their own words.
-Listens without interrupting
-Dramatize the rhyme / Props
Masks / Daily
Fri
Word & Sentence level work (Phonics): / -“Read” the sequence of the rhyme from a set of pictures.
-Listens with enjoyment to a story and join in by repeating phrases within the story at the right time. / Pictures of rhyme that follows logically
Story Book with repetitive phrases / Tues.
Wed.
Thurs.
Fri.
Auditory Perception:
-Listens to musical instruments
-Name the instruments
-Experiment with the sounds made by the instruments
-Follow visual cues to identify and play instruments
-Play instruments to the rhythm of a rhyme/poem / musical instruments / Tues.
Wed.
Thurs.
Fri.
HOME LANGUAGE Focus Lesson