Language Arts: Grade 1 Contents Page Guide Overview 6 Contexts 7 A Note to the Teacher 8 Year Summary 10 Term 1 Theme 1: Topic 1 15 Topic 2 20 Assessment Activities 24 Theme 2: Topic 1 26 Topic 2 33 Assessment Activities 36 Term 2 Theme 3: Topic 1 38 Topic 2 47 Assessment 50 Theme 4: Topic 1 57 Topic 2 61 Assessment Activities 64 Term 3 Theme 5: Topic 1 57 Topic 2 61 Assessment Activities 64 Theme 6 Topic 1 66 Assessment Activities 73 Appendix Planning the Lesson 74 Beginning a Lesson 75 Sample Lesson Plan 1 76 2 79 3 81 4 85 5 88 Mini Lessons 92 ACKNOWLEDGEMENT The Curriculum Development Unit is grateful to the following for their contribution in the realization of the New Language Arts Curriculum Guide. - Department for International Development (DfID) consultant Lindsey Howard - CurriculumUnit: Senior Education Officer –Nicholas Goldberg, Language Arts Officer – Cynthia White-Linton - the Principals of the following schools: St. Martin’s Primary Marigot Junior Roseau Primary Roseau SDA St. Lukes Primary Atkinson Primary Penville Primary Tete Morne Primary Newtown Primary Goodwill Junior for releasing certain members of their staff on a regular basis to assist in preparation of curriculum material. Learning Support Staff, Ferne Brumant , past teachers and principals and other MoE staff, John Bleau– as resource persons. - members of the Language Arts sub-committee: Frances Toussaint -St. Martin’s Primary School Pastora Mills-Goodwill Primary Sarah Abraham/ Ettiene-Massacre Primary Muta Matthew-Atkinson Primary Philma Ambo -Roseau Primary Jacinta Marcellin -Penville Primary Ivonia Isles-Roseau SDA Primary Shermaine Bardouille- Newtown Primary Tete Morne – Cassandra Lavenier - teachers who participated in the Language Arts workshop during vacations, 2006 and who submitted items. - Persons who assisted in the final draft and proofing of the Language Arts Curriculum: Donna Klarin, Ted Serrant, Max Andrew,General Editor, Raymond Henderson Secretaries-Ms. Gordon, Ms. Moses, Ms. Matthews, Ms. Laville INTRODUCTION The selection of Internationally Accepted English (IAE) as the idiom of language instruction in Dominica is based upon the following facts: 1. English as part of Dominica’s cultural heritage Historically, Dominica has been part of the English-speaking world, first as a colony of the British Empire, and since the attainment of political independence (1978) as a full member of the British Commonwealth of Nations. English is the official language of the Commonwealth of Nations and it represents the linguistic and cultural lifeblood of that grouping. 2. English as the language of international exchange The rapidly changing world is characterized by increasing globalization and growing interdependence among diverse nations and peoples. In such a global context communication, trade, and cultural exchange are increasingly complex. Expectedly, the Commonwealth of Dominica must respond to this complexity and global phenomena. Mastery of English will undoubtedly contribute to such exchange, as this language is most global of all. 3. English as the language of regional examinations Dominica is a founding member of the Caribbean Examinations Council (CXC), the agency charged with the administration of formal examinations at the regional level. With English being the language of instruction, it is also the language of educational assessment. Upon completion of primary level education graduates will be life-long learners who are able to make effective use of Internationally Accepted English (IAE), as well as reasoned and appropriate use of local language varieties in order to function as creative and flexible individuals who are environmentally conscious, tolerant and contributing members of their developing society. In our Dominican society, a vast majority of Dominican children speaks a dialect or some form of Creole. These languages are used to communicate with others to express thoughts feelings and experiences. Such diverse linguistic repertoire, in many ways, poses certain challenges (e.g. grammar and comprehension) for the student in the school system. This guide (recognizes such challenges and) is designed to enable all students to achieve an acceptable level of competencies in Standard English to be able to compete with the global environment. The “thematic approach” has been incorporated to present the children with structures in meaningful contexts while integrating language with other subject areas, viz. Social Studies, Science, Visual and Performing Arts etc. In language arts, at the Key Stage 1-6 level, students should: • Listen to, read, and view a range of grade-level appropriate oral, print and other media texts in a variety of situations for a variety of purposes; and speak, write, and represent to express their thoughts, feelings, and experiences in a variety of forms for a variety of purposes and audiences. • Learn about and practise the skills and strategies of effective listeners, speakers, readers, writers, (viewers, and presenters). • Assess their own personal language growth and set goals for future growth. The learning objectives listed in this new LA curriculum guide describe the specific language knowledge, skills, and strategies that students should develop. These objectives, now referred to as success criteria, form a developmental continuum and guides the teacher in planning units, daily instruction, and classroom activities. The success criteria also guide student assessment and evaluation. Curriculum Guide Overview The renewed English language arts (LA) curriculum emphasizes the role of language in communication and learning. Students need to become confident and competent users of all four language arts strands with opportunities to listen, speak, read and write. Success criteria are listed to help teachers address each language strand and to build a balanced LA program in their classrooms. A balanced program: • focuses on language and emphasizes the communication and construction of meaning • recognizes the interrelated and interdependent nature of the language strands (i.e., listening, speaking, reading, writing, incorporating the viewing, representing) - ability in one area strengthens, and supports growth in the other areas • integrates and balances experiences with all the language strands • creates meaningful contexts, purposeful activities, and a supportive environment for students to learn the language skills and strategies • employs a range of effective teaching-learning approaches and strategies including direct instruction, guided instruction, and independent activities, and models the before/during/after skills and strategies that effective communicators use • uses appropriate assessment, evaluation, and reporting procedures • attends to all the language cueing systems (i.e., pragmatic, textual, syntactic, semantic, and graphophonic) as well as the conventions and rules of language usage in a whole, to part, to whole context • helps students understand and access a range of resources (including prose fiction and non-fiction, poetry, plays, non-print, and human resources) • builds on what students know and can do with language and helps them develop a sense of confidence and capability. Contexts The curriculum guide advocates a thematic approach to instruction. In addition to planning daily routines, teachers are asked to develop different types of units/themes that address the personal, social, imaginative, communicative, and environmental contexts. Sample themes and topics are listed within these contexts in the appendix. A sample planning form is provided in the curriculum guide to help teachers with their unit and yearly planning. In addition to considering the five contexts, teachers are encouraged to organize the school year by planning around approximately six themes of three different types: • Multi-genre thematic units built around a theme or topic that includes a range of prose, poetry, and plays. • Multi-genre inquiry units built around a theme or topic that is related to an important question that students have about the topic. These units are usually interdisciplinary. • Genre study or author study units focusing on a specific genre (e.g., the folktale) or a particular author or illustrator. Sample grade level and multi-grade level units are included in the curriculum guide. It is important that unit plans are based and developed on curriculum criteria to address the needs, interests, and strengths of students. A NOTE TO THE TEACHER Dear Teacher, The Curriculum Development Unit is pleased to present a draft copy of the Language Arts Curriculum guide. This document has been developed with you and your students in mind. It is hoped that you will find it very useful in your instruction of the Language Arts. A thematic approach is used so as to provide meaningful experiences for the children. Please use it as a guide! Descriptions of a range of instructional approaches to teach the language arts are provided as models but do are not the only approaches available. Please feel free to experiment and use those you have already acquired in your respective years in the classroom. Allow others to share by making a note of suggestions for use in a revised copy of the guide. Key strategies used in the before, during, and after phases of listening, speaking, reading, writing (viewing, and representing) are included in the curriculum guide as well as specific strategies, different lesson plans and expectations for language conventions such as phonemic awareness, phonics, word recognition, vocabulary development, spelling, and handwriting. In addition, teachers are asked to consider five broad instructional guidelines: • Plan language arts units and lessons that incorporate all the language art strands, as they link the various subjects (art, music, math, social studies etc) across the curriculum. • Plan lessons that focus on meaning. • Provide supports for each stage of students' language learning. • Model and discuss key strategies for using the language arts. • Use a range of instructional approaches to help move students from teacher-supported and guided lessons to independent learning activities that require a minimum of teacher support and guidance. • proceed at the children’s pace. Completion of the curriculum should not be the over-riding factor but rather mastery of skills by pupils should guide the learning Various strategies and techniques for assessing and evaluating students' language development and competence are provided here. In addition to sample assessment tools and forms designed for teacher and student use, teachers are encouraged to build student language profiles and to recognize what students know and can do as listeners, speakers, readers, writers, (to include viewers and presenters) as they progress through each phase of language learning. Reporting students progress is encouraged and sample student progress reports are included for your use . Do note that the topics provide opportunities for free expression. Refusing to accept the children’s home language before they have been taught the correct English structures may inhibit their growth as language learners and their free expression will be deficient. Free expression is important but ample guidance and modeling should encourage and stimulate the use of the structures taught. Let children use the language rather than learn about it! The proposed National Curriculum suggests that Language arts be given a minimum of 5 hours of instructional time per week. It also allows the teacher to dedicate one hour blocks for the teaching of the subject. Ample space has been left in the margins of the document so that you can do your own assessment of the document as you progresses in a way to advise and provide feedback to the Curriculum Unit. I hope you enjoy using this document as much as we have enjoyed putting it together for you. Cynthia White-Linton Language Arts Officer Grade 1 Year Summary TIME TERMS THEMES: TOPICS WKS/HOURS 1. Food 1. Healthy Foods 4 wks/20 FIRST TERM 2. Healthy Foods Come From 3 weeks/15 Sept 6 – December 15 2. My Community 3 weeks/15 1. Places in My Community 3weeks/15 2. People in My Community SECOND TERM 3. People Who Come 1. Tourists 2 weeks/10 to our Country 2. Immigrants 2 weeks/10 January 6 – April 4 4. Folk stories 1. Anancy and other Stories 4 weeks/20 2. Rhymes, riddles and poetry 3 week/15 THIRD TERM 5. Traveling by 1. Ways to get around by Transport 2 weeks/10 Land 2. On Foot 3 weeks/15 April 16 – July 6 6. Our 1. Respecting and Caring for our 6 weeks /30 Environment environment LANGUAGES ARTS Term 1 GRADE THEME 1 : FOOD TOPIC 1: WHAT DO WE KNOW ABOUT HEALTHY FOODS? TOPIC 2: WHERE DO HEALTHY FOODS COME FROM? CROSS-CURRICULUM LINKS: TOPIC 1 – HEALTHY FOODS Health Science TIME: 4 WEEKS (20 hours) How does food help us grow? What foods keep us healthy? Agricultural Science How do foods grow? What foods do we grow in Dominica? Social Studies- Where and how do we get food? Who works with food? Math- What foods do we like most? How many? Which is most? Least? First, second? Language Arts- Can we make a book about food? VPA- Theme 1: Healthy Foods SKILL OUTLINE – teaching format the Socratic Method Topic 1: What do we know about healthy foods? Oral presentation- show and tell “Reading” labels Share opinions KWL Chart Self-directed activity- learning center Classroom management activity- good choices/healthy habits Alphabet principle – letter and sound recognition Alpha Word Wall Descriptive words/ nouns and adjectives/ general and specific nouns Short vowel sounds Alpha ordering KWL: Class visitor Additional activities and ideas Assessment ideas Topic 2: Where do healthy foods come from? KWL Chart Categorizing skills Making a class graph, predicting and summarizing Tally Marks, Counting how many, most, least, how many more, first, second Filed trip / classroom management/ vocabulary development/ making a book Sorting and categorizing GROWING SEEDS JOURNAL Growing seeds in the classroom activity and Following directions Making predictions/ hypothesis Compare/contrast Keeping a journal/record Life cycle of a seed Imaginative writing / alliteration Fantasy vs. Reality writing Vocational Arts ideas/ and role play jobs Haiku Poetry / performance Additional activities and ideas Assessment ideas Speaking and listening SUGGESTED ACTIVITIES – 1 LO 1 ( 2, 4, 5, 6, 7, 8,9 TEACHER ,10, 12) TOPIC 1 – Approx. duration: 4 WEEKS 2. Likes and dislikes & give reasons COMMENTS 4. Feelings. and 5. Self initiated issues, WHAT DO WE KNOW ABOUT HEALTHY FOODS? RESOURCES give information, SET UP A FOOD AREA/CORNER IN THE CLASSROOM- KWL CHART opinions, suggest • Ask children to bring in and/or bring in healthy food items. Have a show and tell solutions about some items. Talk about local foods that students are familiar with as students’ 6. complete sentences state likes and dislikes. Conduct a class discussion on what they know about healthy Food Listens Can labels foods and why they need to eat healthy. Create a classroom chart of KWL about 7. Attentively, take turns, Packages/Boxes healthy foods: and another for why we eat healthy. Have students draw and label Fruits/Vegetables do not interrupt, make healthy foods. (2-3 sessions) Posters/Charts eye contact, use Penguin Readers appropriate body gesture • Set up a well-labeled class display of the collected foods and pictures from the above (Caroline Laidlaw) 8. To different opinions, activity to create a food area/corner for a class and student self-directed shopping Videos ideas, discuss and activity learning center. Children can match names on the foods, dialogue and role- Worksheets flashcards respond appropriately, play buying and selling items using appropriate names and terms. (1 session) (on- Audio cassettes/ 9. And ask questions for going activity) books on tape clarification and Keskidee Reader elaboration Keskidee fruit poem 10. And respond CLASSROOM MANAGEMENT ACTIVITY- GOOD CHOICES Books : courteously fiction and non- 12. for main idea to re-tell • Discuss good choices and why they are important in life. Relate good choices to fiction it school and classroom (behavior, study, etc) and to growing strong, paying attention, Narratives healthy habits, etc. Have students in groups/individual choose a healthy food and Cookbooks encourage/persuade other students to select it as a healthy choices -to demonstrate Recounts 1 LO 2 (1, 2, 3, 7,8,9,9, positive eating habits. Have students talk about and make posters, or billboards, or Descriptions 10, 11, 12,13)) food raps advertising a healthy food of choice; encouraging others to eat it. Hang Songs posters or make a book. (1 session) Poems 1. Participates Games Riddles and games 2. Re-tells Dictionaries 3. Discusses opinions ALPHABETIC PRINCIPLE Wordless books 7. Sings, chants,… Games • Review/Teach letter/sound recognition and initial word sounds using the display to 8. Responds with data Stories on tape 9. Predicts start ideas flowing for each letter. Go through the alphabet letter by letter, and ask Early Identification 10. Repeats rhymes, children to identify fruits/vegetables/healthy foods that start with each letter e.g. ‘a’ Checklist patterns, blends (apple), ‘b’ (banana) ‘c’ (cabbage)…’u’ ( ) ‘v’ ( vegetable ) ‘x’ ( box of ) Other oral and 11. Talks about adjectives ‘z’ ( zucchini ) Record the list on paper. Allow children to draw or find pictures or written checklists 12. Describes assign children to draw different letter pictures of healthy food. (language arts 13. Respond to who, what, phonic lessons/proceed at children’s pace practicing letter/sound recognition) 4-8 Worksheets where, why, when sessions -create alpha books and word wall display Paints and how questions Crayons • Use pictures from above activity or find pictures to colour and cut out to produce a Art supply healthy food alphabet on classroom wall to be used as a word wall /alphabet 1 LO 3 (2, 4, 6, 7, 8, 9, 10, 11) dictionary displayed on the classroom wall. (Best to display at child height, if Comments possible) and 2. Gives instructions RESOURCES 4. Asks and answers 6. Play acts INTERNET: 7. Follows instructions DESCRIPTIVE WORDS/ NOUNS AND ADJECTIVES 8. Responds with • Talk with children about describing words e.g. colour, size, shape, taste. (general http://www.cfaitc.org opinions / and specific nouns) List some words in each category. Relate the words to the 9. Asks questions http://www.enchanteletter/picture wall display. 10. Responds appropriately dlearning.com/ dictionary 11. Stays on topic • Model creating riddles based on letter/picture wall display. e.g. I am red, yellow or subjects/food.shtml green. I am round, I taste bitter on the outside but so sweet and juicy on the 1 LO 4 (1, 2, 4, 7) inside…What am I? Ask the children to suggest answers, e.g.: an apple, a melon. 1. Shares oral text • Help the children to make up other riddles. Then, working in pairs or groups, ask 2. Participates in choral them to think of some more riddles to ask the class. Help the children to write out 4. Imaginative story their riddles in their exercise books and draw a picture of the answer on the next 7. Responds to text page. Have children share their riddles and then when someone guesses the answer correctly, they may turn the page to show the answer. 2-4 sessions 1 LO 5 (1, 2, 3, 4, 5) 1. Vocabulary 2. Other topics ALPHABETICAL ORDERING 3. Explains how to do 4. Listen and record • Play alphabet game, “My aunt went shopping”…First player begins, “My aunt went 5. Gathers information shopping and bought me some apples”, the next person continues with another food beginning with ‘b’. After the children have had practice, players choose an object and need to place it in alpha order as class says alphabet. Can also use as a memory game; each player must remember what the previous players said until someone misses. Change the beginning sentence: I went out to dinner and had 2 LO 1 (1, 2, 3) apples, etc. 1 session 1. Recognizes print 2. Reads own writing 3. Handles book with care SHORT VOWEL SOUNDS 2 LO 2 (1, 2, 3) • Review short vowel sounds and letter recognition with students: a- at, e-egg, i-it, o- 1. Reads visuals .on, u-up Take the phrase “ I like to eat, eat, eat apples and bananas,” and change 2. Talks about and relates each vowel sound for the same short vowel in the words “eat, “ “apples” and 3. Draws conclusions “bananas” e.g. “ I like to at, at , at apples and bananas,” “ I like to et, et, et, epples and benenes, ” I like to it, it, it ipples and bininis,” “I like to ot, ot, ot opples and bononos, “ “I like to ut, ut, ut upples and bununus.” Lost short vowels letters and 2 LO 3 (1, 2, 7, 8, 11, 12, 13) ask students to put in the correct short vowel in these words- . C_T, H_N 1. Reads own name P_G, D_G D_CK Try out different short vowel sounds in each word. 2. Identifies medial 1 session – use phrase throughout year and with long vowels sounds 7. Compound words MINILESSON 8. Reading strategies SHORT VOWELS: /a/, /o/ 11. Reads environmental print Listen as the children read aloud stories, poems and text. See whether they decode words 12. Context clues with the short a (hat) or short o (pot). 13. Sorts to categories Read to model the language as the children listen for a word with short vowel sounds a and 2 LO 4 (1, 2, 3, 4, 5, 6, 7) o. Ask them to identify the words (with a clap) as they hear them. Write the words on the 1. Shows interest in print chalkboard or chart paper so that they look out for them. 2. Talks about text 3. Selects favorite text Write words under columns then allow children to read the words. E.g. hat cab top man 4. Participates actively hot pop cob map hop fan 5. Points while reading Have children choose two words from each column to make one silly sentence. 6. Reads along 7. States likes and dislikes PRACTICE DRILLS . 2 LO 5 (1, 2, 3, 4, 5, 6) 4. Topics other subjects 5. Builds upon CLASS VISITOR: CULMINATING ACTIVITY FOR THEME 1 6. Asks for clarification • Invite a nurse, community health care worker to speak about good nutrition or read 7. Reads visuals a book to students. Review the children’s KWL chart and find out what they have 8. Interprets visuals learned and answer any unknowns. 2- sessions 9. Reading strategies 3 LO 1 (1,2, 3, 4, 5, 6, 7, 8, 9, IDEAS FOR ADDITIONAL ACTIVITIES – TOPIC 1 10, 12) 1. Holds pencil properly • Prepare a simple snack/ drink with students. Allow students to talk about the steps 2. Imitates writing and about their likes and dislikes. Give opinions with reasons. 3. Reads own writing 4. Writes name with • Copy a simple recipe card of a prepared snack capital and lower case 5. Writes letters • Read and identify adjectives and nouns in a simple passage on foods. Answer 6. Writes some dictation questions in IAE for listening comprehension. Write to respond to the passage using 7. Copies phrases 8. Produces personal text various means (e.g.) poetry. 9. Uses phonemic awareness • Write a simple letter/create a slogan/s (as a group or class) to tell someone about 10. Puts spaces between the importance of making healthy choices. Display slogans to other classes. words and punctuation 12. Begins to write a • Create with teacher, and perform to the class a choral recitation on healthy foods. journal Include rhymes, and write out the rhyme in groups. • Read aloud with teacher as she reads a story/poem about healthy and unhealthy 3 LO 2 (3,4,5, 6, 7, 8, 9, 10, foods. Allow students to identify and circle healthy foods on work sheets. 11, 12) 3. Writes to recount • Read individually and as a class, about food groups. Complete a cloze passage with 4. Labels with known words adjectives and nouns. 5. Writes a string of words • Create an imaginative story with class about food/foods. Use names of fruits to 6. Rearranges to form create simple moral stories. Have students re-tell. Show a video (Vegetable) to sentences teach morals/values. 7. Uses pronoun capital I 8. Creates a recount text • Read a passage in science or other subject to identify sight and high frequency 9. Participates in making words for Grade 1. Rearrange words in an activity box to create sentences Work in a book peers to dictate words on flash cards. Write and learn to spell correctly e.g. Look, 10. Creates own word say, cover, check. bank 11. Edits 12. Revises • Rearrange/sequence a set of 4 pictures to show the growth of a seed. Copy and label correctly. Write one sentence to explain each picture. Pay close attention to capitals at the beginning and full stops at the ends of sentences. Read sentences 3 LO 3 (2, 4, 5, 6) aloud to class. 2. Produces a set of visuals to explain a change • Read poems with class about fruits and colours. Ask the children to read the poem 4.Writes symbols on charts aloud. Ask questions about the poem. 5.Writes tallies 6.Develops simple story • Use the song Old MacDonald to teach verb tenses: simple present tense- has a farm, present continuous tense-. Old MacDonald is digging the yam, past tense - dug 3 LO 4 1, 2, 3, 4, 5, 6, 8, 9) the yam yesterday, past continuous- was digging a hole, plural past continuous- Old 1. Free writes by choice MacDonald and his wife were digging potatoes, etc. Respond in simple sentences to 2. Draws pictures by questions about farm choice 3. Presents and reads • Use the word/picture wall to practice making plurals: adding s/es- potatoes, writing ochroes, mangoes, tomatoes, etc 4. Shows interest 5. Responds positively ASSESSMENT ACTIVITIES 1 week 6. Develops portfolio 8. Brainstorms Portfolios 9. Writes for different Simple presentations purposes What is a healthy food? Healthy foods come from where? (oral activity) 3 LO 5 1, 2, 3, 4, 5, 6, 8) Write simple sentences with illustrations of foods both healthy and unhealthy. 1. Produces visuals Name healthy foods grown or made in Dominica 2. Labels Create posters for display 3. Writes/draws to solve Write in journals about foods 4. Produces interprets Create slogans and share about healthy choices graph Draw pictures of fruits and vegetables and label. 5. Adds to personal Prepare an individual or small group food alphabet book. dictionary 6. Writes informational sentences SUGGESTED ACTIVITIES – TOPIC 2 Approx. duration: 3 WEEKS 7. Participates in making a text 8. With class collects, organizes, records, WHERE DO HEALTHY FOODS COME FROM? reports • Conduct a class discussion on what we know about the origin of healthy foods. Have students answer the topic question, Healthy foods come from _____ and make a class list. Create a classroom chart KWL. Draw healthy foods in their original setting and label the healthy foods.1 session CATEGORIZING SKILLS/MAKING A GRAPH/ TALLY MARKS/PREDICTIONS AND SUMMARIZATION SKILLS • Have students look at the letter healthy food wall display made in Topic 1 and as reviewing alphabet letter sound recognition make a list about where each food is found. Group the list into categories e.g. farm, market, garden, - whatever students say. Predict which category has the most items, the least. Then tally. Count the tally marks- how many? See if predictions were correct. Summarize findings: which category had the most? the least? give order use cardinal numbers- first, second, etc. Have students think of other types of categories e.g. grows in the soil, picked off a tree, made by someone, or shipped to the island, grown in Dominica, shipped and processed in Dominica, etc. Predict and then regroup display items or as a class, in an orderly manner, have students think of as many healthy foods and state origin in five minutes. Count tallies- how many? Which category has the most? How many more? Check predictions. Summarize findings: most, least, how many more, first, second, prediction correct? 2 sessions FIELD TRIP/VISITOR • Make plans and visit a farm, market or school garden or have a farmer come to visit. Use KWL to develop focus/vocabulary/questions to be asked, etc before going on the visit. Create the KWL chart and post. Talk about manners and good choices. Go on trip and after the visit, use Language Experience Approach (LEA) approach to write sentences about the visit. Develop and list new vocabulary learned or seen or heard including sounds heard on the trip. Create a class book about the visit/visitor. Use the KWL chart for book ideas. 4 sessions • Have students bring in dried seeds from the foods they eat and paste the seeds onto a paper and label kind. Ask students how seeds can be categorized and make a list of ideas. Choose some ideas and have students sort the seeds e.g. according to shape, color, etc. Last sort seeds by relative size and make a permanent chart by pasting paper and drawing pictures onto the chart. 1 session GROWING SEEDS AND KEEPING A JOURNAL • Grow seeds in the classroom activity and journal. First create a baggy green house: You will need one sandwich size plastic baggy for each child, a bag of raw beans; lima work best and to grow faster soak beans for a few hours, paper towels, a stapler, and a magic marker. Wet a paper towel for each student and have her/him fold the towel into fourths and put the towel into the plastic bag at the bottom. Model this. Then staple the towel into place across the bottom of the bag about 1 inch from the bottom. Use a row of staples for each bag. Place 4-5 seeds in each bag on top of towel and staples. Close the bag airtight. Write the child’s name on the bag and have her/him hang the bag somewhere in the room in the light or dark- doesn’t matter. Have each child create a journal recounting what she/he just did in pictures and words. Have the child predict what they think is going to happen to the seeds. This is a hypothesis. • Everyday check bag and see if there are any changes and record no change or yes change and what into the daily journal. When the seed starts to sprout take out one seed to examine closely. Name the parts of the seeds and record in journal: roots, root hairs, stem, embryo, etc. Watch and journal each day as seeds grow to plants. Compare and contrast the different seed development of each seed in the bag. Can eat a sprout. Can plant. 3-4 sessions ongoing FANTASY WRITING • Have students pretend that they are a fruit or vegetable grown in Dominica. Have them tell their life story. Brainstorm with class and include things like “who their parents are,” “where they were born,” “where they traveled,” and “who ate them”. Draw pictures of themselves as that fruit or vegetable and give themselves an alliteration name e.g. Cute Cucumber, Reggie Radish, Brianna Banana (phonic lesson). Talk about fantasy and reality. 2-3 sessions • Brainstorm as a class and make a list of all kinds of jobs people have who work with food. Follow the food from the seed, to the farmer, to transport, to market, to restaurant, etc. Who works in each one of these places? Have students role-play being these people. Extension: Have students mime a job from the list and have students guess the job. 2-4 sessions • Create poetry such as Haiku, shape or silly rhyme about a food. Perform in class and display with artwork on the wall. 2 sessions IDEAS FOR ADDITIONAL ACTIVITIES • Discuss pictures of farm activity. Create a phonic exercise on vowel blends/sounds etc…sing the song, “The Vowels of the Alphabet are a,e,i,o, u…(to the tune of Old MacDonald. Use names of animals on the farm to identify medial sounds. C_T, H_N P_G, D_G D_CK • Read labels on imported food and make judgments and give opinions with reasons. Create/design a label for a local food to be sold oversea. (group work) • Read predictable refrains (familiar stories) to allow other students to join in. Answer questions of who, what, when, where, as they identify nouns and pronouns in speaking and writing • Make a daily journal of meals eaten for one week, share with each other and /or with teacher. Show and tell. Copy one sentence for handwriting practice. • Draw with help of teacher a graph depicting favourite foods of peers. Talk about / give opinions for reasons they may choose particular foods or replace with good substitutes. Copy the graph and colour. • Ask children to think of and find words ending in ‘nd’, e.g. end, hand, find, send, spend, land, lend, hand, and, stand, pond, fond for a phonics lesson. Create a poster for the class for daily words. Read and write words for practice. • Ask the children to read words from a box. Ask them to identify ‘sh’ endings and those that begin with ‘sh’. As children work in pairs to read and decide which word should fill each gap (fish, dish, shop, fresh, fish, she, wish, share). Check the answers orally, then ask the children to write the words in the gaps. Read the passage together as a class with support from teacher. ASSESSMENT ACTIVITIES – 1 week What is a healthy food? Healthy foods come from where? (oral activity) Write simple sentences with illustrations of foods both healthy and unhealthy. Name healthy foods grown or made in Dominica Write simple sentences with illustrations of foods both healthy and unhealthy. Create posters for display Write in journals about what they eat daily Create slogans and share about healthy choices Draw pictures of fruits and vegetables and label. Prepare an individual or small group food alphabet book. END OF UNIT ASSESSMENT ACTIVITIES: PORTFOLIOS SIMPLE PRESENTATION WALL DISPLAYS/MOBILES THEME2: COMMUNITY GRADE 1 Learning thought VPA Term 1 GRADE 1- THEME 2 : MY COMMUNITY TOPIC 1: PLACES IN MY COMMUNITY - TIME: 3 WEEKS (15 hours) TOPIC 2: PEOPLE WHO WORK IN OUR COMMUNITY - TIME: 3 WEEKS (15 hours) CURRICULUM LINKS : agriculture science mapping social studies visual and performing arts math COMMENTS AND THEME 2:- MY COMMUNITY 1 LO 1 (1, 2, 4, 5, 6, 7, 8, 9, 10, 12) TOPIC 1: - PLACES IN MY COMMUNITY - 3 weeks 1. Her/himself: name, age, address, tel no. RESOURCES 2. Likes and dislikes & give reasons 4. Her/his feelings 5. Personal issues 6,Uses complete sentences 1. Attentively, take turns, do not interrupt, make eye contact, use (home, school, church, police station, health centre, post office, …) appropriate body gesture 2. To different opinions SUGGESTED ACTIVITIES 9. And ask questions for clarification and WHAT IS A COMMUNITY? elaboration SKILL: Each child will be able to tell her/his name, home address/community, name of 10. Responds courteously school and the location of the school. VPA – oral speaking 2-4 sessions 12. recall main ideas Ask: What is the name of our school? Where is it located? • Ask children to name the school and give its location. 1 LO 2 (1, 2, 3, 4, 7, 9, • Ask children to say their name and then what school they attend and its location. 10, 11, 12, 13) Model first and then ask individual students to answer. 1. Participates in group Ask: Where do you live? Where is the name of our country? oral expression • Ask children to name the community/village where they live and country. 2. Re-tells a story, • Ask them to say their first name and surname and address. Model using name and rhyme, poem address. My name is ____ and I live at/in ________ on/in Dominica. 3. Talks about story • Tell the children that as they perform the next task of putting both activities element – setting together, you are going to listen and write on a chart/board the names of the 4. Discusses opinion villages/cities in which they live and the class will tally the number of students in 7. Sings, chants, taps each village/city named. 3. Responds records • Have each child, one at a time, stand and say her/his name and address, what some data school they attend and where it is located. 4. Repeats rhymes, • Praise children and discuss the findings on the chart. Did everyone live in the patterns , blends same village/city? How many? Most, least, all, some, more than, less than. 5. Uses adjectives • 6. Describes common • Ask if anyone has lived anywhere else. If yes, can they give you their old address? and objects and events Practice this skill from time to time and add or change information that children are asked 7. Responds to who, to give such as age, favorite activity, etc. Check to see if child know own phone number. what, where, when, why and how SKILL: Children will be introduced to the story elements: setting, brainstorming session 2-3 sessions 1 LO 3 (2, 3, 6, 7, 8, 9, 10) • Ask: Why do villages/cities have different names? 2. Gives simple • Talk about community: What is a community/village? Why do people live in or instructions come to a community/village? 3. Asks answer • What kinds of places might you find in most communities/villages? In yours? questions, gives • Make a list and post the words. With the class read the words naming the places. explanations Ask a volunteer to read the list. 6. Play acts conversations • Ask students to think hard about other places or types of places that might be in a 7. Follows instructions community/village and to bring in the names of those places for the next lesson and directions • Plan a walking field trip in a village/city or bring in pictures of villages/cities. 8. Responds to • Read a fiction book to children with something about or someplace in a city/village. explanations • Ask the children to identify the place or places. In the book. Explain to the 9. Asks questions for students that in a book, the place where the story happens is called a “setting? clarification • Tell the students that you are going to reread the story or just the beginning of the 10. Stay on topic story and when they hear the place, they should clap hands. Read until clap. Check to see if clap was correct. • 1 LO 4 (2, 3, 5, 7, 8, SKILL: Children will draw pictures to represent concepts including setting and 2. Participates in dramas label some items and children follow instructions and directions (2-3 steps) 3. Retells stories VPA drawing math 2 sessions 5, Creates a jingle 7. Responds to a text • Teach the children the concept of a rectangle by drawing one. Tell them that a 8. Begins to recognize rectangle is a shape that has four straight lines, four corners like the corners in the socio-cultural biases room, and is closed like a box. Draw another rectangle and model as children practice drawing rectangles. Write the word “rectangle” and have the children 1 LO 5 ( 1,2, 3, 4, 5) label one of the their drawings, and /or put a labeled drawing of a rectangle into 1 Uses vocabulary from their journal. different subjects 3. Discusses a topic from • When the children understand the concept of a rectangle, tell them that a special other areas kind of rectangle is a square. A square is the same as a rectangle in that it has 4. Explains how to do four straight sides with corners like the corners in the room and it closed like a box something but what makes it special is that all four side lines are equal in length. Draw a 5. Listens and records square and model drawing as children practice drawing squares. Draw another 6. Gather information square and model as children practice drawing squares. Write the word “square” about a problem from and have the children label one of the their drawings, and /or put a labeled another subject and drawing of a square into their journal. present findings • Teach the children the concept of a triangle by drawing one. Ask them what are 2 LO 1 (1, 2, 3, 9) the differences between a rectangle and a triangle. A triangle does has three 1. Recognises concept of sides, not four and has different size corners not like the corners in the room. Draw print another triangle and model as children practice drawing triangles. Write the word 2. Reads own writing “triangle” and have the children label one of the their drawings, and /or put a 3. Handles a book with labeled drawing of a triangle into their journal. care 9. Discusses story • Show children how they can combine a rectangle or square with a triangle “roof” structure and have a building. Let them practice drawing different size buildings of rectangular and square shapes. Review shapes and definitions. 2 LO 2 (1,3) SKILL: Children will review story element setting and give simple two-three step 1. Reads visual directions. They will use phonemic awareness and letter sound knowledge to read and write RESOURCES 3.Draws conclusions independently. VPA Storytelling 4-5 sessions 2 LO 3 (1, 2, 3, 4, 5, 7, 8, • Take a walk with the children around your community to locate main places, 12, 13, 14) Identify environmental print such as rood signs and names of stores, places. 1. Identifies own name Model and allow children to explain how to get from one place to another. Then and peers check to see if directions were correct. Discuss your findings. 2. Identifies and • Read a book about a community or a place. Identify pictures of road signs and charts distinguishes between names of stores and places. short and long vowels • Allow children to talk about places in the community. Reread the list and add new books places to the list of places that the class previously created. Ask volunteers to read community ending in silent e 3. Identifies medial the list or read as a class. maps sounds • Model by drawing a simple map of the places in the community, or a made-up 4. Builds new words with community. Use the shape words rectangle, triangle, and square to represent s. es, ing , ed endings buildings as you draw and label them. Review the definitions of the different 5. Indentifies consonant shapes. And ask children to identify different buildings in the drawing according blends and digraphs to its shape and name, such as the square with a triangle roof is a market. 7, Identifies and read • Ask children to select two places on the map you drew and tell you how to get common compound words from one place to another. Or on the field trip ask children how to get from here 8. Begins to use various to another place. Or walk around the school and have children direct other strategies to read children to different places, Identifies and sorts • Allow the children to draw maps and label places using the words on the class list, common words and embellish their drawings of the buildings with rectangles and squares for 12.Reads words aloud and windows and doors. repeats common • Ask the children to name their community. Allow them to use phonemic awareness phonemes and letter sound knowledge to write the name independently and then instruct 13. Identifies common them to think of a story that happened in the community that they drew -such as a environmental print boy went to the market, and ask them to write it. Ask them to write their name 14.Uses contextual clues and the date on the paper. Review story elements –setting and main character: where the story takes place, setting, who is in the story, characters. Listen to some 2 LO 4 (1, 2, 4, 5, 6, 7) stories and look at the maps. Let other children ask about the setting and other 1. Shows interest in simple questions about the main character in an orderly fashion. Let the map visuals and printed drawer give answers. Hang maps in the room and/or save for portfolio to show texts present ability and baseline for improvement. 2. Talks about print and visuals 4,Actively participated in reading activities ADDITIONAL ACTIVITIES AND IDEAS 5.Points to words 6. reads along when • Talk about likes and dislikes in the community. teacher reads 7. States liked and • Highlight common nouns in lists or sentences. Add the inflectional endings (s) dislikes and (es) mangoes, churches, schools, trees, houses, markets, stores, and have children read and offer other suggestions. 2 LO 5 ( 1, 2, 3, 4, 5, 6) • Distinguish special names from other nouns. Identify those places that are proper 1. Identifies and talk nouns and explain that these need to begin with capital letters. St. Mary’s School about themes 2. Identifies and builds • Answer oral questions from a story about their community (listening upon words comprehension). Asking and answering questions about the community. Use a 3. Asks for clarification picture to elicit questions and answers. 4. Read/views visuals to solve simple problems • Identify ways in which the community can be made to look better 5. Reads/views visuals to interpret information • Visit places of interest and talk about them. Present a picture, and invite students 6. Uses reading strategies to talk about what they see, sound out words with the particular digraph to process information sound….teacher reads sounds and children repeat. Use the “I Spy” to generate other words. Read short sentences, and clap hands when they hear the sound. 3 LO 1 Write new words with the digraphs. (1,2,3,4,5,6,7,8,9,10,12,13) 1. Holds pencil • Describe specific activities at specific work places through words and pictures. appropriately, sits Read story and identify sight words. Use words related to the community to properly identify blends, digraphs, rhyming words e.g. church, beach 2. Imitates writing 3. Reads own writing • Children create riddles to identify main places. Use capital letters for special 4. Writes name using names and places in the community. Draw and label a map of a community. capital and lower case Read signs around the community. Write out riddles in pairs. Use capital letters to 5. Writes letters attending begin sentences. to form and spacing 6. Writes some dictated • Use LEA (Learning Experience Approach) to talk about and recognize words in words their speaking vocabulary of places visited in the community. Collect pictures of 7. Copies phrases and houses and make a scrapbook or a collage. Help the children to write captions and short sentences elicit target words through questioning. 8. Produces a personal text • Draw and number series of buildings in the community. Teach order, help 9. Uses phonemic children to write about their families (e.g. father mother, big sister, me, baby awareness and letter brother), write important words on the board for the children to copy. Ask the sounds to write children –in pairs or in groups – to talk about the pictures they have drawn. Ask independently them to read what they have written. 10. Puts spaces between words and begins • Listen to stories about the community. Let students retell individually. Teach has sentences with capitals and have/do not have, does not have. 11. Begins to write a journal • Create model houses out of pieces of material (cardboard, leaves, wood etc.) 12. Begins a personal from the environment. Label parts of the house…door, window, roof. Ask children dictionary questions about the house- e.g. “can you point to the door?”, how many windows?, what colour is the roof? Draw fantasy homes and colour or paint. 3 LO 2 ( 1, 2, 3, 4, 5, 6, 7, 8, 9,10,11,12) • Create a semantic map. 1. Draws pictures to represent story elements Informal Assessments 2. Draws several pictures Matching exercises in sequence Flash card group, pair work and individual work 3. Writes to recount Exercise book checks 4. Labels some pictures Question and answer with words 5. Writes a string of Monitor reading for fluency, decoding, fluency words 6. Rearranges words to make a sentence 7. Uses a capital at the beginning of a sentence and pronoun END OF UNIT ASSESSSMENTS I Identify main places from pictures and match pictures to workplaces 8. Creates a recount text Give directions to main places using simple steps with teacher support Identify sight words used for “community places” 9. Participates in making Present a number of pictures, ask pupils to place a (√ ) where the a class book about an sound, e.g. /ch/ is heard. Make the sound of ch/sh/ interesting local person Spell sight and high frequency words 10. Creates and uses own Retell funny stories/stories about events that take place in the word bank for check community spelling 11. Edits own work Ask children to write their names and addresses on labels or pieces of 12. Revises original drafts card then stick them in their exercise books, on their desks etc. Make a simple map of the area, including the school, and mark the home with a flag. 3 LO 3 (4, 5, 6, 7) Create a class portfolio with places in the community 4Writes/draws symbols in charts 5.Writes tallies to record TOPIC 2 6.Develops and write simple sentences THEME 2- THE PEOPLE IN MY COMMUNITY- 3 weeks 7. Writes a simple story and shares with class SUGGESTED ACTIVITIES 3 LO 4 (1, 2, 3, 4, 5, 6, 8, 9) 1. Free writes by choice 2. Draws pictures by choice 3. Presents and reads writing to family, friends and teacher 4. Shows interest in WHO ARE THE PEOPLE IN YOUR COMMUNITY? writing WHAT KIND OF JOBS DO THEY HAVE? 5. Responds positively to feed back 6. Develops portfolio and adds to it SKILLS: 8. Brainstorms with class Each child will begin to identify medial word sounds, short and long silent e vowels 9. Writes for different purposes and Each child will add “er” to verbs to form new noun words and ‘ing” to form new verb tense audiences 3-5 sessions 3 LO 5 (1, 2, 3, 4, 5, 6, 7, Ask children to name things that people do while you put the list on a chart/board e.g. 8) drive, farm, bake, garden, help, work, etc. 1. Produces visuals of • Ask children to read the names on the list with you. Review phonics medial themes taught in other sounds, short and long vowels. subject areas 2. Labels visuals with • Ask children to read the list and name the worker that does this thing while you words and symbols put the name of the worker next to the work. 3. Writes/draws to solve • Ask children to look at the chart and tell you if they see a pattern. simple problems Many words just add “er” to form the word for the worker. Model first and then ask 4. Produces and individual students to give both the work and then the worker e.g. drive- driver, farm- interprets graphical farmer, teach-teacher. Add to the list. information 5. Adds to and uses • Find pictures or have children draw pictures of people working and the clothes and personal dictionary tools they use. Write the name of the worker on another piece of paper. Match 6. Writes simple word with picture of worker and talk about them. Talk about the clothes people informational wear for different jobs and the tools they use. Allow children to describe the sentences clothes and the tools. 7. Participates in making • informational books • Identify pictures of people at work. Use name cards to match pictures. Teach for the class library inflectional ending –‘ing’. What is he/she doing? Baking, selling, washing, etc 8. With class collects, organizes, records and SKILL: reports information Each child will have the opportunity to role play conversations in small peer groups to imitate daily language including greetings, giving thanks, apologies, requests, invites and goodbyes 3- 4 sessions • Role play greetings/simple courtesies for church /shop/street etc. Write a simple dialogue. Sing song Its nice to say “Hello” and “How do you do?” • Talk about what they want to be when they grow up and why? Have the child draw and write about it. Save it for the portfolio. • Have the children choose a worker from the list and mime being that worker. What tool would they use? What would it look like? Model using mime and then choose children to mime their choice and have the class guess. The one who guesses has to spell the worker word and then gets a turn. • Make cards with names of different jobs e.g. doctor, baker, banker clerk, teacher. Use as a deck of cards and have a child draw from the deck and mime or tell a riddle. The class guesses the job on the card. • Use riddles to identify jobs e.g. I work with flour, and knead all day. Children like my cakes as they work or play… I am a ___________________ Make up riddles and explore rhyming words. • Dress up as community workers, talk about the job, and describe what they do. Match worker with uniform for writing activity. Play Simon Says to get them to act the part of the worker. • Let the children role play conversations that might take place between workers or at that type of place of work and daily language including greetings, thanks, apologies, requests, invitations and goodbye. Skill: Children will describe common objects and events in both general and specific terms 2-4 sessions • Use descriptive words to describe community helpers. Use adjectives/opposites/synonyms to create jingles e.g. Use rhyme “I know a ____________baker” happy, busy, fat, lazy baker. Tell story of Little Ren Hen • Invite a community worker or helper, e.g. nurse to class. Have children interview him/her. Write in journal about the community health nurse. Talk about her job. Additional Activities and Resources • Select compound words among a list of (community helpers) words. Complete worksheet. Use names of workers to complete sentences that states what community helpers do. • Identify sequence of events in a story about a worker in the community-related words to identify consonant digraphs (church, shop, and beach) • Sing song about community helpers. Identify blends in words related to community helpers. E.g. priest, preacher-preach, driver-drive, cleaner, farmer-plant. Use these blends in simple sentences or in a story. Teach consonant blends: ‘pl’, ‘pr’ and ‘dr’. Write short stories about these people and what they do. Use words similar/opposite in meaning. Informal Assessment END OF UNIT ASSESSSMENTS Identify jobs from pictures and match pictures to workplaces Give directions to make something using simple steps Write poems and/or riddles about community workers Make miniature models of tools or workers using play dough and other art supplies Create a collage of workers Interview parents and tell what kind of work they do or have done Interview someone in the community and as a class make a book Term 2 THEME 3: PEOPLE WHO COME TO OUR COUNTRY Topic 1: Tourists 2 weeks Topic 2: Immigrants 2 weeks CURRICULUM LINKS: math, languages, social studies, music/drama, information tech. SUGGESTED ACTIVITIES Theme 3 1 LO 1 Topic 1: Tourists 1. Her/himself: name, age, address, tel no. 2.Likes and dislikes & give reasons 3. Talks about current events/new • Read a story about vacations. Ask children about places they travel to for a 4. Her/his feelings vacation: countryside, other village, grandmothers, city, oversea… 5. Personal issues Discuss traveling and write important vocabulary words. Allow students to 6,Uses complete sentences 7l Attentively, take turns, do not interrupt, copy to personal dictionary. make eye contact, use appropriate body gesture • Talk about places that children travel to during holidays and vacations. Talk 8.Listens to different opinions about traveling, the environment, what they will take with them. Prepare a 9.Ask questions for clarification and elaboration KWL chart of what children know about traveling, what they want to know 10.Responds courteously 11.Recognises some moral issues and what they will find out 12. Recalls main ideas • Talk about people who come to the Caribbean for holidays. Why do they 1 LO 2 come? Where do they come from? What do they do? Where do they go? 1. Participates in group oral expression 2. Re-tells a story, rhyme, poem 3. Talks about story element – setting • Ask students to draw a picture of a place they would like to go. Post up in 4. Discusses opinion class. Answer question about a cruise ship based on a story (e.g. where did the 5. Summarizes favourite texts ship come from? Who were on board? When/how/Why did it come? 6. Adds a line to a rhyme, poem with prompt 7. Sings, chants, taps rhythm • Look at a picture with class and discuss the manner in which the people in the 8. Responds with peers, records data, sequences picture are acting, Look at ‘photos’ with the class of holidays. Ask children 9. Predicts what will happen next what they did on holidays. Oral language skills-Make sentences. Discuss 10. Repeats rhymes, pattern, blends, digraphs with the class what you can do when you want to be friendly to someone who 11. Talks about and uses adjectives plus is on holiday in your country. Colour a picture with tourists. Write the tourist a singular and plural nouns note. 12. Describes common objects and events in general and specific terns 13. Responds to who, what, where, when, why • Ask questions to one another teacher/pupils, pupils/pupils. Collect magazine and how pictures showing people doing different activities (craft vendors, market people, 14. Identifies and talks about words that indicate past tense, time sequence taxi and bus drivers, tour guides, etc.. Show the pictures to the class and ask: 15. Practices using past tense and time What’s this man doing? What is this lady selling? Who might buy her items? sequence words Have children cut out pictures of the various activities and write their own captions. 1 LO 3 1. Greets, thanks, requests, apologises, invites, answers phone in appropriate manner • Ask the children to give sounds of /k/ and /r/ and then blend ‘cr’. These 2, Gives simple instructions consonant blends should be placed in a short story for the children. Make up 3. Asks and answers questions, gives words with the children to start off and write then on the board, then ask explanations children to work with a partner to complete the exercise. Let them read the 4. Makes announcements to class words to each other. Play word games 5. Gives explanations of behaviour 6. Play acts conversations 7. Follows instructions/directions • Talk about pictures using descriptive words. Use picture books with large 8. Responds to explanations pictures to give children extra practice in describing actions and to expand their 9. Asks questions for clarification vocabulary. Let children match pictures with sentences. Students write silly 10. Responds appropriately to announcements sentences in groups. 11. Answers questions and relates information stays on topic 12. Distinguishes fantasy/fact • Read stories from their text, charts etc. Read out words lend, send and 1 LO 4 spend. Write these words on the board. Then write sentences to have 1. Shares selected oral text children complete the correct word for each gap. Create a simple passage to 2. Participates in dramas, songs and choral recitations use as comprehension exercise. 3. Retells stories, jokes, proverbs 4. Tells imaginative story • Play the game, I Spy, to practise initial letter sounds by saying, “I spy with 5. Creates a jingle, poem, rhyme, song my little eye something beginning with…” Pair up to create riddles for 6. Takes part in class performance of a story vacations/travel/ 7. Responds to a text 8. Begins to recognize socio-cultural biases • Complete sentences using blends that rhyme to match a poem- I saw three 1 LO 5 ships come sailing in. Identify ee (/i:/ words. Create new verses and write all 1. Uses vocabulary from different subjects the –ee words that children can call. Model pronunciation. 2. Discusses a topic from other areas 3. Explains how to do something 4. Listens and records information • Talk about activities in sequence to tell how visitors come to the country. Use 5. Gather information about a problem from numbered pictures in order. Use the connectives of time, First, next, then, another subject and present findings finally. Pupils read to each other/ to teacher. Ask simple questions. 2 LO 1 1. Recognises concept of print • Have a visitor come to the class (e.g. someone in tourism industry or 2. Reads own writing and peers to others and immigration). Let pupils question the visitor to get information (e.g) about links to own experience why they came, why they choose to come, how they came, what they 3. Handles book properly like/dislike, their intentions, will they return…Allow a child to thank visitor. Sing 4. Names parts of a book: cover, back, title song and write in journal. page, table of contents 5. Uses cover, title and pictures to predict Checks predictions. • Role plays how to: welcome a visitor, say thank you, invite someone to 6. Reads title, name of author and illustrator school. Have children respond to direction /instruction about role play. Sing with support the Welcome song. 7. Scans text and responds with support to simple who, what, where, when, why and how • Field trip to a cruise ship. Question pupils about their ideas of a cruise ship. 8. Locates and reads repeated patterns of (e.g.) what would you find on a ship? What do they do? (etc) Create model narrative text boats/draw ships and colour. 9. Begins to read simple familiar texts 10. Identifies and discusses story structure and • Talk about what they like/dislike about tourist, other (immigrants). Give story elements 11. Identifies, talks about and reads action and reasons for likes/dislikes e.g. cruise ship, traffic, tourist buying. description in narratives 12. Identifies, talks about and reads past tense • Read stories – pupils tell whether they are real or made up. Pupils give sentence patterns including connectives reasons. Pupils imagine that they are (e.g.) a Haitian immigrant, tourist on a 13. Expresses preferences for texts gibing cruise ship (etc). They describe what happens. reasons 14. Demonstrates understanding of punctuation • Talk about and identify words relating to tourist/immigrants (e.g.) cruise 15. Reads twp simple familiar sentences to ship, jetty, harbour, tourist, immigrants, travel, souvenir, site seeing, crew, sound like natural speech passengers, sail, floats. Read and identify signs in the environment (e.g.) 2 LO 2 welcome signs, litter signs, direction, environmental friendly signs 1. Reads visuals to identify values 2. Talks about values in narrative and relates value to own life 3. Draws conclusions and makes judgments about value • Discuss and tell about the problems tourist/immigrant encounter./ Preserving the environment. Draw pictures to show problems/ how to solve. Teach 2 LO 3 negatives and positives (does, does not) She does not like to travel. He does 1. Identifies own name and peers like camping. 2. Identifies and distinguishes between short and long vowels ending in silent e 3. Identifies medial sounds • Have a grandparent or community elder to come in to talk about visitors long 4. Builds new words with s. es, ing , ed ago. Prepare with class a list of questions to ask. Develop oral language while endings using colloquial language. Write sentences about traveling long ago. Review 5. Identifies consonant blends in various inflectional endings –ed. positions in words and digraphs in initial position 6. Creates rhymes with short and long vowels • Interpret a simple bar graph showing the months tourist cruise ship come to 7. Identifies and reads common compound the country. Question the pupils (e.g.) Which month had the least/most ship? words Why (e.g.) winter month. Talk about the months of the year…place poster up 8. Begins to use various strategies to read to identify summer, winter months. 9. Identifies and sorts common words into basic categories 10. Reads 75% of sight words for Grade 1 • Have children vote for the places they would like to visit/travel to. Create a including high frequency words tally or pictograph to show their favourite country. Allow questions to elicit 11. reads words from spoken vocabulary and reasons why. personally significant words 12. Reads words aloud and repeats common phonemes 13. Identifies and reads common environmental • Ask questions about illustration of a book read in order to make predictions. print Reinforce the meaning of the “title” of a book. Read title together and predict 14. Uses contextual clues content/outcome. Pupils make predictions based on pictures. Draw other illustrations for the book. 2LO 4 1. 1.Shows interest in visuals and printed • Teacher reads with/to class. (guided reading, read aloud). Use story books texts with pictures linked to a story. Talk about pictures with pupils. 2, Talks about print and visuals 3. Selects favrouite local texts 4,Actively participated in reading • Pupils read independently to each other/teacher. Copy and read Aesop 5.Points to words Fable- “Travellers and The Bear”Think of/ talk about dangers travelers can 6.. Reads along with teacher encounter going through the country. Based on discussion pupils display signs 7.States liked and dislikes of texts and authors (tourist need to adhere to) for reading. 8. Interacts at least 10 minutes daily with self selected texts at reading level • Read a passage together with pupils. Point out sentence 2 LO 5 patterns/connective words e.g. ‘because’. Monitor individual reading and 1. Identifies/talk about themes decoding skill. 2. Identifies/ builds upon words 3. Asks for clarification/ elaboration 4. Read/views visuals to solve simple • Read and discuss story with the pupils. Identify moral in the story. Relate problems morals to visitors to our country.(e.g.) story-Lion and Mouse: children are not 5. Reads/views visuals to interpret information to small to assist visitors, good deed to a visitor can be repaid, be helpful to 6. Uses reading strategies to process persons in need. Apply moral to our (cultural values) (e.g.) (loyalty, kindness, information honesty, love, caring (etc) (any story can be used). 7. Uses Table of Contents and indexes to find and support information • Use fish words to reinforce sight words. 3 LO 1 Make flash cards of sight words. 1. Holds pencil; sits appropriately, Play games (e.g.) I spy, go fish (etc) 2. Imitates writing Use sight words in stories and passages. 3. Reads own writing 4. Writes name using capital and lower case Identify and use compound words in words in stories (e.g.) sunflower, 5. Writes letters attending to form and Locate signs in the immediate community. spacing 6. Writes some dictated words • Listen to music and songs from other lands. Search the internet to view other 7. Copies phrases and short sentences countries. Have children research one country they like. Draw something 8. Produces a personal text 9. Uses phonemic awareness and letter about that picture. Write high frequency words: far, near, beach, mountain, sounds to write independently climb, America, England, walk, climb, pools, swim, falls, cold, hot etc. 10. Puts spaces between words and begins sentences with capitals • Teacher select or create local text for read aloud (e.g Read and Grow/reader) 11. Writes personal greetings, messages to family and friends monitor fluency, diction etc. Identify ea words. Use them in sentences. Make 12. Begins to write a journal rhymes using ea words. 13. Begins a personal dictionary Beach, each, reach, search, reap, heap. Create silly sentences • Take pupils to field trip (e.g.) to Chinese store/ restaurant /craft market/ 3 LO 2 1. Draws pictures to represent story elements cruise ship. Pupils talk about experiences. Teacher records spoken words on a 2. Draws several pictures to show sequence of a chart. (LEA) Pupils read their own words. Create a story in groups their own story style using pictures for words and give it their own ending. Encourage pupils to 3. Writes to recount talk about what they like best about the trip and why. What they didn’t like 4. Labels some pictures with words and why? What would they change in the story and why? Ask children to 5. Writes a string of words 6. Rearranges words to make a sentence write two sentences in books. 7. Uses a capital at the beginning of a sentence and pronoun I Discuss 8. Creates a recount text with teacher support • Means of travel beside cruise/planes, . 9. Participates in making a class book about an • Travellers beside tourist, to visit relatives in the country interesting local person 10. Creates and uses own word bank for check • What must be done before traveling to another country spelling • How certain aspects of the environment can be preserved for everyone. 11. Edits own work • How to look after the environment. (e.g.) disposal of rubbish. 12. Revises original drafts • Different types of food – can they name them? What are they used for? 13. Begins to write and use contractions correctly Use the conjunction ‘and’ in oral and written work. isn’t, aren’t, can’t, won’t 3 LO 3 • Supply students with a variety of reading/ story books Ask students to identify 1. Produces visuals to represent characters, unfamiliar words and as a class talk about the meaning, and how they can setting, sequence and labels objects and places be used in sentences. Allow children to replace the unknown words with 2. Produces visuals to explain a familiar change known words. Teach synonyms. Read for fun. observed in environment 3. Produces visuals such as greeting cards as a result of a class discussion • Make a rhyme/ song with the teacher about tourists to teach rhyming words 4. Writes/draws symbols in charts e.g “As they get off the boat they see our goats”, “As they reach they visit the 5.Writes tallies to record beach”, “They pay fees to see the trees”, “They come to have lots of fun in the 6.Develops and write simple sentences 8. Writes a simple story and shares with class sun”. Review ea sounds. Teach long vowel sounds as teacher draws attention to the pronunciation of words. Make rhymes using ee and oa words. 3 LO 4 1. Free writes by choice • Locate signs in the immediate community. Based on discussion pupils display 2. Draws pictures by choice signs (tourist need to adhere to) for reading. Read environ-mental signs e.g. 3. Presents and reads writing to family, friends and teacher Welcome, Do not litter, Keep the Beach Clean, Come Again, Do not kill the 4. Shows interest in writing animals, Keep Off, signs. Create signs for class presentation, signs or 5. Responds positively to feed back information book to display in classroom and for role play for class 6. Develops portfolio performance. 7. Shows an interest in writing independently and with others 8. Brainstorms with class various purposes for • Use text and fact books of interest to stimulate and encourage independent writing and audiences and from pictures reading-help students to make good selections e.g. Oceans, Mountains, and books Animals, Beaches, Caribs, Africans etc. Read a passage together with pupils. 9. Writes for different purposes and audiences Point out sentence patterns/ connective words. Invite a resource person to with assistance the class to speak on tourism, 3 LO 5 1. Produces visuals of themes taught in other Informal Assessment : subject areas 2. Labels visuals with words and symbols • Respond to and ask questions with understanding 3. Writes/draws to solve simple problems • Write two or more sentences about a picture or experience 4. Produces and interprets graphical information • Listens with understanding 5. Adds to and uses personal dictionary • Express self creatively and spontaneously 6. Writes simple informational sentences • communicate ideas and feelings verbally 7. Participates in making informational books • Interpret and share work for the class library • writes in journal 8. With class collects, organizes, records and reports information. • talk on a topic in group or class • read independently Recognise socio-cultural biases/ • drawing in response to written passage or story assumptions in different texts e.g. gender. already taught in other subjects END OF UNIT ASSESSMENT COLLAGES STORY TELLING IN SEQUENCE DESCRIBING EXPERIENCES DESIGNING AND ILLUSTRATING BOOK COVERS RESEARCH PROJECTS ON Theme 3 SUGGESTED ACTIVITIES Topic 2: IMMIGRANTS • Use a picture to talk about tourists who come to our country, match picture to words and allow children write words. • Invite someone who came to the island many years ago…have the visitor talk about what it was like to come to Dominica. Prepare children to interview person. Prepare a card to give to the visitor who visited your class. Present a COMMENTS and model to the class of what should be in the card. Thank the person for RESOURCES: Please use coming to the class to share. standards list on Read and first part of this Grow, Keskidee, theme. • Role- play a tourist visiting the island. Teach cultural values (handshake) as Charts, posters teacher records words on flashcards, students record new words (compound words) and use in sentences. Charts with word families • Direct Listening Thinking Activity (DLTA) Visitors to our Island p. 15 -Reads the story, Word lists from -students verifiy to make prediction, across the -teacher questions Who, What Where, When, How, curriculum -All children to draw a picture and write a word, read the sentence to the teacher and identify English phonemes. High frequency lists • Language Experience Approach (LEA) -Take children on field trip to visit tourist /cruise ship Class word list - focus on the different signs in the environment - children talk about experiences Cut outs with - teacher writes words/sentences related to field trip building - students copy sentences blocks(tape the back so students • Teacher reads story (Read and Grow), students retell story can move around Teacher records past tense sentences on chalkboard to teach to create new grammar lesson. Teacher focuses on “ed” and ‘ing’- words) inflectional endings. Introduce the concept of spelling changes in inflected verbs. All available Teacher writes simple sentences in the present tense as reading resource students record in past tense materials-books Magazines tap pat tag Newspapers tapped patted tagged Dictionary tapping patting tagging Encyclopedia ask volunteers to read the words aloud and circle the final consonant in Checklists each (decoding strategy). Ask them what needs to be done to the circled (age level) for letter before adding ‘ed’ or ‘ing’. Answer questions to complete revising and sentences. E.g. What happened to the cat? sharing (G and I) • Talk about other people who come to our country and how we provide for Cloze procedure them. Listen to a story /show pictures of different nationalities. Write a exercises sentence or two about the picture using known words. Read from model. Worksheets • Create a word house with class, place as bricks to link words with Wall charts with nationalities/immigrants (come, travel, boat, ship, plane, swim, etc). semantic maps Students construct oral and written sentences with homophones ‘there’ and ‘their’. Many story books with a variety of • Teacher reads the story, The Good Samaritan and allows the students to story patterns identify the morals. Draw pictures of themselves helping others in need. Interesting Write a sentence about the picture use words that show empathy and express language emotions e.g “I’m sorry”, “you will be fine”, “don’t worry”. Talk about Dialogue expressions like “sticks and stones may break my bones.” Is it true? Relate to everyday life. Alphabet charts with lower and • Teacher reads story about people who traveled to the islands. Children retell upper case letters the story. Children create Family tree origin as class project and then individual project. Several genres of text • Discuss how unique and special children are. Comment on similarities and differences of each child: names, and where they come from Fun charts (villages/towns/oversea). Allow children to write own name on the piece of manilla in best handwriting. Design it in colours that you like. Tell a little Charts with theme about yourself, tell why you designed your name- tag this way. Children will pin all names on the wall with a list of words to describe=pretty, happy, Funny character funny, fat, tidy, thin, big etc. charts • Ask questions with class. Invite pairs, and groups of children to the front of Loose lined pages class to discuss things that are same and things that different-for example, for writing practice hair colour, skin colour, (use twins if possible), length, height. Review comparative adjectives. Give pictures for children to identify differences Lined exercise and to write sentences about them. books with marks that indicate letter • Compare and contrast pictures (people and things). Use riddles to talk height about them. Create a collage on books about the things people like to do together. Play Tea Cup and Saucer/ Old Maid matching games. Stimulus material • Make a rhyme/ song with the teacher about the people who came to the Markers islands long ago-Caribs, Arawaks, Africans, Europeans, etc or listen to a rap/ Paints/paint calypso or songs about race…talk about the verbs. brushes Coloured chalk Sandpaper letters Informal ASSESSMENT ACTIVITIES: • Respond to and ask questions with understanding Poster • Write two or more sentences about a picture or experience board/manilla • Listens with understanding paper • Express self creatively and spontaneously • communicate ideas and feelings verbally • and share work End of Unit Assessment Develop a model village ask student to create new names for the village and streets…do this as an ongoing project Term 2 Theme 4: Folk Stories TOPIC 1 : Anancy and other folktales 4 WEEKS Topic 2: Rhymes, riddles and poetry 3-WEEKS CURRICULUM LINKS: Social Studies, Science, Information Technology, Foreign Languages, HFLE, Religion, Culture Theme 4: COMMENTS LEARNING Folk Stories And OUTCOMES/ Topic 1: Anancy and other stories RESOURCES SUCCESS CRITERIA SUGGESTED ACTIVITIES Keskidee 1 LO 1 (1, 2, 4, 5, 6, Bk 2 Teachers Guide 7, 8, 9, 10, 12) • Point out to the children that stories are about things that Bk 2 pupils book 4. Her/himself: happened in the past. Read or tell a story pausing to point out Bk 2 workbook name, age, the past tense verbs, e.g Then she knocked on the door, and address, tel no. the time expressions in the story. Ask questions about times in New Caribbean Junior 5. Likes and the past to elicit time expressions: last night, yesterday, last Reader 1 dislikes & give week, last Saturday, last year: When did we go for a walk? reasons Make a simple story together about yesterday’s events. Have a STORIES: 4. Her/his feelings comprehension exercise on the story. Sing/chant the days of the Big Books 5. Personal issues 6,Uses complete week song/rhyme. Brer Rabbit and Tar Baby sentences 8. Attentively, • Encourage the children to narrate and give explanations of Brer Rabbit and the take turns, events that happened in the school, e.g. What happened when it Sweet Potatoes do not started to rain at playtime yesterday? What happened when the Brer Fox and the Goat interrupt, nurse came to the school? etc. Use verbs with ‘ed’. Write out Anancy and the Tiger make eye sentences on board and ask students to copy the sentences in How Agouti Lost its tail contact, their exercise books. Conte use How Trouble Make appropriate Form sentences about mother’s activities at home. Monkey eat Pepper body e.g. Mother _______ the food. Big for Me , Little for gesture You-New Caribbean Jr. 9. To different Mother _______ the clothes. Reader 1 p. 5 Aesop opinions 11. And ask Fable: questions for clarification Practice Select the right word in the sentence. (jumped, played, *The Fox and the Goat and elaboration knocked, climbed, 12. Responds looked) *Lion and the Mouse courteously 13. recall main a. He ______ on the door. *Ant and Grasshopper ideas b. She _____ from the swing. *The Hare and the Tortoise c. Kay ________ out the window. 1 LO 2 (1, 2, 3, 4, 7, 9, 10, 11, 12, *The little Red Hen Fox 13) d. Mother ______ with the baby. *Fox and the Crow 5. Participates in group oral • Talk about the parts of a book (title, author, and chapter) *The Good Samaritan expression Teacher reads story. Students read after teacher. Model reading 6. Re-tells a and points to, and sounds aloud letter combinations during read *The Exodus story, rhyme, aloud sessions (use words in lists as a before- reading task). poem Draw a favourite part of the story. *Goldilocks and the 7. Talks about Three Bears story element • Have students play word/sentence games that focus on right- – setting 8. Discusses letter combinations e.g c-v c patterns then print individual opinion letters on cards and turn face downwards, student score points Modeling clay 7. Sings, chants, by putting letters together to form words. Pupils raise hands to Drawing paper taps call out new words. Write new words in word bank. Chart paper 10. Responds Crayons records Musical instruments some data • Talk about the importance of Table of Contents and index in a Recyclable materials 11. Repeats rhymes, book. Allow students to turn to the contents and find stories in (toilet paper rolls, patterns , the book based on the content page. cotton, banana leaves, blends paper cups) 12. Uses • Tell the story of The Three Bears, and ask the children to draw adjectives the bowls, chairs and beds and make sentences comparing them. 13. Describes Ask the children to make a list of words that double the last letter common to form the comparative, e.g big, thin, fat: and a list of a list of poetry and objects adjectives ending in ‘y’ e.g. pretty, easy, happy. If you know and events another story that makes use of comparative adjectives, you 14. Responds could tell this instead. Allow the children to finish the sentences INTERNET: to who, orally, then write them in their books. what, where, http://www.edu- when, why • Have students measure each other’s hair /height to decide which cyberpg.com/Arts/Folkt and how is longer or shorter. Ask the children, in pairs, to look at the ales.html pictures and find the things that are different. Answers: the boy 1 LO 3 (2, 3, 6, 7, is taller; his hair is darker; her hair is shorter. Use a series of 8, 9, 10) picture as ask children to say what the differences are between the pictures, help them to make sentences about them. 2. Gives simple (comparison) Complete a worksheet to circle the differences instructions between the two pictures 6. Asks answer questions, • Students listen to recorded stories and other selections with gives explanations dialogues, and talk about emotions, feelings, moods and 11. Play acts language used. Encourage them to retell/talk about their conversations interpretations of the characters in mother tongue. Write 12. Follows “feeling” words to learn to spell. instructions and directions • Set up activity centres (books on tapes, interesting books, etc. for 13. Responds to students to develop language acquisition-(e.g. Reading corners, explanations 14. Asks questions Arts and Craft). Students will retell stories to each other; make for clarification puppets available for dramatization. Talk about fact and make- 15. Stay on topic believe(fantasy) List of facts: List of Make 1 LO 4 (2, 3, 5, 7, 8, believe 4. Participates in dramas • Students discuss at different stages of reading-before, during and 5. Retells stories after. Probe beyond the literal meaning of the text. Compare 5, Creates a jingle characters/events to other known stories. Use graphic organizer 10. Responds to a such as a Venn diagram (e.g. Brer Fox is tricky), see below. text 11. Begins to recognize socio- • Story Grammar: Draw semantic map of story structure. Teach cultural biases the students to use story grammar to discover the structure of new stories that they read. Answer who, what, why, when, 1 LO 5 ( 1,2, 3, 4, 5) where, how questions place story events into the different 1 Uses vocabulary categories. Students complete a frame/web/map from a story from different they have listened to. Arrange jumbled sentences and pictures subjects into well-sequenced story. Read and answer true / false 7. Discusses a statements. Read aloud sentences. topic from other areas 8. Explains how to do • Create (continue to use the writing process), and illustrate something stories with the help of the teacher. Talk about their stories to 9. Listens and teacher and peers. Allow children to give opinions with reasons. records Allow children s to look at other’s work and give comments in 10. Gather pairs. Give children specific things to look for correcting their information own work e.g captital letters and full stops. about a problem from another • Have students talk about what they agree with or disagree /like subject and with a text, or character, make judgments and record feelings in present their journals or create posters or signs which may depict findings opinion/response(e.g. Brer Anancy is greedy could be represented in a poster). Talk about (long ee) the adjectives 2 LO 1 (1, 2, 3, 9) that end in ‘y’, let 4. Recognises them complete the sentences to match words ending with ‘y’. concept of Teach –gr blends. print see Graphic Organizer below 5. Reads own writing • Draw the favourite characters or represent an alternative 6. Handles a book with care outcome to a story by writing / drawing/ art models. Dramatize 12. Discusses story the story using appropriate story language Readers’ Theatre. structure Role play characters to story. • Retell jokes/stories about stories they have heard. Discuss the 2 LO 2 (1,3) moral values behind these jokes/stories. Create characters out of 4. Reads visual craft items to illustrate. Create character puppets to role play the 3.Draws conclusions values. • Use riddles that elicit the use of specific words –long vowel 2 LO 3 (1, 2, 3, 4, sounds, ea, (e.g adding e to form long sound – hid-hide). 5, 7, 8, 12, 13, 14) 8. Identifies own Write out the riddle. Play group games to elicit the answers. name and peers 9. Identifies and • Complete a categorising worksheet e.g. Which 2 pictures go distinguishes together? Colour them in. between short and long vowels ending in silent e 10. Identifies medial sounds 11. Builds new words with s. es, ing , ed endings 12. Identifies consonant blends and digraphs 7, Identifies and read common Write to describe how things look, smell, sound, feels, taste or smell. compound words Have students use the words in sentences and talk about the characters. 8. Begins to use Ask volunteers to describe underline the used words that describe. Use various strategies a graphic organizer to read Identifies and sorts common words 12.Reads words aloud and repeats INFORMAL ASSESSMENT common • Questions and answers phonemes • Retell folktales in pairs, and then write one-sentence summaries 14. Identifies • Rearrange words in order to make comparative sentences common • Rearrange pictures to form stories environmental • Labeling of characters print • Retell a story/poem 15. Uses • Respond to and ask questions with understanding contextual • Write two or more sentences about a picture or experience clues • Listens with understanding • Express self creatively and spontaneously 2 LO 4 (1, 2, 4, 5, 6, • communicate ideas and feelings verbally 7) 13. Shows interest • Interpret and share work in visuals and • writes in journal printed texts • talk on a topic in group or class 14. Talks about • read independently print and • drawing in response to written passage or story visuals 4,Actively END OF UNIT ASSESSMENT ACTIVITIES participated in reading activities Make postcards to animals 5.Points to words 13. reads along • Compare and contrast Venn Diagrams when teacher The Hare and the Tortoise reads 14. States liked and dislikes Use Venn diagrams to compare and contrast: all animals-fast and slow, steady and proud, tricky and fair 2 LO 5 ( 1, 2, 3, 4, • 5, 6) • Predict new endings 16. Identifies and • Write short story/poem talk about • Dialogues using checklist themes • Writer’s workshop( prewriting & drafting, responding and 17. Identifies and revising, proofreading, publishing builds upon • Develop a portfolio of stories words 18. Asks for *mini lessons clarification e.g. -spend sufficient time on developing phonics skills 19. Read/views * steps of the writing process OECS p. 57 visuals to solve simple Topic 2 problems 20. Reads/views RHYMES, RIDDLES AND POETRY visuals to interpret information SUGGESTED ACTIVITIES 21. Uses reading strategies to • Sing the days of the week song. Make a class poster-type process diary on which you can attach details of things that have information happen in school. Discuss daily activities. Ask the children to suggest something to write for each day. Write in journals. 3 LO 1 (1,2,3,4,5,6,7,8,9,10,1 OUR CLASS DIARY 2,13) 13. Holds pencil Monday We played cricket appropriately, Tuesday It was rainy sits properly Wednesday We saw a big bird 14. Imitates writing “ 15. Reads own “ writing 16. Writes name using capital • Use poem/rhymes for days of the week to teach digraph ‘_ay’. and lower case Make flashcards for the days of the week. Ask children to read 17. Writes letters attending to them aloud and arrange them in order (sequence). Create form and sentences with days. Use riddles to ask and answer questions. spacing 18. Writes some dictated words • Create or use a rhyme with consonant blends ‘fl’ and ‘cl’. Tell 19. Copies phrases children that this is a rhyme and allow them to give more words and short to rhyme. Ask them to think of sentences with the sounds after sentences giving them examples: float, flying fish, flute, flash, clam, cling, 20. Produces a clump, cliff. Allow children to prepare a class rhyme. Use rhyme personal text schemes. 21. Uses phonemic awareness and letter sounds to write • Read the poem about Grandma’s teeth (see Keskidee) to the independently class. Ask questions about it: Where are grandma’s teeth? Is 22. Puts spaces grandma happy? Why or Why not? Do you know anyone who between words might wear false teeth? Whose teeth are these? They are and begins Robin’s teeth. Revise apostrophe‘s. Talk about care of teeth. sentences with What might cause missing teeth? Sweets. Have children read the capitals poem aloud and copy answers to the questions. Review –ee 23. Begins to write words. Have children complete a worksheet with belonging ( ‘s). a journal Teach initial ‘sw’, 24. Begins a personal dictionary • Recognize and read words with consonant digraphs – sh, ch, wh, th. 3 LO 2 ( 1, 2, 3, 1. Present pictures (of ch words) and invite children to name 4, 5, 6, 7, 8, what they see. 9,10,11,12) 2. Write names on board as given, highlighting the ch. (chair, 13. Draws pictures chick, chain) to represent 3. Have individual children read the words written on board. story elements 4. Let the children say their observations. 14. Draws several 5. Explain that the letters c, h, combined have one sound. pictures in 6. Encourage children to give other words with the same sequence 15. Writes to beginning sound. recount 7. Use tongue twisters with words previously dealt with e.g. 16. Labels some Chad chopped the cheddar cheese. pictures with words • Teacher introduces rhymes. Have children identify rhyming 17. Writes a string words in the poems that they read. of words 18. Rearranges words to make cat take goat fish a sentence bat cake boat dish 19. Uses a capital rat lake float wish at the beginning of a Present the rhyme “Pat a Cake” on a chart. Children read the sentence and chart. Children find pronoun I words in the rhyme that rhyme. Teacher presents new words e.g. ‘lake’. 20. Creates a recount text Let pupils identify words in the rhyme that would rhyme with lake. Present with teacher support pictures and new words on flashcards (one at a time). Children read words and 21. Participates in making a class name other words that rhyme. Teacher reads sentences Children identify words book about an interesting local that rhyme in the sentences. Call a word – Children give other rhyming words. person 22. Creates and uses own word bank for check spelling • Play game, where pupils cover rhyming words on cards. 23. Edits own work 24. Revises original cake goat drafts ham bat fish jam cat lake 3 LO 3 (4, 5, 6, 7) 4Writes/draws boat dish symbols in charts 5.Writes tallies to • Recognise and construct words using vowel diagraphs e.g. oo, record ee, ai, ea, ou. 6.Develops and 1. Use riddles to introduce words e.g. “I go there everyday, write simple sentences Monday to Friday. What am I?”. “I have a long handle. I 22. Writes a simple have bristles, you use me to sweep”. story and 2. Pupils suggest words. Teacher presents the words on shares with flashcards. class 3. Pupils read the words. Similarity in sound and appearance among words are identified. Other words are generated from pupils. 3 LO 4 (1, 2, 3, 4, 5, 4. Teacher calls a set of words. Pupils clap at the words which 6, 8, 9) have the same oo sound. Words are then read together 7. Free writes by including new set introduced by the teacher. choice 5. Present the (oo). Using consonants in the initial and final 8. Draws pictures position words are constructed. by choice 9. Presents and reads writing to family, friends • Model the sound of ‘ai’ in a short passage. Use words like and teacher nail, pail, rail, jail. Make the vowel sound of the word in the 10. Shows interest box. Colour the pictures with the same vowel sound (ai).. in writing Allow children to write the words next to the picture. 11. Responds positively to feed back 12. Develops portfolio and adds to it 23. Brainstorms ___________ with class 24. Writes for different purposes and audiences ___________ 3 LO 5 (1, 2, 3, 4, 5, 6, 7, 8) 9. Produces visuals of themes taught in other subject areas 10. Labels visuals with words and symbols ____________ 11. Writes/draws to solve simple problems 12. Produces and interprets graphical information ________ 13. Adds to and uses personal dictionary 14. Writes simple informational sentences 15. Participates in ________ making informational books for the class library 16. With class collects, organizes, _________ records and reports information 1. Present picture. Insert words deleted from sentences using picture clues. Teacher/pupils discuss picture/ story with the children. Have them brainstorm. Write words related to picture on chalkboard (generated from discussion). Present sentence strips in which words are deleted and have children insert the correct words e.g. Baby sits on the _____. (floor) 2. Create three-line poems. Read aloud with correct diction, fluency and tone. Informal assessments • create or use a number rhyme • include connectives in this unit • contextual clues Colour pictures which begin with ch and write names • Colour pictures which begin with ch and write names • Match the words that rhyme • Write the missing letters to make the word M _ _ n sp _ _ n ball _ _ n b _ _ k • Say the name of the picture. Put ee in the space to make the word for the picture. Read the word. thr _ _ n _ _ dle f _ _ t tr _ _ Write the correct work by looking at the picture clue. • The __________ bears fruit. Peter hid the money in the ________. Choose the correct word and write it in the space. • Mary is always at _______ on Sundays. She sings in the choir. (church, school, home) END OF UNIT ASSESSMENT Complete a class riddle book Copy and complete a rhyme Illustrate book covers and poems Create display of poetry Term 3 THEME 5: TRAVELING BY LAND Topic 1: Types of Transport Topic 2: Going by foot TIME: 3 WEEKS (15 hours) CURRICULUM LINKS: Music, Art And Drama, Information Technology, Math, Social Studies Health And Family Life, other Languages /Cultures Learning Outcomes Theme 5: RESOURCES: and Success Criteria Traveling By land Topic`1: Types of transport • Posters/pictures on 1 LO 1 types of 2.Likes and dislikes & give vehicles/animals used reasons to travel on land 3. Talks about current Suggested Activities events/new • Children bring toys (cars, vans, bikes). They talk about toy. Teacher • Fiction and non-fiction 4. Her/his feelings\ 5.Personal issue records sentences, (descriptive words e.g. I have a red car) children books on travel 6.Uses complete sentences take turns to read and compare toys to real vehicles. They talk • Cars 7.Attentively, take turns, do about likes or dislikes and share experiences. They write one • animals not interrupt, make eye contact, use appropriate sentence about the toy they brought. (show and tell) • Field trip to car body gesture 8.Listens to different • Children discuss types of land transport with teacher using pictures. garage/dealership opinions 9. sk questions for List names of pictures (cars, bus, truck, van). Read words in a short clarification and elaboration paragraph. Allow children to identify sight words, draw pictures and • Glue 10.Responds courteously match them to words. Pupils sing ‘Wheels on the Bus”. • Crayons 11. Recalls main ideas • Poster boards 1 LO 2 • (Adapt song ‘Working on railroad’ substitute the bus; dump trucks, • Stories on tape 1.Participates in group oral tractors caterpillars,) Teacher uses of different types of land • Games expression 2.Re-tells a story, rhyme, transport (vocab). Teacher teaches riddles e.g. (I carry your load to poem the market what am?). Teacher uses pictures of people dressed in 3.Talks about story element different outfits. Pupils determine what would be the vehicle used – setting 4.Discusses opinion (making meaning). They match and write. 5.Summarizes favourite texts • Use poster (keskidee) to generate conversation on a busy street. 6.Adds a line to a rhyme, poem with prompt Pupils write at least three sentences. They read sentences to class. 7.Sings, chants, taps Teacher identify diagraph out of sentences eg (train) • Poem/songs on rhythm transportation 8.Responds with peers, records data, sequences • Let children listen to story and give opinions about characters, 9.Predicts what will happen predict content and endings. Create an imaginative story about • Donkey poem next 10.Repeats rhymes, Bertie the yellow buggy as a class. Draw pictures of buggy. • Pictures of animals pattern, blends, digraphs here and in other 11.Talks about and uses • Let children observe and give reasons about characters’ emotions lands that carry load adjectives plus singular and plural nouns in picture. e.g. child looking sad, happy etc. Small group to • Musical instruments 12.Describes common discuss/teacher monitors. Draw faces on paper places. Sing song, • Toys-local and store objects and events in If you’re Happy and You Know it. bought general and specific terns 13.Responds to who, what, • Matching cards where, when, why and how • Copy sentences from the story onto sentence strips, or use the story • Flashcards 14.Identifies and talks sentence. Distribute sentences to children “Jump on a bike.” “Hop • Scavenger hunt bag about words that indicate past tense, time sequence on a van”.”Let children join in as you read and reread. Talk about • Short passages fiction 15.Practices using past prepositions (in, on under,etc). Act out the prepositions. and non-fiction tense and time sequence • Words relating to words • Observe how a simple machine works…write simple sentences using vehicles-(brakes, 1 LO 3 opposite words : long, rough smooth, heavy, light tyres, wheels, etc.) 2,Gives simple instructions Write simple sentences about the object: 6.Play acts conversations 10.Answers questions and relates information stays on This is a ------------ Book- Rosie’s Walk topic It has a ------------- 1 LO 4 1.Shares selected oral text • Given a story children will tell what they think in the story and Charts with word families 2.Participates in dramas, allow discussion, read and allow pupils to confirm predictions. songs and choral recitations 3.Retells stories, jokes, Also stop at high points and allow children to stop at high Word lists from across the proverbs points, and allow children to summarize parts, verify and make curriculum 4.Tells imaginative story further predictions (DLTA). 5.Creates a jingle, poem, rhyme, song High frequency lists • Dramatise the rhythm of language by reading poems to class, 1 LO 5 model for the children and allow them to recite in the same way. Class word list 1.Uses vocabulary from different subjects Children dramatize the rhythm of poetry by clapping, tapping 3.Explains how to do etch. Read story telling children to join in where pattern is Cut outs with building something 4.Listens and records repeated. Listen to rap songs etc. blocks(tape the back so information students can move around • Model reading aloud. Let children repeat after you. to create new words) 2 LO 1 1.Recognises concept of Demonstrate how to read without counting words. Model print Chunking. Give children practice in reading, telling and asking All available reading 2.Reads own writing and sentences. Pay attention to voice intonation and fluency. resource materials-books peers to others and links to own experience Magazines 3.Handles book properly • Focus on final consonant sounds, let children practice final t’s, Newspapers 4.Names parts of a book: p’s. s’s. Give children the opportunity to read to others e.g. Dictionary cover, back, title page, table of contents Sentences, poems, and short stories. Complete worksheets and Encyclopedia 5.Uses cover, title and use Big Books to read familiar stories- pictures to predict Checks Checklists(age level) for predictions. 6.Reads title, name of • Help the children to make a collage or a poster illustrating revising and sharing (G and author and illustrator with comparative sentences. Allow them to point as they talk about I) support comparisons of weight, size, colour, texture, length. Make cards 7.Scans text and responds with support to simple who, to make comparative sentences, for example: I am taller than Cloze procedure exercises what, where, when, why…. my friend or The red bus is longer than the blue bus. Worksheets 8.Locates and reads Remind children about making comparisons by using the words – repeated patterns of narrative text er and –est orally. Check the spelling of comparative Wall charts with semantic 9.Begins to read simple adjectives. maps familiar texts 10.dentifies and discusses story structure and story • Choral reading (poems, rhymes) in parts for various story Many story books wth a elements characters. Let children read aloud to teacher as he/she variety of story patterns 11.Identifies, talks about monitors reading speed/fluency. Teacher Interesting language and reads action and description in narratives Dialogue 12.Identifies, talks about • Present street signs/pictures and let children identify and name and reads past tense them. Present words (stop, slow down, turn, etc on flash cards. Alphabet charts with lower sentence patterns including connectives Form sentences to bring out the meaning of both words (I and upper case letters 13.Demonstrates waited with my mummy at the bus stop?) Learn to spell and understanding of punctuation pronounce high frequency words. Children will match Several genres of text 14,Reads twp simple environment signs with words in pairs as they discuss what they familiar sentences to sound mean. Create their own signs with guidance from teacher Fun charts like natural speech 2 LO 2 • Draw a procession of people or cars all traveling at the same Charts with theme 2.Talks about values in time in the same direction and label them, first, second, third, narrative and relates value to own life etc. Then write a passage showing sequence of events. Have Funny character charts children create a story with a sequence. 3.Draws conclusions and makes judgments about value Loose lined pages for writing • Present a familiar topic e.g transportation or Song-Wheels on the practice 2 LO 3 Bus to review phonics initial and final sounds-wheel, horn, seat, etc. 2.Identifies and Create a story with the words using either initial or final sounds. Lined exercise books with distinguishes between short marks that indicate letter and long vowels ending in silent e • Allow children to name types of transports and list on the height 3.Identifies medial sounds chalkboard, read labels and list aloud. Form sentences 4.Builds new words with s. es, ing , ed endings ( emphasize use of capital and full stops) Stimulus material 5.Identifies consonant e.g. blends in various positions two wheels four wheels Markers in words and digraphs in initial position bicycles cars Paints/paintbrushes 6.Creates rhymes with scooters buses short and long vowels motorbikes jeeps Coloured chalk 7.Identifies and reads common compound words Give small groups of children words or pictures relating to two different 8.Begins to use various categories, let children sort pictures or words and give reasons for groups. Sandpaper letters strategies to read Let them stand to show the groups and label. 9.Identifies and sorts (*see end of unit for elaborated unit) Poster board/manilla paper common words into basic categories 11.reads words from spoken vocabulary and personally significant words 12.Reads words aloud and repeats common phonemes 13.Identifies and reads common environmental print 14.Uses contextual clues 2 LO 4 3.Selects favrouite local • Sing London Bridge is Falling Down. Talk about what might texts happen in the song if the bridge fell Children report news (car 4.Actively participated in accidents etc.) offer opinions on news, and turn take offer possible reading 6.Reads along with teacher reasons or solutions. Have children cut out pictures from 7.States liked and dislikes newspapers to label as “News”. Write captions. of texts and authors 8. Interacts at least 10 minutes daily with self • Children talk about the vehicles policemen and selected texts at reading policewomen/farmers/salesmen/saleswomen, firefighters, taxi- level drivers bus drivers’ use. Find shapes in vehicles. Use descriptive 2 LO 5 language, write and spell correctly words of description e.g. The fire 1.Identifies/talk about truck is bright red. The fire truck is square in shape. Dictate themes spelling words. 2.Identifies/ builds upon words 3.Asks for clarification/ elaboration 4.Read/views visuals to solve simple problems 5.Reads/views visuals to interpret information 6.Uses reading strategies to process information Topic 2: On Foot 7.Uses Table of Contents and indexes to find and support information • Children give reasons why it is good to walk rather than to ride. Create a list of things you could do on a walk. Talk about being 3 LO 1 active and getting exercise while having fun. Have children take a 3.Reads own writing walk around school yard/ or plan a simple picnic with class. Look 5.Writes letters attending to out for things that they may not see if they were driving e.g. birds in form and spacing 6.Writes some dictated trees, certain flowers and shrubs. Allow children to make a list of words things that they see. 7.Copies phrases and short sentences 8.Produces a personal text 9.Uses phonemic awareness and letter sounds to write independently 10.Puts spaces between words and begins sentences with capitals • Talk about things you would use when you take a walk/hike: shoes, 11.Writes personal water, etc. Allow pupils to make compound words using mentioned greetings, messages to words: family and friends 12.Begins to write a journal 13.Begins a personal e.g. foot football shoemaker dictionary footprint backpack 3 LO 2 footsteps 1.Draws pictures to Play game to build compound words e.g. Teacup and Saucer, Old represent story elements Maid. Allow children to discuss these words and write them in 2.Draws several pictures to show sequence of a story sentences. 3.Writes to recount 4.Labels some pictures with • Have children follow directions/instruction by carrying out the words 5.Writes a string of words steps. Play the game Simon Says or Old Grady. Give directions to 6.Rearranges words to perform activities individually or in groups< e.g.> scavenger make a sentence hunt<> Perform actions after teacher. Dance around the class with 7.Uses a capital at the beginning of a sentence directions of left and right. and pronoun I 8.Creates a recount text • Children read short stories/magazines. Let pupils supply an with teacher support 9.Participates in making a ending/supply a different ending from one that is read. Join the two class book about an little words to make a big word. Teacher dictates to students and interesting local person allows them to make a simple sentence orally and in writing 10.Creates and uses own word bank for check 1. bus + stop spelling 2. rail + way 11.Edits own work 3. cross + walk 12.Revises original drafts 13.Begins to write and use 4. gas + station contractions correctly isn’t, 5. train + station aren’t, can’t, won’t 6. foot + Path 3 LO 3 7. motor + bike 1.Produces visuals to sing songs or chants represent characters, setting, sequence and labels objects and places 2.Produces visuals to explain a familiar change observed in environment 3.Produces visuals such as greeting cards as a result of a class discussion 4.Writes/draws symbols in charts 5.Writes tallies to record COMPREHENSION through Literature 6.Develops and write simple sentences 7.Writes a simple story and shares with class Connect to the story. 3 LO 4 3.Presents and reads On a chart, list these words to teach comprehension (classifying): writing to family, friends and teacher 4.Shows interest in writing 5.Responds positively to feed back 6.Develops portfolio 7.Shows an interest in writing independently and with others Scooter truck wheelbarrow sled 8.Brainstorms with class various purposes for writing and audiences and from Motorbike rollerblades train crane pictures and books 9.Writes for different purposes and audiences Bicycle horse camel caterpillar with assistance Streetcar donkey bus dirtbikes 3 LO 5 1.Produces visuals of themes taught in other Skateboard wagon van jeep subject areas 2.Labels visuals with words and symbols 3.Writes/draws to solve How are these words alike? (They are ways of traveling other than simple problems 4.Produces and interprets walking) graphical information 5.Adds to and uses Classify pictures and name by groups. For example personal dictionary 6.Writes simple Animals and vehicles informational sentences Match pictures with words in pairs. 7.Participates in making informational books for the class library 8.With class collects, organizes, records and reports information. END OF UNIT ASSESSMENT • Respond to and ask questions with understanding • Write two or more sentences about a picture or experience • Express self creatively and spontaneously • Interpret and share work • Write in journal • Talk on a topic in group or class END OF THEME ASSESSMENTS • Presentations • Portfolios • Word walls • Models • Class books • Storytelling • Collages • Simple Research Projects Learning Outcomes Theme 5: RESOURCES: and Success Criteria Traveling By land Topic`1: Types of transport • Posters/pictures on types of 1 LO 1 Suggested Activities vehicles/animals 2.Likes and dislikes & • Children bring toys (cars, vans, bikes). They talk about toy. used to travel on give reasons Teacher records sentences, (descriptive words e.g. I have a land 3. Talks about current red car) children take turns to read and compare toys to • Fiction and non- events/new real vehicles. They talk about likes or dislikes and share fiction books on experiences. They write one sentence about the toy they travel 4. Her/his feelings\ brought. (show and tell) • Cars 5.Personal issue • animals 6.Uses complete • Children discuss types of land transport with teacher using sentences pictures. List names of pictures (cars, bus, truck, van). • Field trip to car Read words in a short paragraph. Allow children to identify garage/dealership 7.Attentively, take sight words, draw pictures and match them to words. Pupils turns, do not interrupt, sing ‘Wheels on the Bus”. • Glue make eye contact, use • Crayons appropriate body • (Adapt song ‘Working on railroad’ substitute the bus; dump • Poster boards gesture trucks, tractors caterpillars,) Teacher uses of different types • Stories on tape 8.Listens to different of land transport (vocab). Teacher teaches riddles e.g. (I • Games opinions carry your load to the market what am?). Teacher uses 9. sk questions for pictures of people dressed in different outfits. Pupils clarification and determine what would be the vehicle used (making elaboration meaning). They match and write. 10.Responds • Use poster (keskidee) to generate conversation on a busy courteously street. Pupils write at least three sentences. They read 11. Recalls main ideas sentences to class. Teacher identify diagraph out of • Poem/songs on sentences eg (train) transportation 1 LO 2 • Let children listen to story and give opinions about • Donkey poem 1.Participates in group characters, predict content and endings. Create an • Pictures of animals oral expression imaginative story about Bertie the yellow buggy as a class. here and in other 2.Re-tells a story, Draw pictures of buggy. lands that carry rhyme, poem load • Let children observe and give reasons about characters’ • Musical 3.Talks about story emotions in picture. e.g. child looking sad, happy etc. Small element – setting instruments group to discuss/teacher monitors. Draw faces on paper • Toys-local and 4.Discusses opinion places. Sing song, If you’re Happy and You Know it. store bought 5.Summarizes • Matching cards favourite texts • Copy sentences from the story onto sentence strips, or use • Flashcards the story sentence. Distribute sentences to children “Jump • Scavenger hunt 6.Adds a line to a on a bike.” “Hop on a van”.”Let children join in as you read rhyme, poem with bag prompt and reread. Talk about prepositions (in, on under,etc). Act • Short passages 7.Sings, chants, taps out the prepositions. fiction and non- rhythm fiction • Observe how a simple machine works…write simple • Words relating to 8.Responds with peers, sentences using opposite words : long, rough smooth, vehicles-(brakes, records data, sequences heavy, light tyres, wheels, etc.) Write simple sentences about the object: 9.Predicts what will happen next This is a ------------ Book- Rosie’s Walk 10.Repeats rhymes, It has a ------------- pattern, blends, digraphs • Given a story children will tell what they think in the Charts with word 11.Talks about and story and allow discussion, read and allow pupils to families uses adjectives plus confirm predictions. Also stop at high points and allow singular and plural children to stop at high points, and allow children to Word lists from across nouns summarize parts, verify and make further predictions the curriculum (DLTA). 12.Describes common High frequency lists objects and events in • Dramatise the rhythm of language by reading poems to general and specific class, model for the children and allow them to recite in Class word list terns the same way. Children dramatize the rhythm of poetry 13.Responds to who, by clapping, tapping etch. Read story telling children to Cut outs with building what, where, when, join in where pattern is repeated. Listen to rap songs blocks(tape the back so why and how etc. students can move 14.Identifies and talks around to create new about words that • Model reading aloud. Let children repeat after you. words) indicate past tense, Demonstrate how to read without counting words. time sequence Model Chunking. Give children practice in reading, All available reading 15.Practices using past telling and asking sentences. Pay attention to voice resource materials-books tense and time intonation and fluency. Magazines sequence words Newspapers • Focus on final consonant sounds, let children practice Dictionary final t’s, p’s. s’s. Give children the opportunity to read Encyclopedia 1 LO 3 to others e.g. Sentences, poems, and short stories. 2,Gives simple Complete worksheets and use Big Books to read familiar Checklists(age level) for instructions stories- revising and sharing (G 6.Play acts and I) conversations • Help the children to make a collage or a poster illustrating comparative sentences. Allow them to point Cloze procedure 10.Answers questions as they talk about comparisons of weight, size, colour, exercises and relates information stays on topic texture, length. Make cards to make comparative Worksheets sentences, for example: I am taller than my friend or The red bus is longer than the blue bus. Remind children Wall charts with 1 LO 4 about making comparisons by using the words –er and – semantic maps est orally. Check the spelling of comparative adjectives. 1.Shares selected oral Many story books wth a text • Choral reading (poems, rhymes) in parts for various story variety of story patterns 2.Participates in characters. Let children read aloud to teacher as he/she Interesting language dramas, songs and monitors reading speed/fluency. Teacher Dialogue choral recitations 3.Retells stories, jokes, • Present street signs/pictures and let children identify Alphabet charts with proverbs and name them. Present words (stop, slow down, turn, lower and upper case 4.Tells imaginative etc on flash cards. Form sentences to bring out the letters story meaning of both words (I waited with my mummy at the bus stop?) Learn to spell and pronounce high frequency Several genres of text 5.Creates a jingle, words. Children will match environment signs with poem, rhyme, song words in pairs as they discuss what they mean. Create Fun charts their own signs with guidance from teacher 1 LO 5 Charts with theme 1.Uses vocabulary • Draw a procession of people or cars all traveling at the from different subjects same time in the same direction and label them, first, Funny character charts second, third, etc. Then write a passage showing 3.Explains how to do sequence of events. Have children create a story with a Loose lined pages for something sequence. writing practice 4.Listens and records information • Present a familiar topic e.g transportation or Song-Wheels Lined exercise books on the Bus to review phonics initial and final sounds-wheel, with marks that indicate horn, seat, etc. Create a story with the words using either letter height 2 LO 1 initial or final sounds. 1.Recognises concept Stimulus material of print • Allow children to name types of transports and list on the 2.Reads own writing chalkboard, read labels and list aloud. Form sentences Markers and peers to others and ( emphasize use of capital and full stops) Paints/paintbrushes links to own e.g. experience two wheels four wheels Coloured chalk 3.Handles book bicycles cars properly scooters buses Sandpaper letters motorbikes jeeps 4.Names parts of a Give small groups of children words or pictures relating to two Poster board/manilla book: cover, back, title different categories, let children sort pictures or words and give paper page, table of contents reasons for groups. Let them stand to show the groups and label. 5.Uses cover, title and (*see end of unit for elaborated unit) pictures to predict Checks predictions. 6.Reads title, name of author and illustrator with support 7.Scans text and responds with support • Sing London Bridge is Falling Down. Talk about what might to simple who, what, happen in the song if the bridge fell Children report news where, when, why…. (car accidents etc.) offer opinions on news, and turn take 8.Locates and reads offer possible reasons or solutions. Have children cut out repeated patterns of pictures from newspapers to label as “News”. Write narrative text captions. 9.Begins to read simple familiar texts • Children talk about the vehicles policemen and policewomen/farmers/salesmen/saleswomen, firefighters, 10.dentifies and taxi-drivers bus drivers’ use. Find shapes in vehicles. Use discusses story descriptive language, write and spell correctly words of structure and story description e.g. The fire truck is bright red. The fire truck is elements square in shape. Dictate spelling words. 11.Identifies, talks about and reads action and description in narratives 12.Identifies, talks about and reads past Topic 2: On Foot tense sentence patterns including connectives • Children give reasons why it is good to walk rather than to 13.Demonstrates ride. Create a list of things you could do on a walk. Talk understanding of about being active and getting exercise while having fun. punctuation Have children take a walk around school yard/ or plan a simple picnic with class. Look out for things that they may 14,Reads twp simple not see if they were driving e.g. birds in trees, certain familiar sentences to flowers and shrubs. Allow children to make a list of things sound like natural speech that they see. 2 LO 2 2.Talks about values in narrative and relates value to own life 3.Draws conclusions and makes judgments • Talk about things you would use when you take a about value walk/hike: shoes, water, etc. Allow pupils to make compound words using mentioned words: 2 LO 3 e.g. foot football shoemaker footprint backpack 2.Identifies and distinguishes between footsteps short and long vowels Play game to build compound words e.g. Teacup and Saucer, ending in silent e Old Maid. Allow children to discuss these words and write them 3.Identifies medial in sounds sentences. 4.Builds new words with s. es, ing , ed • Have children follow directions/instruction by carrying out endings the steps. Play the game Simon Says or Old Grady. Give 5.Identifies consonant directions to perform activities individually or in groups< blends in various e.g.> scavenger hunt<> Perform actions after teacher. positions in words and Dance around the class with directions of left and right. digraphs in initial position • Children read short stories/magazines. Let pupils supply an ending/supply a different ending from one that is read. 6.Creates rhymes with short and long vowels Join the two little words to make a big word. Teacher dictates to students and allows them to make a simple 7.Identifies and reads sentence orally and in writing common compound 8. bus + stop words 9. rail + way 8.Begins to use 10. cross + walk various strategies to 11. gas + station read 12. train + station 9.Identifies and sorts 13. foot + Path common words into 14. motor + bike basic categories sing songs or chants 11.reads words from spoken vocabulary and personally significant words 12.Reads words aloud and repeats common phonemes 13.Identifies and reads COMPREHENSION through Literature common environmental print 14.Uses contextual Connect to the story. clues On a chart, list these words to teach comprehension (classifying): 2 LO 4 3.Selects favrouite local texts 4.Actively participated in reading Scooter truck wheelbarrow sled 6.Reads along with teacher Motorbike rollerblades train crane 7.States liked and dislikes of texts and Bicycle horse camel caterpillar authors Streetcar donkey bus dirtbikes 8. Interacts at least 10 minutes daily with self Skateboard wagon van jeep selected texts at reading level How are these words alike? (They are ways of traveling other 2 LO 5 than walking) 1.Identifies/talk about themes Classify pictures and name by groups. For example Animals and vehicles 2.Identifies/ builds Match pictures with words in pairs. upon words 3.Asks for clarification/ elaboration 4.Read/views visuals to solve simple problems 5.Reads/views visuals to interpret information END OF UNIT ASSESSMENT 6.Uses reading strategies to process • Respond to and ask questions with understanding information • Write two or more sentences about a picture or experience 7.Uses Table of • Express self creatively and spontaneously Contents and indexes • Interpret and share work to find and support • Write in journal information • Talk on a topic in group or class END OF THEME ASSESSMENTS 3 LO 1 3.Reads own writing • Presentations • Portfolios 5.Writes letters attending to form and • Word walls spacing • Models • Class books 6.Writes some dictated • Storytelling words • Collages 7.Copies phrases and • Simple Research Projects short sentences 8.Produces a personal text 9.Uses phonemic awareness and letter sounds to write independently 10.Puts spaces between words and begins sentences with capitals 11.Writes personal greetings, messages to family and friends 12.Begins to write a journal 13.Begins a personal dictionary 3 LO 2 1.Draws pictures to represent story elements 2.Draws several pictures to show sequence of a story 3.Writes to recount 4.Labels some pictures with words 5.Writes a string of words 6.Rearranges words to make a sentence 7.Uses a capital at the beginning of a sentence and pronoun I 8.Creates a recount text with teacher support 9.Participates in making a class book about an interesting local person 10.Creates and uses own word bank for check spelling 11.Edits own work 12.Revises original drafts 13.Begins to write and use contractions correctly isn’t, aren’t, can’t, won’t 3 LO 3 1.Produces visuals to represent characters, setting, sequence and labels objects and places 2.Produces visuals to explain a familiar change observed in environment 3.Produces visuals such as greeting cards as a result of a class discussion 4.Writes/draws symbols in charts 5.Writes tallies to record 6.Develops and write simple sentences 7.Writes a simple story and shares with class 3 LO 4 3.Presents and reads writing to family, friends and teacher 4.Shows interest in writing 5.Responds positively to feed back 6.Develops portfolio 7.Shows an interest in writing independently and with others 8.Brainstorms with class various purposes for writing and audiences and from pictures and books 9.Writes for different purposes and audiences with assistance 3 LO 5 1.Produces visuals of themes taught in other subject areas 2.Labels visuals with words and symbols 3.Writes/draws to solve simple problems 4.Produces and interprets graphical information 5.Adds to and uses personal dictionary 6.Writes simple informational sentences 7.Participates in making informational books for the class library 8.With class collects, organizes, records and reports information. Term 3 THEME 6: RESPECTING AND CARING FOR OUR ENVIRONMENT TIME: 6 Weeks (30 hours) CURRICULUM LINKS Social Studies Music Art Drama Dance Life Science Biology Archaeology Geography Health and Family Life Mathematics Learning Outcomes Theme 6: Resources and Success Criteria Respecting And Caring For the Environment 1 LO 1 Suggested Activities 2.Likes and dislikes & Charts and pictures of give reasons 3. Talks about current • Use posters and or pictures showing tidy /untidy, beautiful/not the environment events/new beautiful environment. Solicit answers by asking questions. Talk Flashcards with words 4. Her/his feelings\ about negatives and positives. Write classroom rules in groups. about the environment 5.Personal issue 6.Uses complete Read out rules to class. Make changes as a class and post. Passages for comprehension sentences 7.Attentively, take turns, • Present a picture depicting the target words e.g. beach, garden Sentence strips do not interrupt, make eye contact, use etc. Discuss picture with pupils. Question pupils to elicit target Songs appropriate body gesture word. Present word on flash card. Pair children for worksheet Jingles 8.Listens to different exercises. Draw a picture of something to beautify the Pictures of animals in opinions environment. Write a sentence about the picture. Discuss the the environment 9. sk questions for clarification and picture with the class. Make posters to display in school about Resources: water, land, elaboration caring the environment. soil, and plants 10.Responds courteously 11. Recalls main ideas • Talk about things in their own environment noisy/quiet Tidy/untidy. Recyclable material to 1 LO 2 Discuss environments they like best. Draw clean and untidy make craft 1.Participates in group oral expression environments; use a venn diagram to represent. Have a school 2.Re-tells a story, rhyme, project to create a flower garden. Bins and buckets to poem paint 3.Talks about story element – setting • Listen to a story to show values (tidy/untidy). Teacher uses Environment print appropriate story from story book. Teacher writes one or two signs-things around the 4.Discusses opinion 5.Summarizes favourite sentences and has children copy. Create a collage with magazine school/community texts pictures of what the environment should look like. 6.Adds a line to a rhyme, poem with prompt 7.Sings, chants, taps • Walk around the environment (schoolyard, bay, river). They listen rhythm to what they hear and see. They give in sentences what is heard 8.Responds with peers, records data, sequences and seen. They write and read their sentences; write names of 9.Predicts what will special features in the environment (use capital letters) Write happen next possible questions that they may have about the trip. List ways in 10.Repeats rhymes, pattern, blends, digraphs which they can care for the environment. Draw a tidy environment 11.Talks about and uses and write a sentence or give a picture and have them write adjectives plus singular sentences Sing Bits of Paper and plural nouns 12.Describes common objects and events in Another story (Keskidee general and specific terns • Use song (old Mc Donald). Discuss animals found in the 3 pg 24-36). 13.Responds to who, what, where, when, why environment and where animals live. Generate discussion on how and how they care for them (birds=nest, lizards=trees, bees=beehive etc). 14.Identifies and talks (Domestic and farm animals) Read story of caring for animals about words that indicate past tense, time (adapt story of Anancy and eggs to show positive aspect). To sequence teach respect and honesty for animals and others. Draw picture of 15.Practices using past themselves caring for pets. tense and time sequence words • Look at pictures. Talk about the homes of animals in the 1 LO 3 environment. Question children and encourage them to 2,Gives simple instructions hypothesize and then do research to find the answers. How 6.Play acts conversations does each home help to keep the animal safe? How do these 10.Answers questions animals make their homes? Which animal goes inside part of its and relates information stays on topic body for a home? What do spiders eat? How do they catch food? What do bees keep inside the wax comb you can see in a tree. Charts with word 1 LO 4 What does a snail’s shell look like? What do ants make their homes families 1.Shares selected oral text with? Encourage children to respect animals’ homes. Draw lines to 2.Participates in dramas, match homes with animals. Place a star (*) next to those you have Word lists from across songs and choral recitations seen. the curriculum 3.Retells stories, jokes, proverbs High frequency lists 4.Tells imaginative story 5.Creates a jingle, poem, rhyme, song Class word list 1 LO 5 1.Uses vocabulary from Cut outs with building different subjects 3.Explains how to do blocks(tape the back so something • Have children recite poems (Clean Up) create rhyme to same students can move 4.Listens and records tune.(Use words banana peal tins, plastic etc). Make flash cards out around to create new information of words of poems (use flash cards to sing). Play bingo / lotto words) 2 LO 1 games wit h sight words. Make sentences using sight words and 1.Recognises concept of read. Children are given sights card, they make their own All available reading print sentences, and write continue to add word in word bank. resource materials- 2.Reads own writing and books peers to others and links to own experience • Pupils go on nature walk. They look at colours and shapes of what Magazines 3.Handles book properly they see and hear (hills, clouds, and trees). They talk about what Newspapers 4.Names parts of a book: cover, back, title page, they have seen and heard. Pick out blends that deal with Dictionary table of contents environment (eg tree, grass, green, flower etc). Draw pictures that Encyclopedia 5.Uses cover, title and name things in environment. Complete names using blends (eg-- pictures to predict owen,--ee). Checklists(age level) for Checks predictions. 6.Reads title, name of revising and sharing (G author and illustrator • Make/create songs using sounds of water/ seeds/other material in and I) with support 7.Scans text and the environment. Collect things in the environment to play music responds with support to …seeds, shells etc. Match pairs of words of things found in the Cloze procedure simple who, what, where, environment. exercises when, why…. Worksheets 8.Locates and reads repeated patterns of bird flower narrative text birth day Wall charts with 9.Begins to read simple familiar texts tea nest semantic maps 10.dentifies and sun pot discusses story structure Many story books wth and story elements 11.Identifies, talks about • Teacher shows potted plant of creeper or any other plant. Teacher a variety of story and reads action and generates discussion of how it grows. They plant creeper patterns description in narratives cutting/seed. Students are given pictures all about them to Interesting language 12.Identifies, talks about and reads past tense sequence pictures. Then they give sentences which match Dialogue sentence patterns pictures and read sentence. Teachers jumble sentences and have including connectives pupils write them in sequence. Alphabet charts with 13.Demonstrates understanding of lower and upper case punctuation • Teacher give riddles and students and respond (keskidee Rd 2 pg letters 14,Reads twp simple 37). Use pictures write nouns (use cloze procedure) use context familiar sentences to sound like natural speech clues eg (I am ____ I eat leaves). Have pupils complete sentences Several genres of text using nouns__read their sentences aloud. 2 LO 2 Fun charts 2.Talks about values in narrative and relates value • Teacher uses local story to teach pupils importance of keeping to own life environment clean wherever you live. (Use big book). Teacher uses Charts with theme 3.Draws conclusions and D.L.T.A or Read along. (Appropriate story on environment). Give makes judgments about worksheet picture of dirty environment and have them circle all the Funny character charts value things (rubbish) that are out of place. Draw and colour a clean environment. Loose lined pages for 2 LO 3 2.Identifies and writing practice distinguishes between • Teacher teaches writing process. Have students monitor other short and long vowels students work for spelling, capital letters, full stops, question Lined exercise books ending in silent e 3.Identifies medial marks, subject verb agreement. Have children write a friendly with marks that sounds letter using a model to someone from another country. indicate letter height 4.Builds new words with s. es, ing , ed endings 5.Identifies consonant • Teacher takes pupils to library. Pupils choose favourite (books Stimulus material blends in various relating to environment). Read to peers. They have discussion on positions in words and digraphs in initial position why the book was chosen. They talk about author. They write a Markers 6.Creates rhymes with few sentences on the story read (complete the book report below). Paints/paintbrushes short and long vowels Display work for others to read. Teacher displays best work of 7.Identifies and reads common compound students. Students choose best work for portfolio. (this exercise can Coloured chalk words be done over a period of time or at home where parent can sign. 8.Begins to use various Sandpaper letters strategies to read 9.Identifies and sorts common words into basic Poster board/manilla categories paper 11.reads words from spoken vocabulary and personally significant words 12.Reads words aloud and repeats common phonemes 13.Identifies and reads common environmental print 14.Uses contextual clues Title of the book 2 LO 4 3.Selects favrouite local Authour/ Illustrator texts 4.Actively participated in This book is reading 6.Reads along with about…____________________________________________________ teacher 7.States liked and dislikes __________________________________________________________ of texts and authors 8. Interacts at least 10 minutes daily with self selected texts at reading level My favourite part was this (write or draw) 2 LO 5 1.Identifies/talk about themes I would give this book ____________ out of 10. 2.Identifies/ builds upon words 3.Asks for clarification/ elaboration It made me 4.Read/views visuals to solve simple problems Parent signature____________________ Teacher signature________ 5.Reads/views visuals to interpret information 6.Uses reading strategies • Collection of variety of items in environment (leaves, stones, to process information 7.Uses Table of Contents flowers) (make pupils aware of what they shouldn’t pick). They and indexes to find and create bar/picto graph with teacher. They read to get support information information. Information is written and read. They make collection 3 LO 1 of words from topic. They read words. They label a simple bar 3.Reads own writing graph eg (clouds, trees, sun, stars, etc) 5.Writes letters attending to form and spacing 6.Writes some dictated • Talk about rock pools and what they mean to the children. Talk words about the different creatures found in these places: the starfish, 7.Copies phrases and sea anemone, seaweed, crab, sea snail, sharks other fish and short sentences 8.Produces a personal shells. Ask them to point to the various creatures. Create a maze text for the animal to find home on the correct path. 9.Uses phonemic awareness and letter sounds to write • Display a picture showing activity under water (sea or river). Have independently students identify and tally the number of large fish (sharks), small 10.Puts spaces between fish, shells, and weeds. Create a rock pool in the class. Have words and begins sentences with capitals children write a letter to the Marine Reserves. Invite them to talk 11.Writes personal to the class. greetings, messages to family and friends 12.Begins to write a • Bring in cups and a jug of water. Have children review the uses of journal water. Make a list on chalkboard or chart (drinking, cooking, 13.Begins a personal bathing, wetting plants, out fires making other dishes, making dictionary other items etc.) Talk about what will happen if there is no water. 3 LO 2 Prepare simple recipes (Fruit juice, to allow children to taste. 1.Draws pictures to Write down steps to the recipe (use drawings and picture to allow represent story elements 2.Draws several pictures students to do context clues) talk about sequence. to show sequence of a story • Present a series of pictures of people wasting or not taking care of 3.Writes to recount 4.Labels some pictures the resources (water, land etc). Identify and Tell what the with words wrong things are in the picture-present solutions to the problems. 5.Writes a string of Choose one picture and write what could be done to conserve. E.g words 6.Rearranges words to of pictures: washing car, running standpipe while chatting, running make a sentence hose on road, dripping taps, overflowing tubs/sinks while washing 7.Uses a capital at the etc. beginning of a sentence and pronoun I 8.Creates a recount text • Select relevant issues with which children are likely to be familiar, with teacher support for example, issues related to situations at school that may affect 9.Participates in making a class book about an them. Have students make a collage by writing over printed interesting local person words. Copy onto a card, find pictures to show people using water 10.Creates and uses own in various ways, cut and glue pictures onto the card and hang the word bank for check spelling collage in the classroom. 11.Edits own work 12.Revises original drafts • Sing. Have the children talk about personal experiences. Teach 13.Begins to write and use contractions correctly the concept of opposites (heavy light, sink float, big small, tall, isn’t, aren’t, can’t, won’t short, rough smooth). Write on chart children’s suggestions. Provide worksheets/workbooks with items to colour. Refer to 3 LO 3 1.Produces visuals to practical examples of basin and water in class. Allow students to represent characters, try out the things that sink or float from a list as they categorize in setting, sequence and groups. Allow children to try 2 other things and place them in labels objects and places 2.Produces visuals to chart. Label the items on workbooks. explain a familiar change observed in environment 3.Produces visuals such Name of thing floats sinks as greeting cards as a spoon result of a class coin discussion 4.Writes/draws symbols leaf in charts feather 5.Writes tallies to record empty bottle 6.Develops and write simple sentences full bottle 7.Writes a simple story plastic bag and shares with class stick 3 LO 4 stone 3.Presents and reads 1 writing to family, friends 2 and teacher 4.Shows interest in writing 5.Responds positively to feed back • Encourage word-building activities. Draw attention to new words 6.Develops portfolio learned in content area from other subjects. Incorporate in word 7.Shows an interest in banks. Do group and independent word activities including writing independently and with others dictation. Allow for cloze exercises for lexical, picture and context 8.Brainstorms with class clues. Write on high interest topics. various purposes for writing and audiences and from pictures and • Teach children how to build many words from one know word by books using the strategy of “building blocks” (helping them become aware 9.Writes for different of structural knowledge of words and applying it-plurals, -ing, -ed, purposes and audiences with assistance endings and other significant affixes. E.g. Use the word stir (ir) and how it can move from past tense verb stirred to stirring. Use a 3 LO 5 chart showing word building blocks eg. Root word and blocks of 1.Produces visuals of themes taught in other morphographs-prefixes and suffixes) subject areas 2.Labels visuals with words and symbols 3.Writes/draws to solve simple problems END OF UNIT ASSESSMENT 4.Produces and interprets graphical information 5.Adds to and uses • Respond to and ask questions with understanding personal dictionary • Write two or more sentences about a picture or experience 6.Writes simple • Express self creatively and spontaneously informational sentences 7.Participates in making • Interpret and share work informational books for • Write in journal the class library • Talk on a topic in group or class 8.With class collects, organizes, records and reports information. END OF UNIT ASSESSMENT • COLLAGES • DESCRIBING EXPERIENCES • DESIGNING AND ILLUSTRATING BOOKS AND BOOK COVERS • RESEARCH PROJECTS ON ENVIRONMENTAL TOPICS • PARTICIATE IN A COMMUNITY PROJECT • CREATE A PLAY ABOUT TAKING CARE OF OUR ENVIRONMENT AND PERFORM AT GRADUATION OR SCHOOL CLOSING CEREMONY • WRITE QUESTIONS AND PUT ANSWERS INTO A CLASS VIDEO PRODUCTION Appendix PLANNING THE LESSON Each lesson that a teacher plans should contain a variety of learning activities about the same skill. Not all learners, children and adults included, learn in the same modality. According to the Multiple Intelligences Theory there are eight different potential pathways to learning: words (linguistic intelligence), numbers or logic (logical- mathematical intelligence), pictures (spatial intelligence), music (musical intelligence), self-reflection (intrapersonal intelligence), a physical experience (bodily-kinesthetic intelligence), a social experience (interpersonal intelligence), and/or, an experience in the natural world. (naturalist intelligence). Therefore, when introducing a skill and working through to its proficiency, include a variety of ways the learner can interact with the information. Some activities are great to warm up and bring out the potential in your classes while others are good to relax and quiet restlessness for a more serious session. Before and after intense learning sessions, teachers should try to break the intensity of the lesson by introducing songs, rhymes, jingles, games or motor skill activity e.g. close your eyes, cross your arms and touch your nose; fold your hands together, intertwine your fingers and try to move only one specific finger of choice. It is important to make learning fun, not only for the student but also for the teacher. A list of rhymes and songs has been included at the end of this guide to assist you in your play and song, appropriate to the lesson. Please feel free to add your own or any others that may have been left out. Beginning a lesson LESSON PRESET: Tell the children what they are going to learn about and be specific and positive about the lesson objective. Tell the children how they, what they will be doing to help them acquire this skill. Introduce any new vocabulary that they will need to know in order to grasp the lesson. Remind them through interactive review of any necessary skills or information that they will need to recall in order to learn the new information/objective. Do a short warm up, play a game to check for mastery of the required skills inn order to proceed with the new learning Tell them again what they are going to learn about and present new information – use new objects such as flash cards, pictures, charts, videos, etc to introduce the task. Break the task into bite size portions for the students to be able to absorb Main Activity/ies – Check for understanding and in class group or individual work have the children use the information just presented. Check for understanding of task and acquisition of new information. Practice new skill. Check the work while students are occupied in tasks. Assessment – Through interactive review, talk about the lesson objective and the task the children just preformed. Allow students to present findings, discuss group work, ask questions to probe and clarify understanding, Extend the activities, if needed; give extra practice for class or home. Conclusion/Summary – Use new skill in appropriate ways and extend the re-enforcement of the leaning through various other modalities e.g. song or game to conclude in an enjoyable fashion. SAMPLE LESSON PLAN 1 SUBJECT: Language Arts TIME: 1½ - 2 hours – Language Block THEME: People in the Community GRADE: Grade One ROLL: Boys __________ Girls ____________ Attainment Target: Listening and Speaking, Reading, Writing (1, 2, 3) Success criteria: Pupils will be able to (i) use the form ‘I am’ to talk about the tools used by community helpers (orally) (ii) identify tools used by specific community helpers (iii) read correctly inflectional endings e.g. er CONTENT: Community helpers e.g. carpenter Tools used by community helpers - hammer - rake - stethoscope - shovel - cutlass - fork INTRODUCTORY ACTIVITY: Begin lesson with the song ‘Peter pounds with one hammer’. Ask pupils to state which person uses the hammer. DEVELOPMENTAL ACTIVITY: Present the carpenter (or otherwise) to class Tools are displayed. Carpenter briefly talks about the tools he uses. Pupils now present their tools stating which community helper they represent. Pupils use the form ‘I am’. E.g. I am a carpenter. I use the hammer. I am a doctor. I use the stethoscope. I am a farmer. I use the fork. I am a fisherman. I use the fishing net. Present children’s sentences on sentence strips. Have pictures placed under name of community helper and tools for assisting in reading. Let child read with the help of teacher. E.g. I am a nurse. I use a stethoscope. (picture of nurse) Draw pupils’ attention to the form ‘I am’. Give practice in using ‘I am’ in sentences about themselves. Present pictures of helpers in the community on chart. Have names written on word cards. Model and have pupils read the word e.g. farmer. Let pupils place the word under the picture. Give children an opportunity to practice reading words. Have children read new and difficult words after teacher making special note to pronounce er/or as әr Farmer doctor baker Question pupils orally to have them respond in complete sentences. e.g. Which community helper uses the hammer? The carpenter uses the hammer. Have expected responses on chart for further reading. ACTIVITY: Refer to chart showing community helper and tools used. Have pupils recall picture and tools. Recap the use of the form ‘I am’ Pronounce clearly the various occupations and related tools. Let pupils pronounce after teacher, taking care to pronounce er/or correctly. XERCISE: Give pupils a work sheet with pictures of (workers) helpers and tools. Pupils match. Give individual pupils practice in the er/or in words. Writing practice – Pupils write three sentences about themselves using ‘I am’. ement Update or make a helping list in the class so that everyone gets a task that he/she is responsible for. Extended vocabulary jobs options: purser, interior decorator, librarian, lexicologist, sports manager, etc. SAMPLE LESSON PLAN 2 GRADE LEVEL: One TITLE OF BOOK: The Little Island AUTHOR: Frané Lessac CURRICULUM CONNECTION: Order according to size (Math) Attainment Targets: Listening, Speaking, Reading and Writing Success criteria: Students will listen to the text and share their thoughts (discussion) Students will understand the concept of island (definition /vocabulary) Students will order pictures according to size (size comparison) Students will make and read a book about boats ( read grade level text) PLAN: Introduction • Play Steel Band music of the Caribbean • Talk about the type of music and where it comes from… • Sing island songs-National Anthem, • Discuss ‘island’’ Show pictures of islands Materials/ ‘Island” storybook, boats of various sizes(cut out), tape, CD music, milk tins, plastic film, rubber bands, pictures of types of boats, sentence strips Text: Read the book The Little Island or any other Island book Song: I saw three ships come sailing in (2x)…to Dominica one Morning (replace on Christmas day) Ask: ‘How could you get to an island?’ ‘How did the boy in the story get to the island?’ ‘Pretend you are going by boat. What kind of boat would you go on?’ ACTIVITY: Ask a child to pin the pictures of boats in order according to size on the chalkboard Read the sentence strips about each boat e.g (This is a big boat with food) (This is a bigger boat with people) and (This is the biggest boat with animals) Make ‘My Boat Book’ as a class. Some children will colour parts of the boat, some will write words to glue to book, and others will illustrate for the book. Frame prepared by teacher. Practice reading the text in a circle. Question and answer session Individual Evaluation: Each child will paste three pictures in his book in order of size. Label the words: big, bigger and biggest the correct ones. REFLECTION: Teacher reflection on lesson Homework: Follow up exercises/drills LESSON PLAN 3 THEME: Anancy and Other Stories TOPIC: Comprehension Materials: Story Map, plain sheets of paper, crayons, Anancy story Keskidee Reader 1 p.38 and -p. 26 Kesidee Poster board, large photo of an agouti, costumes, or paper bag puppets Success criteria: Identify elements in a story Predict Outcome Retell familiar story Role play INTRODUCTION: Discuss the ‘Agouti’ with class. Begin with questions e.g. Have you ever seen an Agouti? What is it? What does it look like? Describe it. Show a picture from wildlife centre (Forestry department). DEVELOPMENT: Present text and story picture to class and have them read the title of the story. Have them predict the outcome of the story based on the title. Read the story with class. Ask questions e.g. How many characters? Allow students to write a number. Confirm predictions. (Quick think, Quick write strategy) Who are they? (draw and discuss) Who had a problem? What was their problem? What did they do to solve the problem? How was the problem solved? How do you think Brer Agouti felt when Brer Dog took off to join Brer Bull and the others? What did he do? What happened next? How did Brer Dog feel at first when the animals threw him out? What did he do? What happened in the end? (quick draw) Have pupils say which character they would like to be and why. EVALUATION: Have individuals attempt to tell the story in their own words using the story map presented with elements. Select individuals to role-play characters to act out the story. Assessment: Complete a story grammar web with WHO, WHAT, WHEN< WHERE, WHY and HOW THEME: Folk stories TOPIC: Reality/Fantasy (FACT AND FICTION) COMPREHENSION through Literature SUCCESS CRITERIA To distinguish realistic story elements from fantasy story elements Classify some things that can be done by children and some things that cannot. Development: 1. Show responses on a chart Things that children can do Things that children cannot do Jump in a puddle Ride a motorbike Ride a bicycle Pilot a plane Draw a picture Swim across the ocean 3. Read the following pairs of sentences. Have children identify the sentence that tells us something is not real or make-believe. 1. The boy drives a toy car. 2. The car flies into space. 1. A dog goes shopping for ice-cream. 2. The dog gets a new bone. 1. A whale swims in the ocean. 2. A fish sits on a rock and combs her hair. Let students illustrate these sentences to show reality and or fantasy. Let them produce their sentences of reality and fantasy. Place simple phrases on a card and allow children to pick from the box of real and fantasy. Performance assessment: Have children write about one real thing they like to do. Let them draw a picture of a make believe situation that they would like to do. Read the story of Cinderella or Jack and the Beanstalk. MINI LESSON - SPELLING WORDS WITH –an Say the following rhyme, emphasizing the words with the phonogram –an. When the cricket began, Little Dan sitting in a pan Waved at Jan Who was his favourite fan. She ran with a can, To see him in the pan Behind a fat man When the cricket began! Repeat the rhyme several times, encouraging the children to do the actions-especially to wave to “his fan’”. Say the words began, Dan, pan, Jan, fan, can, pan, man. Ask the children how the words are alike. Read the words again, omitting the last word in lines one, two, and four of each verse and encouraging children to respond with the –an words. Then ask the children to listen for the rhyming words and “wave like Dan” did in the poem. Can/ran tin/tan Mutt/man bran/nan Mat/tan fat/pan Pan/pal cat/can Prepare an accordion fan with paper for each child to write the word –an families. Let them colour and share fans to fan themselves and others. SAMPLE LESSON PLAN 4 SUBJECT: Language Arts THEME: Travelling by Land TIME: 1 hour – Language Block GRADE: Grade One ROLL: Boys __________ Girls ____________ SPECIFIC OBJECTIVES: Pupils will be able to (ii) talk about likes and dislikes (iii) identify and use descriptive words orally and in written sentences CONTENT: How people travel on land - foot - jeeps - bus - donkeys - bicycle - horse - cars - motorbikes - trucks - scooters - trains - wheelchair - cart Descriptive words to describe vehicles e.g. colour words – red, blue, green size words – big, small, little shape words – long, short Sample sentences - I have a red toy car. - My daddy’s car is yellow. INTRODUCTORY ACTIVITY: Have pupils sing a song or repeat a rhyme relating to vehicles or travel. Set purpose for lesson. DEVELOPMENTAL ACTIVITY: Ask pupils to state how they got to school today (e.g. Did they walk or ride) Question them to get them to tell where they’ve travelled to in Dominica and by what means i.e. bus, car, truck Find out who have vehicles in the community or neighbourhood Let them talk about these vehicles e.g. colour, size Write their ideas on chalkboard Let them talk about their likes and dislikes What types of vehicle do you like/not like to travel on? Why do you like/not like to travel by bus? What colour car etc would you like if you could have one? Do you have toy vehicles? At this point do a ‘show and tell’. Pupils talk about their toy vehicles. Allow girls to talk about them too. E.g. what colour car would they buy when they grow up? Refer to sentences on chalkboard Give pupils practice in reading sentences Highlight descriptive words Give pupils word cards and colour cards. Let them match. Give pupils activity sheets. Read sentences to pupils. Let them circle the word that describes (tell what kind). Let them read sentences. E.g. The man has a big bus. We have a yellow car. Our teacher drives a new car. Have pupils write a sentence about a vehicle (toy or real). Let them use a descriptive word from their set (pupils may work in groups). Pupils share their sentences. Record on notebook for further use. CULMINATING ACTIVITY: Present chart with pictures of vehicles and their names. Review the various vehicles used for land travel. Let pupils read names. EVALUATION EXERCISE: Pupils select their favourite means of travel by land from the chart. Pupils draw picture. Pupils write three describing words to describe their vehicle. Give pupils three sentences. Read sentences to pupils. Let them circle the describing word. Sample Lesson Plan 5 Grade 1 Theme: Our Environment Topic: Our Schoolyard Time: 1 hour Success Criteria: Students will: Discuss the school environment (listening and speaking) Identify key words from the story.(reading/vocabulary) Write key words taken from the story (spelling) Write two sentences to describe around the school yard.(composition) Read their sentences aloud.(reading) Introduction: Song-“Bits of Paper” question pupils about song and the importance of the song. 5 min e.g. Why do we want to pick up bits of papers? What might happen to paper and other things left on the streets as litter? Development: 1. Display chart with simple passage and allow students to read along. 5 min. 2. Ask questions through oral comprehension (do before reading strategies). What do you think the story is about by reading the title? Where were the children? Who was with them? Where do you think they placed the ice –pop bags and paper? What is a compost heap? What do you do when you have snack bags left after snack time? 3. Talk about how the schoolyard can be kept clean. 20 min Write new ideas in sentences for the students to copy. 4. Group students and have them to write one sentence on how to keep the schoolyard tidy. 5. Pupils illustrate their sentence and colour. 15 min 6. Let groups share with class as one member from each group reads his/her sentence aloud. 10 min. Student Evaluation: Draw on exercise books an example of a clean or unclean environment. Write a sentence about it. Conclusion: Review that the environment should be kept clean and tidy. Write up two columns of what is found in a clean and in a dirty environment. 5 min A – clean B- unclean Follow – up READING: 1. Read the story again with children 2. Use window cards to highlight words at random and allow children to call them out 3. Present flash cards and let children match and call words. 4. Play game ‘empty the bag’ (children take turns to call all the words taken from a bag) 5. read aloud new sentences and allow children to find the correct key words to complete. 6. Read the passage together 1O min Homework Collect Complete these sentences with the words in the bag. 1. We ______ our clothes on Sunday. 2. I keep the class ________. 3. We throw our rubbish in the _____. 4. I cannot _________ the rubbish bin. 5. Throw ________ in the bin. ( wash, clean, bin, find, papers) or Allow children to learn to spell five key words from the passage. Distribute slips and call words aloud. Or Unscramble the words to spell correctly five words in the passage. (sawh, nleac, birubsh, difn, ppreas, sikns) Passage Our class is outside today. The teacher tells us to pick up all the garbage we can in the schoolyard. We run around collecting ice-pop bags and paper. Some children find banana skins and orange peels. They put them on the compost heap. Then we run to wash our hands in the taps at the back of the school. Mini lesson - Grammar OBJECTIVE: Correctly use the word ‘has’ INTRODUCTION: Play the game ‘Who has the ball’ DEVELOPMENT: Ask questions: Who has a grey desk? Who has a black shoe? Continue to question pupils and ensure that they respond correctly in sentences. Have them read from text sentences which bring out the word ‘has’ e.g. One animal has no ham. Who has no ham? Brer Agouti has no horns. Who has no tail? Question pupils about the number of characters referred to in each case. Present several sentences orally and let them say which ones should be completed with the word ‘has’. e.g. Some animals ________ horns. The dog _______ no horns. A cow _______ two horns, Pigs _______ no horns. Sum up by asking pupils to state the rule for using has. EVALUATION: Have them complete only the sentences which require the word ‘has’. 1. Ken _______ my book. 2. Roy ______ no pencil. 3. Some boys _______ a toy car. 4. He ______ a mango. Mini lesson - Phonics Success Criteria: To identify and distinguish the short sounds INTRODUCTION: Ask pupils which character was the story about? Have them say its name. DEVELOPMENT: Write the name ‘Agouti’ on the chalkboard. Let class repeat the initial sound heard. Ask them to say what letter produces the key sound. Let them repeat it several times. In groups have them find all the words that begin with ‘a’. Let them report. List the words on board and let them call the words angry, are, and, animals, Anansi etc. In groups again let them find words with medial short ‘a’ sound. Have the group classify them into those with and without short sound. have, want, make, cannot, says, can, happy etc. List on chalkboard the information reported from groups. Have them call each group. Have them suggest other words and add them to the list. Have them call all the words together. EVALUATION: Pupils form sentences with three of the words taken from text. MINI LESSON to include Intelligences Telling Sentences Success criteria: To understand that telling sentences tells about something, begins with a capital letter and ends with a full stop (period). Introduction Share the following information with the children… A telling sentence is a sentence that tells about something or someone. It begins with a capital letter and ends with a full stop. Knowing what a telling sentence is will help you to understand your reading better. Models i. Verbal/ Linguistic Show pictures of the environment. Tell children to make up sentences about the earth. Record the sentences on board or chart paper and read them alone and with children. Allow children to copy one sentence on their books, and draw a picture to illustrate the meaning. Allow them to share their sentences with class. Ask them what the sentence tells about the environment. Allow individual children to come to point out a full stop, and a capital letter which begins the sentence. Display students work about the environment. ii. Visual/ Spatial Ask children to recall things they have learned about the environment. Record the responses on the board without capital letters or full stops. Read sentences aloud to children and ask them to correct them with capital letters and end marks. iii. Interpersonal Point out to children that many questions are answered with telling sentences. Encourage pairs of children to ask each other a question about the environment- school yard, around the home etc. Get them started by probing them with questions such as: Where do you like to go for walks? What do you look for along the way? What do you like/dislike about your environment? Help children to write their sentences to answer the questions that you gave them. Have them read the sentences out loud. Allow them to place the capital letters and full stops in the correct places. Reinforcement Have children find telling sentences from a favourite big book. Let them copy a telling sentence. Remind children to use the strategies from this lesson to help them make their writing clear and to understand what they read.