A, B, C, You and Me Activity Book 1 sample by Pearson Caribbean

The two Activity Books are designed to progressively develop childrenâ&#x20AC;&#x2122;s Language Arts and Literacy skills step by step. Activity Book 1 concentrates on pre-reading and pre-writing skills and the beginnings of sound and letter recognition. Activity Book 2 reinforces and extends the learning to include letter formation and the first steps in word-building. Look inside to see what else is included in the package!

The 1, 2, 3, You and Me: Early Childhood Numeracy education series: 1, 2, 3, You and Me Activity Book 1: 9781408277751 1, 2, 3, You and Me Activity Book 2: 9781408277768 1, 2, 3, You and Me pack: 9781408279861

Other products in the A, B, C, You and Me series: A, B, C, You and Me Activity Book 2: 9781408297278 A, B, C, You and Me Pack: 9781447906964

Written and reviewed by experts in the field, and developed in accordance with Caribbean curricula, it is child-centred, hands-on, developmentally appropriate and integrated. Teachers and parents can be confident that this package will provide the support and tools they need to teach and excite young learners.

A, B, C, You and Me is a complete package of interactive materials for Early Childhood Language Arts and Literacy education in the Caribbean. Its interactivity and diversity provides opportunities for children to learn through play, developing critical Language Arts and Literacy skills in a stimulating and enjoyable way.

Early Childhood Language Arts and Literacy for the Caribbean

Boo y t ivi Act

Anne Worrall and Tanya Banks

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My name is

I am special

Activity instructions: Ask the children: What’s your name? Those who are able to write their name in the top box do so; for the others, the teacher writes the child’s name in clear yellow print for the child to trace over. (See Teacher’s Guide, page 16, for activities to reinforce recognition of names.) Ask the children to choose a name for the parrot puppet. Write the name on a label and stick it on the parrot puppet's chest. Sing If your name starts with ... (Teacher’s Guide, page 32). Children then draw a self portrait in the bottom box.

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This is me

IIam amspecial special

Activity instructions: Encourage the children to tell you about the differences between each pair of pictures. Ask them about themselves: Are you a girl or a boy? Is your hair long or short? Do you wear glasses? Ask them to circle and colour the picture which is like themselves in each pair. Please note: children are not expected to be able to colour in accurately at this stage. In this, as in all the following activities, the choosing of the correct pictures is more important than the accuracy of the colouring.

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Match the faces

am special special IIam

Activity instructions: Talk about the faces and ask the children to describe their features, e.g. hair, eyes, glasses, earrings. Ask them to draw lines (going from left to right of the page) joining the pairs of identical faces and to colour them the same. Recite the rhyme I have a little nose (Teacherâ&#x20AC;&#x2122;s Guide, page 33).

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Things I can hear

IIam am special special

Activity instructions: Take the children outside and ask them to sit still and listen. Ask them what sounds they can hear. When they hear a sound illustrated here, ask them to tick the box next to the picture. Can they hear things which are not shown in the pictures? Which sounds were loud? Which were soft? Sing I hear thunder (Teacherâ&#x20AC;&#x2122;s Guide, page 33).

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Things one 1 I can do

am special special IIam

XXXXXX Activity instructions: Ask the children what they do after school each day and what they like doing. Encourage them to demonstrate skills – dancing, singing, etc. (see the hobby hoops activity, Teacher’s Guide, page 9). Talk about the boys and girls in the six pictures, then ask the children to circle and colour the pictures showing activities that they themselves enjoy. Ask them to draw something else that they like doing on their whiteboards. Sing This is the way ... (Teacher’s Guide, page 33).

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red What's missing?

IIam amspecial special

XXXXXXX Activity instructions: Talk about the parts of the body. Ask the children to show you their hair, eyes, nose, hands, etc. How many eyes/arms/legs do we have? Ask them to look at the picture that Tom is drawing and tell you what is missing. Children draw in the missing parts and colour the picture. Sing Head, shoulders, knees and toes (on the CD) and Put your finger on your nose (Teacherâ&#x20AC;&#x2122;s Guide, page 33).

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My favourite colour

I am special

red

yellow

green

black

blue Activity instructions: Use the flashcards to identify colours. Ask the children to name the colours on the left-hand side of the XXXXXX page. What colour is the sun? Ask them to point to the colour yellow, then draw a line from left to right linking the colour and the sun. Join the other colours and pictures in the same way. (Note: They are not expected to read the words at this stage.) Then ask the children to colour the pictures using the appropriate colours. What are their favourite colours? What colour is the parrot? Sing Colours (on the CD).

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Bingo!

I am special

Activity instructions: Talk about the children’s favourite colours. If required, give the words for the colours not yet identified, e.g. purple, brown, orange, pink. Ask them to name the colours on the first card above and then to colour the fourth square in a colour of their own choice. Children to colour the squares on the other cards in the same way. Play “Bingo!” using colours (Teacher’s Guide, page 6).

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Race your car

I am special

Activity instructions: Ask the children to follow the tracks of the cars, first with their finger and then to join the dots with a pencil. Make sure they travel from left to right. Encourage them to try not to “crash” into the sides of the track or go outside the edges. Discuss with them how well they think they did, e.g. In the red car you crashed four times. Practise these patterns in as many ways as possible, e.g. on whiteboards, in wet sand and in shaving foam (Teacher’s Guide, page 21).

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My family

Activity instructions: Talk about the people in the picture. Ask about the children’s own families: Do you have brothers and sisters? What are their names? etc. Ask the children to look at the “photos” and find each family member. Ask them to draw a line from the “photo” to the same person in the big picture.

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I am special

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Please and thank you! Please!

Please!

I am special

Thank you!

Please! Please! Activity instructions: Ask the children to describe what is happening in each of the pictures. What is Tom saying? What is Ana saying? Use role-play situations to act out this and similar scenes in shops, etc. Recite the rhymes Thank you and please, Are the keys, That open every door and Good manners (Teacher’s Guide, page 33). See Teacher’s Guide, pages 7–9, for role-play activities.

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Hide and seek

I am special

Activity instructions: Explain that Tom and Ana are playing “Hide and seek” with Daddy. Ask the children to follow the track with their finger to find the shortest way for Daddy to go to find the children. Then ask them to follow the track with a pencil, making sure they stay within the track and do not stray into the bushes. (See Teacher’s Guide, pages 21–3, for more fine motor activities.) What games do they play with their families?

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My toys

I am special

What comes next?

Activity instructions: Practise sequencing patterns with coloured beads, flashcards, etc. (See Teacherâ&#x20AC;&#x2122;s Guide, page 14, for more ideas on sequencing.) Look at the first row of pictures and ask the children to describe the sequence. Ask them to circle the picture on the right that comes next. Repeat with the other two rows. In rows 4 and 5, ask the children to choose and colour the next shape in the sequence. Children then create their own sequences on their whiteboards.

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I can help

I am special

Activity instructions: Ask the children to describe what is happening in the first two pictures. What do they think Tom and Ana will do next? Ask them to give reasons for their choice. Talk about the other picture sequences in the same way. Children then colour the correct third picture in each sequence. (Use the story cards for additional practice.) Do they help their families in the kitchen or the garden like this?

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I can make patterns

I am special

Activity instructions: Ask the children to describe the first sequence, then to colour the next two shapes in the sequence. Repeat with the second sequence. In the third sequence ask the children to create their own sequence by colouring the stars. Then ask them to draw and colour the next two shapes in the last sequence. Sing The pattern song (Teacherâ&#x20AC;&#x2122;s Guide, page 34). Children then make up a sequence on their whiteboards.

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Looking back

I am special

My name is …………………………….……………… My favourite colour is

I like to

Activity instructions: Talk to the children about themselves and how each individual is different. Read the text together, pointing to each word as you say it. Then ask them to write their name (or write it in yellow for them to trace over). Ask them to choose and circle their favourite colour and their favourite activity. Children can practise writing their names on the whiteboards.

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Looking back

I am special

Whose balloon? red green yellow blue

Activity instructions: Talk about the colours of the balloons. Ask the children to colour the balloons, then to follow the string from the red balloon carefully with their finger to see which child is holding it. Children then draw over the string with red crayon and colour that child’s shirt red. Repeat with the other colours. (From this you can assess individual fine motor skills, the ability to match and to recognise colour. See Teacher’s Guide, pages 21–3, for extension/consolidation activities.)

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Other products in the A, B, C, You and Me series: A, B, C, You and Me Activity Book 2: 9781408297278 A, B, C, You and Me Pack: 9781447906964

Early Childhood Language Arts and Literacy for the Caribbean

Boo y t ivi Act

Anne Worrall and Tanya Banks

CVR_ECLI_AB_ECCAR_7261_CVR.indd 1

16/02/2012 12:17