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Reg. No.: 2011/011959/07
Learn and Do
Facilitator’s Guide
Term 2
Grade R
Dr N Scheepers A Venter R Venter
CAPS aligned
Toyland Learning unit Sample
1. Playtime
2. Who lives in Toyland? 3. I learn about different types of toys 4. What are toys made of? 5. Toys that can roll 6. Toys that we can build with 7. Toys with wheels
8. Let’s play outside 9. Water toys
10. Grandparents’ Day
6
Focus of learning unit 6
Listening and speaking:
• Listens to and acts on instructions
• Recites poems
• Listens to stories for fun
• Uses language to develop concepts
• Identifies parts of a whole, e.g. builds a puzzle
Emergent writing:
• Fine motor control
• Strengthening hand muscles and fine motor coordination with play dough
• Repeats patterns (zigzag)
• Uses writing tools, e.g. crayons and paint brushes
• Develops sense of direction
Creative arts:
• Draws and interprets pictures
• Fine motor coordination
• Identify colours
• Spatial awareness
• 3-D designs with play dough
• Box construction
Emergent reading:
• Directional activities – reads the arrow card
• Draws pictures to convey thoughts
• Phonemic awareness: recognises the beginning sound and middle sound of words
• Listens to the ‘s’ ‘o’ and ‘a’ sounds
• Visual perception
• Comparison
Toyland Sample
Physical education:
• Balance
• Gross motor development
• Spatial orientation
• Awareness of the two sides of the body: laterality
• Uses senses to observe
• Visual perception
• Auditive perception
• Crosses the midline
Beginning knowledge and personal and social welfare:
• Different types of toys
• Tidiness and personal hygiene
• Personal likes and dislikes
• Sequence of events
• Safety
• Identify colours
• Where do we play with the different toys?
• Introduction to traffic rules
Mathematics:
• Counting concrete objects
• Develop number sense – numbers 2, 3 and 4
• Copying geometric patterns
• Position in space and spatial orientation
• Identify colours
• Informal measuring - longer, shorter
• Float and sink
• Data handling
• Time (morning, afternoon and evening)
• Sorting and classification
• Concepts: larger, smaller, taller, shorter
Rhymes, recipes and tips
The land of toys
Nalize Marais
The land of toys is a lovely place, everything has a special space. When the sun rises each day, all the toys come out to play. With my blocks I build a house or dress my doll with a pink blouse. Sometimes my friend comes to play, I share my toys and we play for the day.
Tonight the moon and stars will shine. My toys sleep tight and make me smile. I keep them all in a special box, so they will never, ever get lost!
The wheels on the bus
Traditional song
The wheels on the bus go round and round, round and round, round and round.
The wheels on the bus go round and round, all through town!
I drive in my red motor car
Traditional song (cf. All-in-one series)
I drive in my red motorcar right down the busy street. The light is red I have to stop and let the others go. Stop! says the red light, Go! says the green light, Carefull! says the yellow light, Careful what you do.
Draw a hopscotch
Use chalk and draw the shapes on the patio or any other paved area. As an alternative, use a stick to draw it in the sand.
Mix the salt and flour, then gradually add the cold water and beat the mixture with an egg beater until it is smooth. Add hot water and boil it until it becomes clear. Beat until smooth, then add colouring to obtain the desired colour intensity.
Finger paint (glue)
Mix wallpaper glue (available at hardware stores) according to the instructions on the packet. Divide the mixture equally and pour into two containers. Choose two colours watercolour, e.g. red and brown, and mix it separately in the containers. The mixture can be kept in the fridge for reuse.
Week 11
Day 1
Playtime
Session 1: Free play inside
The facilitator provides toys for the promotion of perceptual development, e.g. a puzzle, blocks/ Lego, colouring books and crayons, or any activity that will promote perceptual development. Use puzzles and pictures that relate to the theme of the learning unit: ‘Toys’, e.g. a doll’s house, construction toys, etc.
Session 2: Focus area: Life skills
Let’s talk about toys
Talk about playing and toys. Let the learners talk about playing, what they like and what they like to play with.
• Do you like to play?
• Which toy do you like to play with?
• Why do you like playing with that toy?
• Tell me what your favourite toy looks like.
• Do you know what favourite means? Your favourite toy is that toy that you like the most and love to play with the most.
• The learners must be able to explain what they like to play with, the colour of the toy, where they like playing with it, etc.
• Let the learners bring their favourite toys to school to show it to the facilitator (or friends).
• Sometimes we play alone with our toys, but at other times we play with friends.
• When we play with friends it is important to share. Everyone must have a turn to play with the toys.
• Do you have a friend whom you like to play with?
• What is your friend’s name?
• Which game do you like to play with your friend?
• Where do you like to play? We can play outside in the garden, we can play in the park, or we can play at home in our room.
• What do we play with outside in the garden? (Ball, sand, swing, ride bicycle, chase each other, swim, sandpit, cars, build a farm, etc.)
• Have you ever been to a park? What do we play in the park?
• What do you play with in your room or playroom?
• What do you do after playing with your toys? It is important for the learners to be aware of clearing away and putting away toys. We must always look after our toys and put them away safely when we have finished playing.
Session 3: Focus area: Mathematics
Count rhythmically to 10 while the learners clap their hands. The facilitator claps her hands. The learners listen and then clap the same number of times with their hands:
• Facilitator claps twice. The learners listen and also claps twice.
• Facilitator claps 4 times. The learners listen and also claps 4 times.
• Facilitator claps 5 times. The learners listen and also claps 5 times.
• Facilitator claps 3 times. The learners listen and also claps 3 times.
Use number cards.
• The learners put the number cards in a row from 1 to 5.
• Use counters/blocks. The learners put 1 block next to 1, 2 blocks next to 2, 3 blocks next to 3, 4 blocks next to 4 and 5 blocks next to 5.
• Place all the blocks together. The facilitator holds the number cards. Flash a number and the learners put down the number with counters, e.g. the facilitator shows 3. The learners put down 3 counters. The facilitator repeats the activity with numbers 1 - 5.
Give the learners 5 different toys, e.g. a car, block, plastic animal, ball, figurine, etc.
• Put the toys in a row below the row of number cards. The learners put a toy underneath each number.
• The facilitator requests the learners to identify the toys in the row, but uses ordinal numbers:
• The car is first in the row.
Sample
• Where is the block? (The block is second in the row.)
• What is fourth in the row? (the ball)
• Where is the figurine? The figurine is fifth in the row.
• Shuffle the toys. Ask the learners to put down a new row and say out loud what comes first, second, third, fourth and fifth.
Session 4: Free play outside
During free play the learners should be allowed to play according to their needs and skill. The facilitator can provide specific apparatus, e.g. a ball, hoop, sandpit games and water games. The learners develop important skills through play – this is a very important part of the daily programme.
Provide apparatus that will enable the learners to use their bodies and to become aware of everything that they can do with their bodies. The learners must climb and clamber, ride see-saw, spin a hoop, swing, balance, run, etc.
Session 5: Creative activity
Cover a table with a plastic tablecloth. Place various colours of watercolour paint, large paint brushes and water on a table. Make sure that the paint containers cannot fall over. Mark the paint brushes according to the colours of paint on the table, e.g. the brush in the red paint has a red dot on its handle. This will prevent the paint from mixing.
Earlier the learners spoke about their favourite toys. Now they paint that toy on a large sheet of paper.
Notes:
Session 6: Focus area: Language
The facilitator pastes a picture on her finger or on an ice-cream stick/pencil, e.g. an aeroplane, car, or doll. The learners must sit directly in front of the facilitator and look at the picture. The facilitator moves her finger in the air from right to left (for the learners it is left to right – the direction of reading). Ask the learners to keep their heads still, but to follow the aeroplane/bird with their eyes.
The facilitator makes movements in the air:
• Slowly move in a straight line from right to left and back again.
• Make a zigzag movement in the air from right to left.
• Slither like a snake from right to left.
• While the learners are following the index finger with their eyes, take note of their eye movement.
Complete Activity 75 in workbook 1:
• Use crayons and complete the patterns.
Session 7: Story time
Notes:
Sample
Day 2
Who lives in Toyland?
Session 1: Free play inside
The facilitator provides toys for the promotion of perceptual development, e.g. a puzzle, blocks/ Lego, colouring books and crayons, or any activity that will promote perceptual development. Use puzzles and pictures that relate to the theme of the learning unit: ‘Toys’, e.g. a doll’s house, construction toys, etc.
Session 2: Focus area: Life skills
Let’s talk about Toyland
Read the poem: The land of toys
• The learners do not have to remember the poem, but must listen very carefully and participate in the discussion.
• Do you think that there is really a place like Toyland? (Toyland is not a real country, it is a place that we dream of.)
• What do you think it looks like there and what it is like to live in Toyland?
• Who live in Toyland? (cars, dolls, blocks)
• When must you share your toys? Do you know what it means to share? Explain to the learners that it is nice to play with your toys on your own, but that one sometimes plays with other friends. Then we must share our toys and give everyone a turn.
Sample
• How do you feel if someone takes one of your toys? If someone takes something without asking, you feel angry or sad. That is why we must always ask if we may play with someone else’s toys.
• When must we put our toys away? (At night when it is time to go to bed.)
• When does the sun set? In the evening. Then it is time to bath, eat and go to sleep.
• Why must we put our toys away? The learners need to understand that it is important to look after your toys, to put them away safely and to make sure that nothing gets lost.
• Which other toys do you think can live in Toyland? Allow the learners to name different toys, e.g. a bicycle, balls, blocks, cars, dolls, puzzles, musical instruments, plastic animals, toy train, TVgames, teddy bear, etc.
• Whom would you invite with if you could go and play in Toyland? The learners must explain whom they would take with and why they would want to take that specific person with.
Session 3: Focus area: Mathematics
Explain the attributes of the circle, square and rectangle. First give the learners the opportunity to identify each geometric shape on the chart against the wall.
• Ask the learners to point out each shape. Discuss the attributes while they are pointing them out.
• A circle is round, flat and has no corners. A sphere is also round, but it is not flat.
• A square has 4 corners and 4 sides that are all the same length.
• A rectangle also has 4 corners and 4 sides. The sides are not all the same length – there are 2 shorter sides that are the same length, and 2 longer sides that are the same length.
Complete Activity 76 in workbook 2.
• The learners cut out the geometric shapes.
• Use the shapes to complete the tangrams. Each tangram is a picture of a toy.
• The facilitator discusses the shapes in each tangram with the learners.
• Count the shapes in each tangram.
• Discuss the colours of each shape.
• Count all the corners, sides, etc.
• As soon as the learners have completed the three tangrams, they can paste it on a blank page.
Sample
Session 4: Free play outside
Session 5: Creative activity
The facilitator draws a square in the centre of a large sheet of paper. The learners use crayons to draw on the page. It is a spontaneous creative activity. The learners can use the square in the centre of the page as part of any picture that they wish to draw.
Notes:
Sample
Session 6: Focus area: Language
Recite the poem: The land of toys.
Can you remember that we read about Toyland this morning? The learners listen to the same poem again and identify the sequence of events.
• When do the toys start to play? (In the morning)
• When does the sun rise? (In the morning)
• When must we put our toys away? (Late afternoon/evening)
• When do the moon and stars shine? (At night)
• What happens when the sun sets? (It gets dark and the moon rises.)
• Talk to the learners about morning, afternoon and evening.
• What do you do in the morning? (Get out of bed, eat breakfast, brush teeth, do school work, etc.)
• In the middle of the day we eat our lunch. We play with our toys.
• Late in the afternoon we put our toys away.
• What do you do in the evening?
Complete Activity 77 in workbook 1.
• The learners colour the pictures and cut them out.
• Paste the pictures in sequence to tell your own story.
Session 7: Story time
Notes:
I learn about different types of toys Day 3
Session 1: Free play inside
The facilitator provides toys for the promotion of perceptual development, e.g. a puzzle, blocks/ Lego, colouring books and crayons, or any activity that will promote perceptual development. Use puzzles and pictures that relate to the theme of the learning unit: ‘Toys’, e.g. a doll’s house, construction toys, etc.
Session 2: Focus area: Life skills
Let’s talk about different types of toys
Yesterday we read about Toyland. Can you remember who all live in Toyland? (Check if the learners can remember which toys were mentioned in the poem.) The facilitator can help and read the poem again if necessary.
We get many different kinds of toys. What toys do you have in your room?
• Allow the learners to name the toys in their room.
• Do you have a baby brother or baby sister?
• Can a baby also play with your toys? Why do you think so?
• Which toys can we give to a baby to play with? (A rattle or a teddy bear or other soft toys.)
• Do you think that girls and boys play with the same toys? Why do you think so?
• Remember: Although toys are made specifically for girls or boys, anyone may play with them. Explain to the learners that there is not right or wrong – we can all play with any toy we like.
Sample
• Some toys are made for boys, others are made for girls. Then we get toys that both girls and boys can play with.
• Which toys are made for girls? Which toys are made for boys?
• Which toys both girls and boys can play with?
Session 3: Focus area: Mathematics
Count rhythmically from 1 to 10. The facilitator counts with the learners. Repeat the counting activity, but now allow the learners to count on their own.
Now count to 5 and clap as many times as the number:
1 – clap once
2 – clap twice
3 – clap three times
4 – clap four times
5 – clap five times
Sorting activity:
Fill a container with different types of toys, e.g. cars, blocks, balls, plastic animals, water toys, crayons, shapes, teddy bears, etc. The learners must sort the toys:
• Take out all the toys that have wheels. (e.g. cars)
• Count how many toys with wheels there are in the group.
• Take out all the toys that you can build with. (e.g. blocks)
• Put the blocks in a row and count how many blocks there are. Build a tower and count all the blocks again. (The facilitator may help the learners to count if it is a large number.) The learners must become aware of the number of blocks: Although the shape of the structure that you are building is different (a row or a tower), the number of blocks remains the same.
• Put all the toys together again. Now take out all the red toys and all the blue toys and make two groups. (The facilitator can decide on two other colours if red and blue are not suitable.)
• Count how many red and how many blue toys there are in each group.
• Put all the blue toys in a row under one another.
• Now put all the red toys in a row next to the blue toys.
• Put a red toy next to each blue toy. (The learners must do one-to-one pairing.)
• Are there toys left that do not have “friends”? Which group has the most toys? (The group that has toys left over has the most toys – the learners must discover the concept of most and least on their own by pairing the toys and finding out which group has more toys.)
